~AEA Public Library

2017 Conference

Title: Evaluating the impact of inclusive concurrent enrollment programs for students with intellectual disabilities using quasi-experimental design: challenges and possibilities

Abstract: Research has shown that youth ages 18–22 with intellectual disabilities and autism are less likely than students with other disabilities to go to college. Although these youth may benefit from inclusive concurrent enrollment programs, which provide transition services on college campuses instead of in high schools, little is known about the impact of these programs on students’ self-determination, career readiness, career goals, continued higher education, or employment. Using quantitative methods to measure impact raises methodological issues when working with youth with intellectual disabilities, including instrument validity, sample size, recruitment and retention, and fidelity of implementation. Addressing these issues can help evaluators use “conventional” quasi-experimental designs to measure the impact of programs that have the potential to transform outcomes for youth with intellectual disabilities. This poster will explore potential solutions using the experiences of a current evaluation of the Think College Transition (TCT) Model in Massachusetts.

Theme: Learning to Enhance Evaluation
Track: Disabilities and Underrepresented Populations
Session Type: Poster
Tags: disability