Helen A. Kellar Institute for Human disAbility - George Mason University
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The Kellar Institute for Human DisAbilities (KIHd) is an interdisciplinary campus-based organization focusing on improving the lives and productivity of children and adults with disabilities. KIHd combines the resources of the university with local, state, regional, national, public, and private sector agencies and organizations to develop products, services, and programs for persons with disabilities.

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Journal of Inclusive Postsecondary Education

Call For Papers - Submit Your Work to JIPE Right Here

Exciting news! The first academic journal for inclusive postsecondary education is in creation. The Helen A. Kellar Institute for Human disAbilities at George Mason University and the Lawrence B. Taishoff Center for Inclusive Higher Education at Syracuse University are launching the Journal of Inclusive Postsecondary Education, JIPE. This peer-reviewed journal will focus on research within inclusive postsecondary education for students with intellectual and developmental disabilities. The journal will be an extension of the State of the Art Conference and a vehicle for dissemination of research in this fledgling field.

For the inaugural issue of the Journal of Inclusive Postsecondary Education - key issues such as the state of the field, inclusion, research on academics, sexuality, community integration, and transition are addressed.

Current Issue Preview:

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Postsecondary and Employment Expectations of Families and Students with Intellectual Disability

A survey was administered to assess overall expectations of administrators, teachers, families, and students with mild, moderate, and severe intellectual disabilities (ID) ranging in age from 14 to 21. Survey questions assessed expectations regarding paid jobs after school, wages,...

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Literacy Interventions for Young Adults with Intellectual and Developmental Disabilities in the Inclusive Postsecondary Education Settings: A Review of a Program of Research

Many students with intellectual and developmental disabilities (IDD) enrolled in postsecondary education do not derive full benefits of attending college because of their limited academic skills. This review summarizes a series of experimental studies that investigated the effects...

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Addressing the Policy Tangle: Students with Intellectual Disability and the Path to Postsecondary Education, Employment and Community Living

This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and...

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The Use of Smart Technology on Improving Time Management of College Students with Intellectual/Developmental Disability

The purpose of this study was to examine the use of smart technology (i.e., Apple iPhone and Fitbit Smartwatch) on time management skill acquisition of students with intellectual/developmental disabilities who attend college. A single-subject multiple probe design was used to...

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Introduction

Welcome readers to the first issue of the Journal of Inclusive Postsecondary Education. This journal aims to fill the dissemination gap for publishing research within this field. As such, the mission of the Journal of Inclusive Postsecondary Education is to publish original research on the topic of inclusive postsecondary education for students with intellectual and developmental disabilities. Journal of Inclusive Postsecondary Education will provide a forum for qualitative, single subject, quantitative, and mixed methodological studies conducted in a university, community college, or related post-secondary environment. Review articles may be published when a clear contribution to knowledge is noted.


Meet the Journal of Inclusive Postsecondary Education Editorial Team!
Editors in Chief
Heidi J. Graff George Mason University
Linda H. Mason George Mason Univ
Beth Myers Syracuse University
Editorial Assistant
Stacie Brady George Mason University
Board Members
Josh Baker University of Nevada
Youjia Hua University of Virginia
Kelly Kelley Western Carolina University
Martha Mock University of Rochester
Mary Morningstar Portland State Univ
Clare Papay ICI, Univ of Massachusetts
Anthony Plotner Univ of South Carolina
Seb Prohn Virginia Commonwealth Univ
Karrie Shogren University of Kansas
Suzanne Woods-Groves Auburn Univ

JIPE Author Guidelines

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