Academic / Peer-Reviewed Article

In this article, published in the British Journal of Learning Disabilities, the authors present findings from 13 years of data on postsecondary education programs for students with intellectual disability. Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability.

The exponential growth of inclusive postsecondary education (IPSE) programs in the United States has reshaped transition pathways for many young adults with intellectual and developmental disabilities (IDD). However, limited research pertains to the admissions process and eligibility criteria of IPSE programs, leading to a lack of knowledge of how to best equip students for successful entry into college.

High-quality inclusive postsecondary education programs strive for authentic inclusion of students with intellectual and developmental disabilities. Typicality for students and enhanced integration into the larger institution of higher education are guiding principles outlined in recently developed, national model standards. With these novel and inclusive opportunities, students often need support to navigate and troubleshoot the myriad situations that may arise as a result of this level of inclusion on a college campus.

College opportunities now exist for young adults with intellectual disability. Because of this, it is common for these individuals' parents to express a desire for increased student agency (Miller et al., 2018). Yet, little is known about how parents feel about how to best support agency development for their young adult child. In the current study, authors surveyed 64 parents with a student attending an inclusive postsecondary education program to examine their perceived level of confidence related to supporting their student in developing agency.

Self-determination, or the freedom to act as the primary causal agent in one’s life, is a well-documented component of enhanced quality of life. Yet young adults with disabilities are often less self-determined than their non-disabled peers. Furthermore, there is an absence of the voices of young adults with disabilities in the literature related to self-determination. This study utilizes photovoice, a participatory method, to understand how U.S. college students with intellectual disabilities understand self-determination.

Co-authored by Lori Cooney, Co-PI of Future Quest Island-Explorations, this peer-reviewed journal article highlights how technology can enhance learning for all students, including those with disabilities, and support educators in various educational settings. It discusses the Stepping-Up Technology Implementation initiative, funded by the U.S. Department of Education, which focuses on integrating evidence-based tech tools into K-12 classrooms and early childhood education.

This article published in the International Review of Research on Developmental Disabilities (IRRDD) offers a comprehensive overview of the benefits of postsecondary education (PSE) for adults with intellectual and developmental disability. It describes the existing landscape of the current 339 PSE options offered by colleges and universities in the US and the relevant legislative foundations supporting program development.

Since the Higher Education Opportunity Act was passed in 2008, more students with intellectual disability have been able to attend inclusive college programs in the United States. One challenge many students face when they arrive on campus is learning how to get around on their own.