Fast Facts

This publication draws from a qualitative study that interviewed college students with intellectual disability in an attempt to determine what is known about IPSE students and their experiences with peer supports. Inclusive postsecondary education (IPSE) programs for youth with intellectual disability recognize students with intellectual disability as contributing members of the broader campus community through academic engagement, career development, and social activities (Grigal & Papay, 2018; Jones et. al, 2015).

This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.

Students with intellectual disability have had poor outcomes after high school compared to their peers without ID . Individuals with ID may rely on government benefits, have extremely high unemployment rates, and experience difficulty becoming part of their local community. Opportunities for students with ID to access postsecondary education are growing. Research indicates that postsecondary education improves employment outcomes for people with ID, but a better understanding of the extent of its effectiveness is needed.

For youth with intellectual disability (ID), there is a significant disparity in education and employment outcomes as compared to those without ID. Youth with ID are less likely to have postsecondary education or competitive employment goals in their transition plans and have lower rates of employment and postsecondary education participation than youth with other disabilities. Only 30% of youth with ID go on to any type of postsecondary education after high school, and 81% of people with intellectual and developmental disabilities (IDD) are served in segregated non-work settings.

Research with middle school students has indicated that they are ready to talk about college and careers. However, these students need and desire direct instruction to understand how to prepare for these goals. Future Quest Island (FQI), an online accessible tool and curriculum, was designed to jump-start middle school students’ thinking about college and careers and facilitate teacher engagement in college and career conversations for students in grades 6–8.

This Fast Fact #20 describes ways that Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSID programs) engage with state vocational rehabilitation agencies to provide pre-employment transition services to students with intellectual disability enrolled in colleges and universities.

Questions remain about how best to support the involvement of students with intellectual and developmental disabilities (IDD) in all aspects of campus life—both within and beyond the college classroom. Although program staff and faculty can be critical, the need for more natural sources of support must also be emphasized. Fellow college students can play a variety of roles in supporting students with intellectual disability to access a wide range of campus experiences, including classes, student organizations, volunteer experiences, residential life, work, and spending time with friends.

This Fast Fact, based on a research study which is being presented at the Spring 2019 Research Summit, examines the inclusive higher education programs offered in Australia with a focus on one: the Up The Hill Project (UPTP). Researchers conducted interviews with students in UPTP and peer mentors, specifically looking at the topics of inclusive practices, working towards and achieving goals, mentoring experience, and development of skills. Results of the research study are featured in this publication.

This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. 

This Fast Fact #18 describes the employment outcomes, including rehabilitation rate and wages, of youth with intellectual disability served by VR who participated in postsecondary education as part of their Individualized Plan for Employment (IPE), compared to youth with intellectual disability who did not participate in postsecondary education.