Academic / Peer-Reviewed Article

The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e., acquisition of science vocabulary words) design. Data were collected on each student's ability to define and label three sets of science vocabulary words (i.e., bones, organs, and plant cells).

Although peer-mentoring relationships are critical to including youth with intellectual and developmental disabilities in postsecondary educational settings, little is known about the motivations and experiences of peer mentors. To investigate, we conducted a mixed-methods study in which 17 volunteer peer mentors completed the Volunteer Functions Inventory (VFI) and participated in interviews about their motivations and experiences.

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006.

Forces including legislation, policy, standards-based educational reforms, and changing economic and social conditions have dramatically altered the conversation and practices around postsecondary transition. This article traces the development of postsecondary transition as it is reflected in the professional literature and federal legislation since 1975.

Pre-planning is key to achieving goals, and this article describes the importance of planning ahead to optimize utilization of resources available to students. Describing the necessary steps and process of creating supports, this article emphasizes collaboration and person-centered planning. It also highlights some of the supports and strategies that some students are using.  

Essential reading for those preparing students with intellectual disabilities for college, this article walks the reader through all the steps. Stressing the importance of early preparation it begins with what needs to be done starting in Middle School and continuing all the through High School.  The author provides parents and teachers with a checklist style guide to facilitate optimum preparation. 

https://ici.umn.edu/products/impact/233/14.html

This article explains the key roles and responsibilities of personnel and services involved in the transition process. Some of the roles discussed are rehabilitation services and rehabilitation counselors, IEP teams, and transition services. This article also discusses information on key federal legislation pertaining to special education, and in particular transition services.

Article includes sidebar Creating a Transition Portfolio

https://ici.umn.edu/products/impact/233/12.html​

This article is a first hand student account of her experiences with the Threshold Program and the Cutting Edge program. In it she discusses some of the benefits of each program, and then notes the differences between them. The author also offers students advice on pursuing their dreams and advocating for themselves. Article includes sidebar: Postsecondary Programs for Students with Intellectual Disabilities: Emerging Standards, Quality Indicators and Benchmarks

The Transition Program for Students with Intellectual Disabilities (TPSID) Model Demonstration Projects are required to support students through a focus on academic, social, employment, and independent living strategies. Twenty-seven five-year grants started on October 1, 2010. The range of strategies implemented by these grantees suggests that there is not a one-size-fits-all model for program implementation.

This article highlights the importance of postsecondary education for young adults with disabilities. It notes the increasing demand for postsecondary qualifications in growing career fields and the earnings gap among education levels. Additionally, this article discusses the importance of not only access to postsecondary education for students with disabilities, but also persistence and program completion. 

Article includes sidebar, Postsecondary Education: A National Priority.