Abstract:

Students with intellectual disabilities (ID) continue to experience limited access to inclusive postsecondary education opportunities that support employment and independent living outcomes. The purpose of this qualitative case study was to explore the perceptions of students with ID regarding how the LIFE program at the University of Wisconsin–Whitewater supported their preparation for employment, independent living, and academic success. A total of 8 students enrolled in the LIFE program participated in in-person, semi-structured interviews. Data were analyzed using thematic analysis following Braun and Clarke’s (2006) framework.

Four major themes emerged from the data:
(a) positive college experiences,
(b) development of employment-related skills,
(c) development of independent living skills, and
(d) recommendations for enhancing the LIFE program.

Findings indicated that students valued being immersed in a college-level environment, which fostered academic inclusion, campus engagement, and increased independence. Participants reported acquiring essential employment-related skills, daily living skills, and self-regulation strategies that they perceived as critical for future success. Students also provided constructive recommendations to improve instructional practices, expand program accessibility, and create opportunities for participation in sport competitions.

Keywords:

Students with intellectual disabilities, LIFE program, postsecondary education, daily living skills, employment skills