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Results of a national survey of college programs are shared

Insight Brief #12 discusses the history of the development of postsecondary options for students with ID, as well as future implications.

This checklist and worksheet assists job developers to think through the variety of ways to collect information about a job seeker. It describes seven strategies for information gathering, and then asks the job developer to reflect on which strategies they used and how they used them. 

This flow chart illustrates the process of job development based on the philosophy that there is a job for anyone who wants one.

This document provides guidelines for performing a situational assessment, a valuable tool for assisting a person with a disability to make choices about the types of jobs and work environments that they would enjoy that uses real work and community settings.

The purpose of this study is to examine the general characteristics of PSE programs for students with intellectual disabilities and the extent to which students with intellectual disabilities are participating in college classes by way of a national survey.

An overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID) is shared. Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation.

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration.

The study examined parent perspectives of transition for 128 young adults with severe intellectual disability, specifically, parent satisfaction with transition. Results suggested that transition satisfaction is related to young adult, family, and environmental characteristics, with environmental characteristics being the strongest predictors of transition satisfaction.

This article examines mild intellectual disabilities within the context of historical trends, current developments, and future directions in terminology, definition, prevalence, educational environments, and transitional services.