Inclusive postsecondary education programs for adults with intellectual and developmental disabilities (IDD) are proliferating across the United States. Although college can be a formative time for any student, there has been limited research on the growth that college students with IDD may experience during their time on campus. We address this gap by using a longitudinal design to examine the adaptive behavior, self-determination, executive functioning, and social skills of college students with IDD across three points in time—upon initial entry into the program, at the end of their first year, and at the end of their second year. Analyses suggested significant improvements in adaptive behavior and self-determination across the first year of the program. We offer recommendations for research and practice aimed at documenting and promoting growth for students with IDD throughout their collegiate experience.

针对智力和发育障碍成人 (IDD) 的包容性高等教育项目正在美国各地激增。尽管大学对于任何学生来说都是一个成长时期，但对于患有 IDD 的大学生在校园期间可能经历的成长的研究有限。为了解决这一差距，我们采用纵向设计来检查患有 IDD 的大学生在三个时间点（最初进入该项目时、第一年结束时）的适应行为、自决、执行功能和社交技能。 ，并在第二年结束时。分析表明，在该计划的第一年，适应性行为和自决能力有了显着改善。我们提供研究和实践建议，旨在记录和促进患有 IDD 的学生在整个大学经历中的成长。