Student Outcomes

The Fall 2019 Research Summit focused on using the RSA 911 Dataset to inform our understanding of higher education for students with ID. Tom Sannicandro, JD, Ph.D., Director of Massachusetts Association of Community Colleges, and Stormy Miller, Ed.D, Director of Student Services Student Accessibility and Psychological Services at College of Marin; Mark Tucker, Ph.D., CRC, Assistant Professor, Department of Administration, Rehabilitation; Postsecondary Education at San Diego State University / Interwork Institute, will present their work.

This study was an evaluation of the i3 Development grant, Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments.

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program.

Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about students from the Year 2 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

Each academic year, the Think College National Coordinating Center (NCC) collects data on the programmatic strategies used to prepare students for work and to support them with finding and keeping jobs. Additionally, the NCC collects information on any career development experiences and any paid jobs students hold during the year. In this report, we summarize student participation in career development experiences and paid employment in 2015–2016.

This Think College Transition Student Profile features Robert, his love of theater, and how he worked with his parents, academic advisor, and educational coach to set concrete goals for transition and postsecondary education. Robert continues to enjoy a successful, productive experience at Bridgewater State University, as he works toward his career and personal goals.

This is the first issue of Think College Transition Student Profiles. This publication tells the story of Rachel, a student at Holyoke Community College in Massachusetts. Rachel and her team did some person-centered planning to determine what Rachel’s goals were, and then the Rachel worked closely with an academic advisor to be sure her goals were met. This profile highlights the positive results that can come from collaborative planning and supports between college, local school district, and service providers.

Going to college can be a key experience in a young person's life, leading to friendships, personal growth, a degree — and, of course, future employment. The number of college-based programs for students with intellectual disabilities is growing across the country, and they often provide many of those benefits — except for a traditional degree. In the second episode of Exited, meet three young people as they leave college experiences for the real world.

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.

Presentation of key research findings related to postsecondary education for students with intellectual disability by Dr. Meg Grigal as part of a panel presentation on Improving Research-Based Practices in Educating Students with Intellectual Disability, presented at the Division on Autism and Developmental Disabilities Conference on January 18, 2018.