BACKGROUND: As the number of postsecondary education programs offering opportunities for individuals with intellectual disabilities to attend college increases, so does the investigation into the outcomes of these programs. Gaps in the literature are apparent, especially related to programming at Minority Serving Institutions (MSI).
METHOD: The study explored parents' observations of their children's outcomes outside of the classroom (e.g., at home, in the community, related to their participation in an inclusive university program. Fourteen parents of currently enrolled students participated in in-depth exit interviews. Applied thematic analysis was conducted on the qualitative data.
RESULTS: Participant responses revealed three major themes: (i) developments at home: generalised skills and behaviours; (ii) enhanced social integration and student self-image; and (iii) developments in parents' perceptions of disability.
CONCLUSION: Implications for practice and more effective programming are discussed in support of students' increased independence and participation as active members of their communities.
