Academic / Peer-Reviewed Article

In response to student need and the HEOA, California developed a unique partnership between Vocational Rehabilitation (VR) and selected Community Colleges to create College to Career (C2C) Programs. This practice brief describes PSE programs for students with ID in general and development of the C2C programs. It also shares student outcome data and implications from the C2C programs which may be applicable to other colleges and universities as they strive to meet the PSE needs of students with ID on their campuses.

This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education.

Massachusetts youth with significant disabilities, ages 18 to 22, have new opportunities to enter postsecondary education and employment options while still under the auspices of their local school districts. This article describes how an interagency partnership of adult service agencies, the Community Based Employment Services (CBES) program, was utilized by high school-based Youth Support Teams (YSTs) to develop a new individual support model of collaborative funding for transition-aged youth.

This journal article highlights the growth in college programs for students with ID and shares strategies for program development.

Examining the data collection practices implemented by postsecondary education programs for students with intellectual and developmental disability represents the first step in documenting student progress, making programmatic data-based decisions, and evaluating the overall program effectiveness in preparing students for competitive employment.

This article describes and gives examples for each component of a Positive Personal Profile.

Research and experience tell us a great deal about how to successfully educate students with the full range of intellectual disability, but unfortunately this knowledge remains underutilized and inconsistently applied.

The Workforce Innovation and Opportunity Act (WIOA) of 2014 is transforming how federally funded job training programs help prepare workers for the labor force. The law is aimed at increasing opportunities, through innovation and support, particularly for those facing barriers in the labor force. One implication of the law is a renewed emphasis on the role that state vocational rehabilitation agencies (SVRAs) play in preparing transition-age youth for employment. This brief provides an overview of current programs that SVRAs offer to transition-age youth.

The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community.