Book / Chapter

This chapter examines the myriad new provisions in HEOA intended to improve access to higher education for students with disabilities as well as HEOA's provisions related to preparing teachers to effectively instruct students with disabilities in the K-12 environment. Multiple new provisions reflect an invigorated commitment to developing a workforce for today's schools - schools with unprecedented diversity - and to addressing the critical teacher shortages, including special education.

This literature review examines the American and Canadian educational research and program literature related to the inclusion of adults with intellectual disabilities in the postsecondary community college system and adult vocational training systems and has the overall goal of identifying factors that contribute to effective integration. Following an introduction which identifies themes of research in this area, the second chapter looks at current levels of participation across disabilities, by disability category, and specifically for people with an intellectual disability.

This reader-friendly chapter introduces concepts, strategies, tools and resources to help parents ensure their son or daughter enjoys a meaningful life after high school. The author recommends preparing for transition during the youth's first year of high school, using a planning approach such as Person Centered Planning. The chapter presents an overview of youth's rights under section 504 of the Rehabilitation Act, defines accommodations, and provides examples of accommodations currently used in college settings. Included are descriptions of resources for income supports (e.g.

This book chapter presents an overview of dual enrollment, an inclusive postsecondary education option for students with intellectual disabilities. The chapter begins with a definition of intellectual disability and a discussion of post school outcomes for students with disabilities. The chapter summarizes the results of a national survey of post-secondary educational options for youth with intellectual disabilities, and briefly describes the characteristics of three program models: substantially separate, mixed, and inclusive individual support.

This 40 page booklet is a collection of writings from the perspectives of employers who describe how they became involved in providing work experiences for youth with disabilities, what made it work, and what they recommend to individuals and organizations representing youth who are job searching. Some of the businesses represented include the Kennedy Space Center, Port Discovery Children's Museum, Cincinnati Children's Hospital, Microsoft, the American Institute on Cancer Research, and more.