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
An article about a young man's dream and his fight to live in the dorms at the University he was attending, written by his mother. This article reviews his journey and the lessons learned.
This article discusses how agencies representing jobseekers with disabilities should approach businesses and market their clients by using a strengths based approach rather than focusing on deficits and disability.
The article discusses program evaluation tools for dual enrollment transition programs for students with intellectual and developmental disabilities (IDD) in the U.S. Through the U.S. Office of Special Education Programs (OSEP) and the TransCen, Inc. nonprofit organization, the Postsecondary Education Research Center (PERC) project developed the PERC Postsecondary Program Evaluation Tool: A Self-Assessment for College and Community-Based Services online self-assessment tool.
There is little literature that describes the development, implementation, or outcomes of age-appropriate public school programs or individual supports for older students, ages 18-21, with significant disabilities. However, such programs in post-secondary settings such as community and four-year colleges are developing around the country. This article overviews programs based in post-secondary settings in Maryland that serve students ages 18-21 with significant disabilities who are still receiving public school special education services.
