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Today, students with developmental disabilities are being fully included in universities, colleges and technical institutes. They attend regular classes in a wide variety of courses and faculties, make friends, belong to clubs and participate in the informal and formal social life of these tertiary education institutions and go on to be successfully employed.

The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID.

Introduction to the special issue of the Journal of Policy and Practice on Postsecondary Education and Young Adults with Intellectual Disabilities, edited by Meg Grigal and Debra Hart.

Includes checklists for Universal Course Design instruction, assessment and environment.

Provides specific strategies that professors can use to assure that their course syllabus is universally designed and accessible to all students.

A list of five ways educators can encourage students to understand and communicate about their own learning style.

This worksheet, developed by Colorado State University, can be used in measuring the level of attainment students have in reaching their own goals. Goal Attainment Scaling (GAS) is an option that can be used as a means of measuring outcome data from different contexts set out on a 5 point scale of 0 to +4. It enables the data to be placed on a quantitative measurement scale thus tackling the problem of how to adequately identify and measure qualitative goal impact and attainment.

This article provides guiding principles for families wishing to support the dreams of their sons and daughters to have an inclusive college education.

This special issue of Impact explores what we know, and what we still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important.

The Association on Higher Education And Disability (AHEAD) presents this conceptual framework to support appropriate practices in providing seamless access through equal treatment and the provision of accommodations. This revised guidance is necessitated by changes in society’s understanding of disability, the 2008 amendments to the Americans with Disabilities Act, and the updated regulations and guidance to Titles II and III of the ADA.