From access to belonging: Student-defined experiences and supports in inclusive postsecondary education

Background The current study aimed to identify the college supports, opportunities, and experiences that students with intellectual and developmental disabilities view as most influential to their sense of belonging in higher education.Method Using the researcher-developed Facilitating Inclusive Reflection and Empowerment–Delphi (FIRE-Delphi) model, 13 students enrolled in an inclusive postsecondary education (IPSE) program engaged in a 3-stage process: semi-structured interviews, a card sort prioritisation activity, and group insight mapping. Each method was adapted to maximise accessibility and ensure participants’ voices were centred as sources of expertise.Findings Across iterative rounds of reflection and consensus building, students emphasised freedom and independence as well as support from coaches employed by the IPSE program to access full campus engagement as paramount in facilitating belonging.Conclusion The study demonstrates that students with intellectual and developmental disabilities experience belonging in college when they are supported to develop independence, build meaningful relationships, and participate fully in campus and work-based opportunities.