This chapter provides an overview of key legislation impacting college going youth with disability including the IDEA, the ADA, Section 504 of the Rehabilitation Act, and the HEOA. It discusses the importance of preparation for postsecondary education through the transition process, emphasizing the importance of self-determination, person centered planning, and student and family involvement.
Book / Chapter
Higher education was not always considered a realistic goal for people with intellectual disability. Legislation, advocacy, and research have led to new perspectives and increased opportunities for postsecondary education (Grigal et al., 2021).
A recent increase in scholarship, advocacy, and media attention in the United States has led to increased interest in matters related to guardianship and supported decision-making for people with disabilities. These are especially critical issues for higher education programs supporting young adults with intellectual and developmental disabilities as they prepare for careers and life in their communities.
Achieving sexual agency for adults with disabilities begins with developing sexual knowledge. Many young adults with disabilities are often denied sexuality
This is the story of Micah, who has an intellectual disability, his community, and his ground-breaking journey to full inclusion in K-12 schools, college, work and life. It is told by Micah, as well as his parents, his sister, friends and colleagues in essays, poems and interviews.
This book will introduce the reader to international perspectives associated with post-secondary school education for students with intellectual disability attending university settings. Examples of students with intellectual disability gaining their right to full inclusion within university settings are outlined, as well as the barriers and facilitators of such innovation. The four parts of the text will act as a reader for all supporters of inclusion at the university level. The first part examines the philosophical, theoretical and rights-based framework of inclusion.
Inclusive Postsecondary Education curriculums are university designed and aimed at giving access to a liberal arts education for students with intellectual disability. This bound article is presented in order to promote fully inclusive postsecondary education and to assist others in implementing their own fully inclusive postsecondary education initiatives. A Passion For Full Inclusion and the model initiative is grounded in a disability studies framework, secured by the theories of Dr.
Teaching, Including, and Supporting College Students with Intellectual Disabilities provides higher education professionals and proponents of post-secondary education programs for students with intellectual disabilities (ID) with a comprehensive guide to developing new programs and inclusive practices for college students with ID.
This book chapter outlines the experiences in developing CarolinaLIFE, an inclusive postsecondary education (IPSE) program at the University of South Carolina. The authors reflect upon the challenges and outcomes of program development, including the initial challenges of starting an IPSE certificate program at a Carnegie Research Level One institution, the shifting roles of parents, and policies and procedures that have been refined since the program's inception.
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education.