Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses

Background

Inclusion of people with intellectual disability (ID) in higher postsecondary academic education

is on the rise. However, there are no scientific criteria for determining the eligibility for

full inclusion of students with ID in university courses. This study focuses on two models of

academic inclusion for students with ID: (a) separate adapted enrichment model: students

with ID study in separate enrichment courses adapted to their level; (b) full inclusion model:

students with ID are included in undergraduate courses, receive academic credits and are

expected to accumulate the amount of credits for a B.A.

Aim

(a) To examine whether crystallized and fluid intelligence and cognitive tests can serve

as screening tests for determining the appropriate placement of students with ID for the

adapted enrichment model versus the full inclusion model. (b) To examine the attitudes

towards the program of students with ID in the inclusion model.

Method/Procedure

The sample included 31 adults with ID: students with ID who were fully included (N = 10)

and students with ID who participated in the adapted enrichment model (N = 21). Crystallized

and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract

verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine

the attitudes of students in the inclusion model towards the program.

Outcomes and results

The ANOVAs indicate that the most prominent difference between the groups was in vocabulary,

knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test

evaluation, was used to determine the students' eligibility for appropriate placement in the

two models. Seven tests distinguished between the groups in terms of sensitivity and specificity.

The interviews were analyzed according to three phases.

Conclusions/Implications

The results indicate that students with ID are able to participate in undergraduate courses

and achieve academic goals. The general IQ and idioms test seem to be best determiners

for appropriate placement of students with ID to one of the two models. The included students

with ID are motivated and self-determined in continuing in the program.