Exploring why people with intellectual disability choose to go to university

Introduction: Little is known about why people with intellectual disabilities (ID) choose to attend higher education or other postsecondary options. Benefits of inclusive higher education include: increased self‐determination, learning new skills, and having a socially valued role. The aim of this study was to examine the influence of social, academic, vocational, and family domains when choosing postsecondary options.

Methods: This project used a phenomenological approach. Semi‐structured interviews were conducted with people with ID (N = 5) from an inclusive higher education program, disability organisations, or Australian Disability Enterprises. Questions focused on domains of an individual's life (social, academic, vocational, and family) and the role these played in decision‐making regarding postsecondary options.

Results: All participants were personally involved in decision‐making; however, their involvement was usually only for minor decisions. Parents played an influential role in decision‐making for most participants. Participants who attended mainstream schools were more likely to express a desire to attend university. Some participants used vocational educational training courses as a transitional pathway.

Implications: Experiences of participants revealed barriers and facilitators to attending higher education. An increase in accessible information about post school options, including university, to secondary students and parents/caregivers could increase participation in higher education.