Whelley, Teresa

Students Speak: Stories of Postsecondary Education represent a collection of self-reports by students with intellectual disabilities who are either planning to attend postsecondary education, are currently attending postsecondary education, or have attended postsecondary education. The intent of this booklet is to illustrate successful strategies for inclusion in postsecondary education in the student's voices and to reveal the possible richness of typical life for students with intellectual disabilities given commitment to inclusive education communities.

This paper examines the often overwhelming and confusing process associated with finding and accessing services and supports encountered by students with disabilities in secondary schools as they prepare to attend postsecondary education and/or engage in employment. The white paper presents a description of problems related to coordination and management of services and supports, and the subsequent impact on outcomes for youth with disabilities as they exit secondary schools.

This paper addresses the question of how interagency service coordination for youth with disabilities can be more flexible, youth centered, and culturally responsive. Poor interagency service coordination creates barriers to postsecondary educational access. These barriers are even more prominent for students with significant disabilities. The authors identify four models of service coordination represented in the literature and four major barriers to effective service coordination and management of supports. Recommendations for resolving major barriers are presented.