College-based transition programs offer students with intellectual disability and autism the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences, while continuing to receive support from or coordinated by their local school system.
Youth with intellectual disability and autism spectrum disorder increasingly access postsecondary education in many countries around the world. To ensure students are ready to access these options, preparation for postsecondary education must be part of their transition services.
Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors.
College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset.
This publication shares findings from a secondary analysis of the NLTS 2012 dataset, looking specifically at parent expectations for students with intellectual disability and autism and compared them to those of students in other disability groups. Specifically, parent expectations around living and financial independence were examined. Findings of this study are in line with those from previous studies, showing that parents of students with intellectual disability and autism have lower expectations for their children post-school than parents of other students in other disability groups.
How are youth with intellectual disability and autism preparing for postsecondary education and employment? In this recorded presentation, Think College staff, Meg Grigal and Clare Papay, share findings from the Institute of Education Sciences funded Moving Transition Forward project. The featured study analyzed data from the National Longitudinal Transition Study 2012 to examine the college and employment preparation activities of youth with intellectual disability and autism. Results provide useful and actionable strategies to improve practice in secondary transition.
Attached is a PowerPoint presentation shared by Meg Grigal and Clare Papay at the Council for Exceptional Children 2022 Virtual Convention. If you attended the virtual presentation, please feel free to contact Clare Papay at clare.papay@umb.edu with your questions or feedback.
These presentations, sharing findings from the Moving Transition Forward project, were delivered by Clare Papay and Meg Grigal at the 2021 Council for Exceptional Children annual convention. Descriptions are listed below, and handouts are attached.
Presented at the CEC LIVE 2021 conference, Clare Papay and Meg Grigal shared findings from a study that analyzed data from the National Longitudinal Transition Study 2012 to determine if youth with ID/A are receiving transition services that are aligned with research-based and promising predictors of post-school success as identified by Test et al. (2009) and Mazzotti et al. (2016).
This event has ended. 