Resource Library

The National Longitudinal Transition Study-2 (NLTS2) is a 10-year-long study of the characteristics, experiences, and outcomes of a nationally representative sample of youth with disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the 2000-2001 school year. NLTS2 findings generalize to youth with disabilities nationally and to youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range.

This document outlines the steps to be taken by Institutions of Higher Education wishing to have their Comprehensive Transition and Postsecondary (CTP) Programs found eligible so that students with intellectual disabilities can qualify for financial aid through the Federal Pell Grant, FSEOG, and FWS programs. Written by David A. Bergeron, Deputy Assistant Secretary for Policy, Planning and Innovation, Office of Postsecondary Education

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.

The Autism Speaks Transition Tool Kit was created to serve as a guide to assist families on the journey from adolescence to adulthood. Topic areas include: self-advocacy, community living, employment, postsecondary education opprtunities, legal matters, health, resources, and more. 

Includes checklists for Universal Course Design instruction, assessment and environment.

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. 

The Transition Program for Students with Intellectual Disabilities (TPSID) Model Demonstration Projects are required to support students through a focus on academic, social, employment, and independent living strategies. Twenty-seven five-year grants started on October 1, 2010. The range of strategies implemented by these grantees suggests that there is not a one-size-fits-all model for program implementation.

Staff from the Institute for Community Inclusion, at the University of Massachusetts Boston, asked 50 students with intellectual disabilities who have participated in inclusive college experiences to share how they perceive they have benefited from attending college. This article compiles some student responses on six different aspects of college life.

This article highlights the importance of postsecondary education for young adults with disabilities. It notes the increasing demand for postsecondary qualifications in growing career fields and the earnings gap among education levels. Additionally, this article discusses the importance of not only access to postsecondary education for students with disabilities, but also persistence and program completion. 

Article includes sidebar, Postsecondary Education: A National Priority.

This video features contributions from several faculty members and their personal experiences with students with intellectual disability participating in their classes.