Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.

中文翻译：

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对有广泛支持需求的学生实现个人目标的中学后经历和支持的看法

高等教育机构的包容性中学后教育 (PSE) 项目正在兴起，为智力和发育障碍 (IDD) 人士（包括那些有广泛支持需求 (ESN) 的人士）提供了实现其预期成果的机会。这项定性研究旨在了解双录取非住宿 PSE 项目的在校学生和刚毕业的学生认为有助于他们自主就业、教育和社会目标的经历和支持。此外，本研究还探讨了学生对 PSE 的感知如何影响他们的目标实现和未来的生活。对 10 名 IDD 参与者（其中 8 名 ESN 参与者）的采访结果显示，获得和维持有竞争力的就业受到了 COVID-19 的负面影响，PSE 期间的带薪就业与参与者的就业目标不一致，实习经历使参与者了解了他们的就业目标。工作偏好和改变他们的就业目标，而同伴导师会影响参与者就业、教育和社会目标的实现。描述了对实践和研究的影响以及研究的局限性。