Perspectives of Students Labeled Intellectually Disabled at College: Using Disability Studies in Education as a Lens to Contemplate Inclusive Postsecondary Education

Abstract This study reports on the experiences of students with intellectual disability labels who participated in inclusive postsecondary education ( ipse ) at a public university. A studies framework is employed to discern and critique aims programs forefront perspectives persons are identified as intellectually disabled. Qualitative participant-observation data was gathered analyzed describe how participants narrate ways they understand value reciprocal relationships working towards in(ter)dependence productive key aspects their experience college. Implications attending student voice guide our program development discussed along broader implications for field.