Higher education was not always considered a realistic goal for people with intellectual disability. Legislation, advocacy, and research have led to new perspectives and increased opportunities for postsecondary education (Grigal et al., 2021). In this chapter the authors describe the legislative and historical background of postsecondary education for students with intellectual disability in the United States including the impact of the Higher Education Opportunity Act of 2008 and the progress of the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration programs. Legislative and policy changes at the state and regional level are described and the chapter explores the advancing need to address student voice within these opportunities. The authors describe college-based transition services (CBTS) and the important roles of partners in CBTS including partners at colleges and universities, within K-12 education, and students and their families. Finally, the authors examine the impact of evolving postsecondary education opportunities for students with intellectual disability on preparation of transition personnel. Advancements in the field have led to the need for personnel preparation strategies that reflect and respond to new opportunities and perspectives.
Grigal, M., Paiewonsky, M., Bukaty, C.A., & Cain, I. (2025). Postsecondary Education for students with Intellectual Disability. in K.A. Shogren, L.A. Scott, E.E. Dean and B. Linnenkamp (Eds.), Handbook of Research Based Practices for Educating Students with Intellectual Disability. (2nd Ed., pp. 476-500). New York: Routledge.