Abstract
As more Students with Intellectual Disabilities (SWIDs) enter higher education, the number of on-campus programs supporting these students is increasing. In particular, these on-campus postsecondary programs are working with academic advisors to support and increase the successful academic integration of SWIDs on campus. Research has shown how academic advising increases retention, graduation, and overall student success for students, and SWIDs should be no different. This paper presents data gathered from a study on the experiences of SWIDs working with academic advisors, in particular how advisors are key to supporting their success. Data from this study contributes to the lack of research on how best to support the success of SWIDs within the academic advising community in higher education.
Presenters
Michael HoudyshellAssociate Professor/Program Coordinator, College of Education, Florida Gulf Coast University, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Students with Intellectual Disabilities, Academic Integration, Learner Diversity, Student Success
