Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured interviews with 10 students with ID at an IPSE program in the northeastern United States, this qualitative study was conducted to examine students’ experiences accessing course content in university courses. We highlight factors that students identified as significant contributors to their ability to access course content and experience success in the courses they took. Findings reveal that the students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Students discussed their desire to be viewed as fully matriculated students while receiving support. Implications for practice are provided.

中文翻译：

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叙述访问和代理：智障学生分享他们的高等教育经历

通过包容性高等教育 (IPSE) 项目的发展，越来越多的智力障碍 (ID) 学生获得了进入大学和学院的机会。尽管可以实际进入学院和大学校园甚至教室空间，但对许多学生及其教师来说，导航访问实际课程内容仍然是一个挑战。这项定性研究通过对美国东北部 IPSE 项目的 10 名智力障碍学生进行半结构化访谈，调查学生访问大学课程内容的体验。我们强调了学生认为对他们获取课程内容和在所修课程中获得成功的能力有重要贡献的因素。调查结果显示，学生将积极或消极的课程体验归因于课程讲师的相关性和使课程内容易于理解的能力。学生们讨论了他们希望在获得支持的同时被视为完全录取的学生的愿望。提供了对实践的启示。