Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities.
Lucretia A Berg, Tracy Jirikowic, Katie Haerling, Ginger MacDonald
Author Information
Lucretia A Berg: Lucretia A. Berg, EdD, OTR/L, is Occupational Therapist, II, Children's Therapy Unit, MultiCare Good Samaritan Hospital, Puyallup, WA; lucretiaberg@me.com.
Tracy Jirikowic: Tracy Jirikowic, PhD, OTR/L, FAOTA, is Associate Professor, Department of Rehabilitative Medicine, University of Washington, Seattle.
Katie Haerling: Katie Haerling, PhD, RN, is Associate Professor, Nursing and Healthcare Leadership, University of Washington, Tacoma.
Ginger MacDonald: Ginger MacDonald, PhD, is Professor and Director of Educational Leadership, University of Washington, Tacoma.
Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum-including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations-is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum.
