Haines, Kelly

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.  

The resources listed here include reports, briefs, peer-reviewed journal articles, and federal guidance on the topic of credentials. As knowledge about credentials available to students with ID continues to develop, it is important to consider the context of the credential landscape nationally. This annotated bibliography offers a summary of information and insights that can be drawn from existing credential resources.