Academic / Peer-Reviewed Article

Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, Martin, 2000) to promote self-determination.

The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID.

Introduction to the special issue of the Journal of Policy and Practice on Postsecondary Education and Young Adults with Intellectual Disabilities, edited by Meg Grigal and Debra Hart.

This article provides guiding principles for families wishing to support the dreams of their sons and daughters to have an inclusive college education.

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.