Resource Library

The transition challenges discussed are to ensure that (1) students have access to the full range of curriculum options and learning experiences; (2) high school graduation decisions are based on meaningful indicators of learning; (3) students have access to postsecondary education, employment, and independent living options; (4) student and family participation are supported; and (5) interagency collaboration is improved.

A community college professor reflects on his experiences teaching students with disabilities. He describes the learning trajectories of three students with disabilities who participated in his Speech course. The author implies, but does not state directly that one of the students may be an individual with an intellectual disability. Curriculum and assessment modifications for this student included an oral exam that focused on essential information.

This paper addresses the question of how interagency service coordination for youth with disabilities can be more flexible, youth centered, and culturally responsive. Poor interagency service coordination creates barriers to postsecondary educational access. These barriers are even more prominent for students with significant disabilities. The authors identify four models of service coordination represented in the literature and four major barriers to effective service coordination and management of supports. Recommendations for resolving major barriers are presented.

By providing educational services in postsecondary settings, public schools may engage transition age students with significant disabilities in meaningful, age appropriate learning during their final years of public school special education. This article describes the goals of providing educational services in postsecondary settings and describes the challenges and benefits of providing services across a range of postsecondary settings.

There is little literature that describes the development, implementation, or outcomes of age-appropriate public school programs or individual supports for older students, ages 18-21, with significant disabilities. However, such programs in post-secondary settings such as community and four-year colleges are developing around the country. This article overviews programs based in post-secondary settings in Maryland that serve students ages 18-21 with significant disabilities who are still receiving public school special education services.

Massachusetts youth with significant disabilities, ages 18 to 22, have new opportunities to enter postsecondary education and employment options while still under the auspices of their local school districts. This article describes how an interagency partnership of adult service agencies, the Community Based Employment Services (CBES) program, was utilized by high school-based Youth Support Teams (YSTs) to develop a new individual support model of collaborative funding for transition-aged youth.

This manual is intended to be used as a resource in training programs on Person-Centered Planning. For those who have already had some or much training and experience in these processes, we also intend this manual to be useful in improving the quality of facilitation. Most of the information contained herein uses the foundation of Personal Futures Planning.

This "call to action" encourages the reader to challenge the prejudiced assumptions that underlie the exclusion of persons with disabilities from higher education, and bring full inclusion to postsecondary settings. The article explains that the notion of disability is a social construct, and that exclusion on the basis of disability is in fact oppression. The authors situate the exclusion of persons with disabilities from higher education within an understanding that historically, colleges have maintained exclusive environments by restricting access among marginalized groups.

Increasing numbers of students with disabilities are pursuing post-secondary education. Many campuses are not yet equipped to meet the unique and diverse needs of students with disabilities. This article examines programs, services and programs aimed at promoting student choice, independence, social participation, and supports needed for academic success. Virginia Commonwealth University (VCU) has developed and implemented a comprehensive disability services program using a decentralized disability services model.