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The article discusses program evaluation tools for dual enrollment transition programs for students with intellectual and developmental disabilities (IDD) in the U.S. Through the U.S. Office of Special Education Programs (OSEP) and the TransCen, Inc. nonprofit organization, the Postsecondary Education Research Center (PERC) project developed the PERC Postsecondary Program Evaluation Tool: A Self-Assessment for College and Community-Based Services online self-assessment tool.

In 2007, The Arc Jacksonville (a local chapter of the national nonprofit agency, Arc National) and University of North Florida partnered to create this innovative program, to provide young adults with intellectual disabilities the unique opportunity of having an authentic college experience while receiving transition services. Students participate in all aspects of college life by auditing UNF courses, joining campus organizations and clubs, and participating in recreational/leisure activities that are enjoyed by all UNF students. 

A special issue of the Journal of Policy and Practice on Intellectual Disabilities focusing on postsecondary education for individuals with intellectual disabilities. Articles in this special issue include:

This form, developed by ASTEP at Minot State University, can be used to monitor student progress in multiple domains including academics, community living, employment, and in social settings. 

Dr. Michael Davis, Special Assistant to the Provost for Strategic Initiatives at Virginia Commonwealth University speaks on the importance of academic diversity and support for students with ID. “…we can’t do anything better than look at the opportunity to educate all students.”

The Higher Education Opportunity Act of 2008 (HEOA) contains several important provisions that make postsecondary education more accessible and affordable for young adults with disabilities. This is particularly true for students with intellectual disabilities, as the law created new comprehensive transition and postsecondary programs and provided access to federal student aid to this population for the first time. This article presents a brief summary of the original Higher Education Act of 1965, as well as a detailed summary of the HEOA.

Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, Martin, 2000) to promote self-determination.

The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID.

Introduction to the special issue of the Journal of Policy and Practice on Postsecondary Education and Young Adults with Intellectual Disabilities, edited by Meg Grigal and Debra Hart.