Preconditions influencing the development of post-secondary training programs in universities for individuals with intellectual disabilities

Denise De Souza, Zelinna Pablo, Michael Shevlin, Maria Theresa von Fürstenberg, Jennifer Banks, Debashis Sarker, Alejandra Rios Urzua, Donatella Camedda, Des Aston

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Background: Research on post-secondary training for individuals with intellectual disabilities has generally focused on programs, with little consideration of the structures and mechanisms that give rise to them. This article adopts a critical realist perspective to comparatively analyse and theorise about the contextual structures contributing to the introduction of post-secondary training programs in universities for individuals with intellectual disabilities. Method: Six stages in critical realist explanatory research were followed. They include (1) description, (2) analytical resolution, (3) abduction/theoretical redescription, (4) retroduction, (5) comparison between different theories and abstractions, and (6) concretisation and contextualisation. Results: Historical, socio-political, and educational policy structures and mechanisms, indicated three program typologies: program as niche, as a generalisable prototype, and as an evolutionary response to evolving conditions. Conclusions: By developing explanations about preconditions, the study draws out nuanced sub-types occurring within a single university-based program, theorises on trajectories for success, and lays the groundwork for future empirical and conceptual development.

Original languageEnglish
Pages (from-to)95-106
Number of pages12
JournalJournal of Intellectual and Developmental Disability
Volume49
Issue number1
DOIs
Publication statusPublished - 2024

Keywords

  • critical realism
  • higher education
  • inclusive post-secondary education
  • Intellectual disability

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)
  • General Psychology

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