Grigal, Meg

In this webinar from March 2026, Danie Roberts-Dahm, Meg Grigal, and Clare Papay introduced the re-fu

The Educating All Learners Alliance (EALA) is dedicated to support for students with disabilities and learning differences. In the EALA podcast, host and EALA founder Aurora Dreager discusses the work of the EALA partner organizations, big changes in education policy, and popular topics in special education.

In this article, published in the British Journal of Learning Disabilities, the authors present findings from 13 years of data on postsecondary education programs for students with intellectual disability. Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability.

This chapter provides an overview of key legislation impacting college going youth with disability including the IDEA, the ADA, Section 504 of the Rehabilitation Act, and the HEOA. It discusses the importance of preparation for postsecondary education through the transition process, emphasizing the importance of self-determination, person centered planning, and student and family involvement.

Higher education was not always considered a realistic goal for people with intellectual disability. Legislation, advocacy, and research have led to new perspectives and increased opportunities for postsecondary education (Grigal et al., 2021).

This article published in the International Review of Research on Developmental Disabilities (IRRDD) offers a comprehensive overview of the benefits of postsecondary education (PSE) for adults with intellectual and developmental disability. It describes the existing landscape of the current 339 PSE options offered by colleges and universities in the US and the relevant legislative foundations supporting program development.

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022-2023) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.