The transition from high school to adulthood can be a daunting time for any student, but it can be especially challenging for students with intellectual disability and autism.
College-based transition programs offer students with intellectual disability and autism the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences, while continuing to receive support from or coordinated by their local school system.
Youth with intellectual disability and autism spectrum disorder increasingly access postsecondary education in many countries around the world. To ensure students are ready to access these options, preparation for postsecondary education must be part of their transition services.
Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors.
College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset.
Employment is one of the most significant markers of independence and success for a person. One’s ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability.
This publication shares findings from a secondary analysis of the NLTS 2012 dataset, looking specifically at parent expectations for students with intellectual disability and autism and compared them to those of students in other disability groups. Specifically, parent expectations around living and financial independence were examined. Findings of this study are in line with those from previous studies, showing that parents of students with intellectual disability and autism have lower expectations for their children post-school than parents of other students in other disability groups.
How are youth with intellectual disability and autism preparing for postsecondary education and employment? In this recorded presentation, Think College staff, Meg Grigal and Clare Papay, share findings from the Institute of Education Sciences funded Moving Transition Forward project. The featured study analyzed data from the National Longitudinal Transition Study 2012 to examine the college and employment preparation activities of youth with intellectual disability and autism. Results provide useful and actionable strategies to improve practice in secondary transition.
This session shared findings from an IES-funded study analyzing data from the National Longitudinal Transition Study 2012 to examine the college and employment preparation activities of youth with intellectual disability and autism. Results provide useful and actionable strategies for knowledge translation to improve policies, programs, and practices in secondary transition.
In November 2021, Think College staff (Meg Grigal and Clare Papay) presented at the State of the Art conference on recent research conducted on college-based transition services (CBTS). College-based transition services (CBTS) are an emerging model for youth with ID ages 18 to 22. This research study used the largest available national dataset (TPSID) to explore the transition experiences of youth with intellectual disability and/or autism who attend CBTS programs.
