Award Date

May 2018

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

Communication

First Committee Member

Jennifer Guthrie

Second Committee Member

Emma Frances Bloomfield

Third Committee Member

Lisa Menegatos

Fourth Committee Member

Joshua Baker

Number of Pages

87

Abstract

Through a qualitative research study using Baxter’s (2011) contrapuntal analysis and Ellingson’s (2008) crystallization, this project illuminates the support needed for students with intellectual developmental disability (IDD) transitioning into postsecondary education. Through comparing interviews with parents of students in a postsecondary education (PSE) program, four PSE program websites, and shared experiences from an online webinar found on “Thinkcollege.net,” dialectical tensions in messages are highlighted. By analyzing what is stated (and not stated), perceptions of students with IDD attending college are understood. The aim of this research study is to use the identified perceptions to help provide better support for PSE programs and students.

Keywords

Contrapuntal analysis; Family Support; Intellectual Disabilities; Postsecondary Education

Disciplines

Communication

Language

English


Included in

Communication Commons

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