Academic / Peer-Reviewed Article

Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed.

This article highlights the benefits of postsecondary education for students with intellectual disability (ID), but reviewing numerous factors contributing to its growth as an option for students exiting high school. The authors cite research done by the Think College National Coordinating Center that shows growth in opportunities for students with ID to attend college. This growth is attributed to factors such as credential development at institutions of higher education (IHE) and improved pathways to competitive employment.

This study examined the vocational outcomes achieved by 9,432 transition-age (17-26 years old) supported employees with intellectual disability served by state-federal vocational rehabilitation programs throughout the United States in 2015.

This article details the methods and results of a study that sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model.

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program.

Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students (n = 4) and peer mentors (n = 6) at the beginning and end of one academic semester.

There are more than 260 inclusive college programs for students with ID exist across the United States (Think College, 2017). This number represents an exponential increase in programs—nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Not only are there more programs to choose from, with recent revisions to the Higher Education Opportunity Act, students with ID also can access federal financial aid for attending postsecondary education programs that meet federal requirements.

In 2013, California enacted an Employment First policy that prioritized competitive integrated employment as the first option and preferred outcome for adults with developmental disabilities. State agencies are working toward anchoring their policies and practices for successful local implementation of the Employment First policy. This study conducted community conversations to generate recommended strategies by local communities to increase the employment of people with disabilities.

Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagement (NSSE), similarly to other first-year college students. These results provide preliminary evidence of the feasibility and value of educating students with cognitive challenges on university campuses.

The National Coordinating Center (NCC) provides support, coordination, training, and evaluation for Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstration project grantees. These TPSID grantees were tasked with creating, expanding, or enhancing high-quality, inclusive postsecondary education programs to support positive outcomes for individuals with intellectual disabilities (e.g., educational attainment, employment, and community inclusion).