Postsecondary Education for Transition-Age Students with Intellectual and Other Developmental Disabilities: A National Survey

By Clare Papay, L. Bambara. Education and Training in Autism and Developmental Disabilities, 2011

86 citations recorded by the source corpus.

Transition programs based on college campuses for students with intellectual and other developmental disabilities (IDD) ages 18 -21 provide an opportunity for age-appropriate inclusion when peers without disabilities graduate from high school at age 18. The purpose of the present study was to examine the general characteristics of postsecondary education (PSE) programs for students with IDD and the extent to which students with IDD are participating in college classes through a national survey. Results suggest that (a) opportunities for students with IDD to participate in PSE programs may be limited to those students who are enrolled in school districts that fund and operate PSE programs and not open to all students, and (b) although many students with IDD are participating in college classes, the types of classes and the manner in which students participate appear to be linked to the level of students' academic abilities and the type of postsecondary education institution at which the program is located. Implications for future research and practice are discussed.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/d77bab2b446c778741200c57d32f1b49bb61254a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Meg Grigal
2. C. Weir
3. D. Hart
4. Taylor Locks
5. A. Mintz
6. B. Uditsky
7. K. Thompson
8. Bradley E. Cox

Citations in the corpus

• A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States (2012, background): “Papay and Bambara (2011) found a similar focus on employment and independent living.”
• Inclusive Postsecondary Education--An Evidence-Based Moral Imperative. (2012, background): “A number of new programs provide a physical presence on campus, but may segregate or group students with ID together to learn life and social skills, and vocational readiness (Papay & Bambara, 2011).”
• College Experiences for Students With Autism Spectrum Disorder: Personal Identity, Public Disclosure, and Institutional Support (2017, background): “A small but growing body of research has focused on intervention programs addressing college students’ transitional experiences from secondary to postsecondary education (e.g., Papay & Bambara, 2011; Roberts, 2010).”