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Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education.

This guide for students was created to accompany Navigating the Transition from High School to College for Students with Disabilities, a book published by Routledge. This stand-alone resource for students includes testimony from students with disabilities about considerations when planning for college, how to pick a school that’s right for you, how to advocate for yourself, and more.

This article details the methods and results of a study that sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model.

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program.

Introduced in January 2018, this legislation would create a statewide commission on persons with disabilities. Every three years the commission will produce a comprehensive integrated statewide plan to address disability policy needs at all stages of life. The plan will inform the Governor of Washington’s decisions concerning disability policy. The commission will also produce an annual report on public policies, programs, services, rules and regulations that affect people with disabilities in Washington.

Expired in 2019, this bill would have required the trustees of the State University of New York (SUNY) and the City University of New York (CUNY) to create regulations that would establish a two-year college experience program for students with developmental disabilities at each SUNY and CUNY postsecondary education institution. The college experience programs the schools develop must include practical living skills in its academic curriculum, including but not limited to cooking, personal finance, health and wellness, and interpersonal communications.

This checklist/rating sheet from a college program in Florida lists possible competencies in five domains that students may work on within the program, with a place to indicate the date the student begins working on the skill, the date met, and notes. Focus areas include Employment, Academics, Campus and Community Engagement, Self-Determination, and Independent Living.

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students (n = 4) and peer mentors (n = 6) at the beginning and end of one academic semester.

Enacted in July 2018, this legislation authorizes the Delaware Advance Scholarship Program, which provides scholarship opportunities for Delaware students with intellectual disabilities who are seeking a comprehensive certificate or degree at a public higher education institution. Scholarship recipients will receive grants to cover the cost of tuition at a Comprehensive Transition Program (CTP) at a state-funded higher education institution in Delaware.

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 summary data about students from the Year 2 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.