There are increasing opportunities for students with intellectual disability in the United States to enroll in and obtain postsecondary education. This Fast Fact #17 provides a first look at the employment, education, and living situation outcomes achieved by students in TPSID programs 1 year after completion.
A greater number of individuals with disabilities are pursuing a postsecondary education than ever before. One barrier that substantially limits postsecondary opportunities for students with intellectual disability is a lack of academic preparation, particularly in the area of reading. Unfortunately, a scarcity of research exists studying effective reading interventions for individuals with intellectual disability, especially in postsecondary education.
In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.
This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs.
This 2010 Fast Fact presents the results of a survey of postsecondary education programs on what services are offered for students with intellectual disability. Details on admission, courses and programming, housing, and more are presented.
In 2010, the Office of Postsecondary Education awarded grants to 27 institutions of higher education (IHEs) to create or expand access to higher education for students with intellectual disabilities in 23 states. These model demonstration projects, known as Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), were asked to create meaningful credentials for students who completed their programs. This Fast Fact reviews what kind of credentials are available to students with ID in college.
This Fast Fact summarizes a recent study by Anthony Plotner and Cindi May that focuses on exploring the perspectives of students with ID about college, including their motivations for going to college and their perceptions of academic, social, and residential life. We also examined their perceptions of on- and off-campus support and their sense of belonging on campus, and compared the experiences of students with and without ID.
This Fact Sheet provides an overview of the mission and goals of Think College projects (National Coordinating Center, Inclusive Higher Education Network, Future Quest Island: Explorations, and Transition Leadership) at the Institute for Community Inclusion at UMass Boston.
Peer mentoring is a well-established tool for supporting college students, and it often yields strong benefits (Budge, 2006; Colvin & Ashman, 2010). Much of the research to date has examined characteristics of mentors or mechanisms to support mentees. Little of that research focuses on the use of peer mentoring for college students with intellectual disabilities (ID).
This Think College Fast Fact describes the primary findings of a recent study that examined State Vocational Rehabilitation Agencies’ engagement with students with disabilities to support postsecondary education.
