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Journal of Inclusive Postsecondary Education


With growing opportunity for students with intellectual and developmental disability to access a variety of inclusive higher education programs comes an increased need for program implementers to evaluate practices and outcomes alongside participants. This mixed method, exploratory study examines self-determined goal setting, goal attainment, and quality of life within an inclusive college program as a measure of participant outcome and program evaluation. Furthermore, it provides implications for the importance of self-determined learning and participant voice within program planning, revision, and implementation.1

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