Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings

By D. Hart, Joan A. Mele-McCarthy, R. Pasternack, Karen Zimbrich, D. Parker. Education and Training in Developmental Disabilities, 2004

106 citations recorded by the source corpus.

Traditionally, youth with learning, cognitive, and intellectual disabilities (LCID) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful participation in a postsecondary education while still in secondary school (i.e., Dual Enrollment). The present study involved a national survey of 25 postsecondary education options that support youth with LCID in postsecondary education while still enrolled in secondary school as an empirical foundation for future research on these service models. The main findings indicate that although most programs provide some combination of “life-skills” training and community-based instruction combined with employment training, some innovative service models (i.e., Inclusive Programs) focus primarily on inclusive postsecondary educational services for students with LCID. Inclusive programs tend to be relatively new, to serve fewer individuals than other service models, and are more collaborative (i.e., high schools, colleges and adult service agencies support students). Main survey findings are presented and discussed, followed by detailed profiles of six programs, and recommendations for future research are presented.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/34aefd70dca81f6e732ec4a69d6f3ffb88cdda5a

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1. Meg Grigal
2. C. Weir
3. D. Hart

Citations in the corpus

• A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States (2012, methodology): “Hart et al. (2004) documented that the majority of the programs that responded to the survey in the United States offered a hybrid/mixed option, followed by substantially separate model, with only a small percentage of the models offering the inclusive individual support model.”
• Postsecondary Education for Transition-Age Students with Intellectual and Other Developmental Disabilities: A National Survey (2011, unknown): “…most reports have been program descriptions and surveys that were limited either geographically (Grigal et al., 2001; Neubert et al., 2004) or by small sample size (Hart et al., 2004) there remains a paucity of information on the general characteristics of PSE programs from a national perspective.”