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Program Operations > Policies and Practices
Transition > Transition Planning
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Transitioning Students With Disabilities: Community College Policies and Practices

The purpose of this article is to propose an expanded conceptual model, Transition to Community College (TtCC). Based on a review of the literature, the proposed model extends the work of Garrison-Wade and Lehmann as a revised transition framework to be used to guide the development and evaluation of disability policies, practices, and programs. Exemplary changes in the laws, policies, practices, and responsibilities from the secondary to the postsecondary setting are presented. Recommendations for secondary and postsecondary leaders and researchers are offered.

Policy and Legislation > Federal Legislation
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Core Concepts of Disability Policy, the Convention on the Rights of Persons With Disabilities, and Public Policy Research With Respect to Developmental Disabilities
This article describes the core concepts of U.S. disability policy and their utility for national and international policy development. It compares and contrasts the core concepts with the articles of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), and then describes implications of the alignment of these two approaches. There is significant overlap among the core concepts and UNCRPD articles. Aligning the core concepts derived from U.S.
Transition > Transition Research
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Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities

High school redesign (HSR) efforts currently focus on helping schools prepare all students to be college and career ready. As these initiatives are provided within thecontext of high schools, students with Individualized Education Programs are impacted by any effort to reform high schools. As a result, policies designed to improve the college and a career readiness (CCR) of all students should simultaneously improve the CCR of students with disabilities.

Transition > Transition Research
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Transition From School to Adulthood for Youth With Autism Spectrum Disorder: What We Know and What We Need to Know
Youth with autism spectrum disorders (ASD) experience poor outcomes in the areas of independence, employment, and postsecondary education. This article provides a critical review of the key aspects of the transition process and identifies recommendations for policy and practice. The review highlights the literature and explores recommendations across the manifold elements of this transition, including social and psychological development, high school curriculum, work, and college.
Transition > Transition Research
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Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review
Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its adoption, there was growing recognition that to lead productive and fulfilling lives as adults, many students need support in the transition from secondary school to post-high school environments.
Policy and Legislation > Federal Legislation
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Changes in Federal Policy: Helping Students with Intellectual Disabilities Gain Access to College

This article discusses the recent changes to the Higher Education Opportunities Act (HEOA), P.L. 110-315, which have resulted in providing greater access to college programs to students with intellectual disabilities (ID). Prior to the amendments to HEOA, only students who were enrolled full time in a degree bearing program were eligible to complete the Free Application for Federal Student Aid (FAFSA) under title IV of Federal Student Aid. The FAFSA form is the gateway to all federal student aid including Pell grants, Stafford and Perkins Loans, and Student Work Study Programs.

Transition > Transition Research
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Expectations and the Post Transition of Young Adults with an Autism Spectrum Disorder to Post-Secondary Education
Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD).
Campus Membership > Campus Culture
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Attitudes of Undergraduate Students Toward People with Intellectual Disabilities: Considerations for Future Policy Makers

Individuals' attitudes impact the decisions they make in life. These attitudes are often formed early and are maintained by individuals throughout their lives. Attitudes toward individuals with disabilities were compared for undergraduate students enrolled in introductory special education and political science courses. This population was selected as policy makers typically enroll in introductory political science classes as undergraduates.

Think College Publication
Program Planning > State Level Resources
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Statewide Strategic Planning: Promoting Postsecondary Education Options for Individuals with Intellectual Disabilities

In an effort to support the continued growth in postsecondary options across the country, Think College funded Statewide Strategic Planning grants to 18 University Centers for Excellence in Developmental Disabilities (UCEDDs) in 18 states from 2010 to 2012. These $15,000 grants were funded by the Administration on Intellectual and Developmental Disabilities, U.S. Department of Health and Human Services. This brief provides guidance for others interested in embarking on a strategic planning process to increase PSE options.

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National Coordinating Center
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