[accepted version] Inclusion of Students With Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Literature Review
The purpose of this systematic literature review was to examine the association between inclusive education and postsecondary outcomes for individuals with intellectual and developmental disabilities (IDD). Despite decades-long advocacy efforts, most individuals with IDD never achieve meaningful paid employment or enroll in postsecondary education after graduation from high school. Although educational and workforce legislation has emphasized both inclusive education and competitive integrated employment for youth with IDD, no previous reviews have examined the strength of evidence for the former as a pathway to positive postsecondary outcomes. This systematic literature review searched peer-reviewed articles published between 1997 and 2018. A total of nine studies met inclusion criteria. The majority of studies found positive effects for inclusive education on either postsecondary employment or education using correlational designs. Limitations to the included studies, implications and recommendations for practice, policy, and future research are discussed.
Published source at https://doi.org/10.1352/2326-6988-8.4.303
Inclusion of Students With Intellectual and Developmental Disabilities and Postsecondary Outcomes: A Systematic Literature Review Joshua P. Taylor; Magen Rooney-Kron; Holly N. Whittenburg; Colleen A. Thoma; Lauren Avellone; Hannah Seward Inclusion (2020) 8 (4): 303–319. https://doi.org/10.1352/2326-6988-8.4.303