Domin, Daria

For parents, families, and caregivers of youth with intellectual and developmental disabilities (IDD), reaching the age of majority is an important milestone. In most US states, the age of majority is when many legal rights parents have under the Individuals with Disabilities Education Act (IDEA) transfer to young adults. The way that transfer of rights discussions between schools and families happen can differ from state to state and school to school.

There is growing evidence postsecondary education (PSE) is an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Partnerships between institutions of higher education (IHEs) and vocational rehabilitation (VR) are essential in providing better access to this pathway. This study sought to identify elements of effective IHE-VR partnerships through case studies at four sites, involving interviews with faculty and program staff, VR administrators and counselors, and students and families.

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at 7 colleges and universities across the U.S.

This Fast Fact provides a summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.

Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fifth year of FY 2016–2020 funding.

In addition to academic programming, Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) have a directive to ensure that enrolled students with intellectual disability (ID) are prepared for gainful employment. One study found students with ID who obtained a paid job while enrolled in a college or university program were almost 15 times more likely to have a paid job at exit than those who did not obtain a paid job while enrolled (Grigal, Papay, Smith, Hart, & Verbeck, 2018).

Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities.

This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.  

This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.

Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2018-2019 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fourth year of FY 2016–2020 funding.