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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 "call to action" encourages the reader to challenge the prejudiced assumptions that underlie the exclusion of persons with disabilities from higher education, and bring full inclusion to postsecondary settings. The article explains that the notion of disability is a social construct, and that exclusion on the basis of disability is in fact oppression. The authors situate the exclusion of persons with disabilities from higher education within an understanding that historically, colleges have maintained exclusive environments by restricting access among marginalized groups.

The primary purpose of interagency transition teams serving youth with disabilities is to improve the post school outcomes for youth who are transitioning from secondary education to adult life. This resource is published to assist state-level transition coordinators as well as for persons charged with the responsibility of forming, conducting, and evaluating the performance of interagency transition teams serving youth with disabilities.

This literature review examines the American and Canadian educational research and program literature related to the inclusion of adults with intellectual disabilities in the postsecondary community college system and adult vocational training systems and has the overall goal of identifying factors that contribute to effective integration. Following an introduction which identifies themes of research in this area, the second chapter looks at current levels of participation across disabilities, by disability category, and specifically for people with an intellectual disability.

In Canada, the struggle for people with intellectual disabilities to gain recognition as citizens and to be included in the mainstream has gone on for more than 30 years (Wolfsenberger, 1980; Brown & Smith, 1992). For the past 10 years, the Canadian government and advocates for persons with intellectual disabilities have shifted their efforts from appeals and legislation on the basis of human rights in favour of an emphasis on full citizenship for members of this systemically excluded segment of the population.

The Point of Transition Service Integration Project was initiated in 1997 in California as a three-year model demonstration grant funded by the Department of Education. The goal of the project was to improve the level of cooperation and collaboration among public schools, the State Department of Rehabilitation, and the State Department of Developmental Services related to efforts assisting students with severe disabilities who are transitioning from school to adult life. This paper presents an overview of that project with a focus on the research questions to which it gave rise.

The project described here is Phase 1 of a three part study. The overall purpose of the larger study is to develop an assessment protocol for inclusive postsecondary education in Canada.

This paper encourages the reader to envision a future of opportunity and potential for youth with intellectual disabilities. The authors suggest a set of goals to help young adults and their families keep the bar of expectations high. Suggested goals are discussed in depth and include: self determination and self advocacy for successful planning, transition into lifelong learning, self-directed employment success and satisfaction, overcoming the disincentives to work, moving into the neighborhood, financial security, and emerging into adulthood.

A community college professor reflects on his experiences teaching students with disabilities. He describes the learning trajectories of three students with disabilities who participated in his Speech course. The author implies, but does not state directly that one of the students may be an individual with an intellectual disability. Curriculum and assessment modifications for this student included an oral exam that focused on essential information.

The transition challenges discussed are to ensure that (1) students have access to the full range of curriculum options and learning experiences; (2) high school graduation decisions are based on meaningful indicators of learning; (3) students have access to postsecondary education, employment, and independent living options; (4) student and family participation are supported; and (5) interagency collaboration is improved.