Preconditions influencing the development of post-secondary training programs in universities for individuals with intellectual disabilities.

Background: Research on post-secondary training for individuals with intellectual disabilities has generally focused on programs, with little consideration of the structures and mechanisms that give rise to them. This article adopts a critical realist perspective to comparatively analyse and theorise about the contextual structures contributing to the introduction of post-secondary training programs in universities for individuals with intellectual disabilities.

Method: Six stages in critical realist explanatory research were followed.