Abstract
On-campus postsecondary programs like Comprehensive Transition and Postsecondary (CTP) programs started in response to increasing numbers of students with intellectual disabilities (SWIDs) entering higher education. The problem for many students with intellectual disabilities is the lack of support for an overall integrated academic experience once they matriculate into higher education from P-12 education. Collaborating with campus units such as academic advising, CTP programs, and individual academic advisors can enhance support and promote the successful academic integration of students with intellectual disabilities. Research has shown how an area like academic advising increases retention, graduation, and overall student success for students, and students with intellectual disabilities should be no different. Using a phenomenological single case study approach, seven students and two advisors participated in semi-structured interviews. Key findings include the importance of on-campus interconnectedness and support for an overall connected experience as important considerations for assisting successful academic integration for students with intellectual disabilities. Implications from this study contribute to the lack of research on how best to support the successful integration of SWIDs within academic advising, on campus, and in higher education communities.
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AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Houddyshell M, Sanabria A. The role of academic advising in campus integration for students with intellectual disabilities: A case study.
Asia Pacific Journal of Education and Society. 2025;13(2), 4.
https://doi.org/10.20897/apjes/17486
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Reference: Houddyshell, M., & Sanabria, A. (2025). The role of academic advising in campus integration for students with intellectual disabilities: A case study.
Asia Pacific Journal of Education and Society, 13(2), 4.
https://doi.org/10.20897/apjes/17486
Chicago
In-text citation: (Houddyshell and Sanabria, 2025)
Reference: Houddyshell, Michael, and Alyssa Sanabria. "The role of academic advising in campus integration for students with intellectual disabilities: A case study".
Asia Pacific Journal of Education and Society 2025 13 no. 2 (2025): 4.
https://doi.org/10.20897/apjes/17486
Harvard
In-text citation: (Houddyshell and Sanabria, 2025)
Reference: Houddyshell, M., and Sanabria, A. (2025). The role of academic advising in campus integration for students with intellectual disabilities: A case study.
Asia Pacific Journal of Education and Society, 13(2), 4.
https://doi.org/10.20897/apjes/17486
MLA
In-text citation: (Houddyshell and Sanabria, 2025)
Reference: Houddyshell, Michael et al. "The role of academic advising in campus integration for students with intellectual disabilities: A case study".
Asia Pacific Journal of Education and Society, vol. 13, no. 2, 2025, 4.
https://doi.org/10.20897/apjes/17486
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Houddyshell M, Sanabria A. The role of academic advising in campus integration for students with intellectual disabilities: A case study. Asia Pacific Journal of Education and Society. 2025;13(2):4.
https://doi.org/10.20897/apjes/17486