Think College Insight Brief #17 describes how dual enrollment programs at several community colleges in Massachusetts have shifted from the use of state funds that were provided as seed money to be self-supporting with the use of IDEA funds and in-kind contributions from the college. Examples of who funds different aspects of the programs, and a template to use to establish a Memorandum of Understanding between a college and a school district are included.
Participation in postsecondary education is a known predictor of a successful employment outcome for youth without disabilities. There is research documenting that this is true for youth with disabilities as well. Most literature on postsecondary education for youth with disabilities focuses on individuals with learning disabilities, attention deficit disorders, and physical or sensory disorders. There is limited research that addresses youth with intellectual disabilities regarding successful outcomes of participation in postsecondary education.
Observations, individual interviews, focus groups, and document reviews were used to address the following: (a) What criteria (i.e., rationale for development, allocation of resources, staffing decisions, admission into program, factors that facilitate or act as barriers to program development and sustainability) are employed in the development and implementation of a public school-sponsored program for students ages 18 to 21 with SD within a community college campus?; (b) What program components described in the literature as best practices for secondary students with significant disabilit
This book chapter presents an overview of dual enrollment, an inclusive postsecondary education option for students with intellectual disabilities. The chapter begins with a definition of intellectual disability and a discussion of post school outcomes for students with disabilities. The chapter summarizes the results of a national survey of post-secondary educational options for youth with intellectual disabilities, and briefly describes the characteristics of three program models: substantially separate, mixed, and inclusive individual support.
Traditionally, youth with intellectual and developmental disabiliites (IDD) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful participation in a postsecondary education while still in secondary school (i.e., Dual Enrollment).
By providing educational services in postsecondary settings, public schools may engage transition age students with significant disabilities in meaningful, age appropriate learning during their final years of public school special education. This article describes the goals of providing educational services in postsecondary settings and describes the challenges and benefits of providing services across a range of postsecondary settings.
This brief provides an overview of some successful models of transition services being implemented in postsecondary settings, describes one such model implemented by the Baltimore City Public School System in three local colleges, and presents some of the implications and strategies for success of this model. Resource can be found at: http://www.ncset.org/publications/viewdesc.asp?id=3395
