Elizabeth Evans Getzel

Experiences of College Students with Disabilities and the Importance of Self-Determination in Higher Education Settings.

Although the literature is clear that self-determination is an important component of the transition planning process for students with disabilities preparing for postsecondary education, further studies are needed to explore what self-determination strategies these students use to remain in college and successfully meet the challenges in postsecondary education settings. This article describes a study conducted with postsecondary education students in 2- and 4-year college settings to (a) identify skills that effective self-advocates use to ensure they stay in college and obtain needed supports and (b) identify the essential self-determination skills needed to remain and persist in college. Findings from the study and implications for postsecondary education and secondary education are discussed.

Beyond Section 504: Satisfaction and Empowerment of Students with Disabilities in Higher Education

College and university students with disabilities were surveyed to determine their levels of satisfaction with accessibility, special services, and accommodations at their schools. In addition, students were requested to identify barriers to postsecondary education, improvements in services, and other concerns. Respondents generally expressed satisfaction with the services that they had received. However, the majority indicated that they had encountered barriers to their education, including a lack of understanding and cooperation from administrators, faculty, staff, and other students; lack of adaptive aids and other resources; and inaccessibility of buildings and grounds. Recommendations were made for improving the delivery of services and self-advocacy of students with disabilities.

Individual Transition Plans

A descriptive analysis of transition plans for students with learning disabilities was conducted across 14 school divisions in Virginia. The results indicate that community representatives rarely participate in formal transition planning meetings for these individuals. In light of what is known about the postschool educational and employment outcomes of these students, it is essential that educators, family members, and students themselves receive training and technical assistance on how to use individual transition plans as planning tools for schools and community organizations to guide students with learning disabilities through the transition process.

Adapting the Self-Determined Learning Model for Instruction of College Students With Disabilities

As the number of students with disabilities who are entering postsecondary education continues to rise, the need for their adequate preparation to successfully complete programs of study is a critical concern. A common characteristic of students who successfully enter and complete programs of study in postsecondary settings is that of having self-determination skills. This article discusses the results of a pilot study that implemented the self-determined learning model of instruction, modified for use in postsecondary education settings. Evaluation results are discussed with implications for further research.

Students with autism spectrum disorder in college: Results from a preliminary mixed methods needs analysis ☆

BACKGROUND There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n=67) and focus groups (n=15). RESULTS Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. IMPLICATIONS Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.

Transition Planning for Students with Significant Disabilities: Implications for Student-Centered Planning.

An analysis of transition plans for students with disabilities was conducted across 24 school divisions in Virginia. Eighty-four public school students, ages 14 to 21, with significant disabilities, comprised the sample. The results indicate that for a majority of students with significant disabilities there is a need for greater participation in the planning of their future, increased opportunities to access employment prior to exiting school, and access to a range of services to provide ongoing and long-term support in the community.

Transitioning from the academic to the employment setting: the employment connection program

Increasing numbers of individuals with disabilities are securing advanced educational opportunities beyond high school. Yet earning a college degree does not guarantee employment. This article describes a comprehensive transition model designed to enhance employment opportunities for individuals with disabilities as they graduate from post-secondary settings. The model incorporates individualized career planning, the identification of learner accommodations, work experience prior to graduation, direct placement assistance, and follow-up support after graduation.

Development of a College Transition and Support Program for Students with Autism Spectrum Disorder

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

United States Congress, Senate Committee on Health, Education, Labor and Pensions: Introductory remarks

Employment rates for all individuals with disabilities can range from 34% to 39% in comparison to the employment rate of 76% to 79% for individuals without disabilities (Erickson, Lee, & von Schrader, 2010, 2011, 2012; Siperstein, Parker, & Drascher, 2013). For individuals with intellectual disabilities, the rate of employment has declined over the past five years. In 2008, the rate of employment was reported at 28% (Erickson et al., 2010; Siperstein et al., 2013), while recent numbers show it is anywhere from 18% to 23% (Erickson et al., 2012, Siperstein et al., 2013). The downward employment trend in this population will not improve until new ways are found to meaningfully integrate these individuals into the labor force. We know that higher education can lead to a variety of personal and financial benefits for all individuals seeking to learn new knowledge and skills. Advanced learning can lead to improved outcomes for all individuals; but the impact of higher education on individuals with disabilities is particularly evident. Individuals with intellectual disabilities who participate in any postsecondary education experience (not necessarily earning a degree or certificate) are employed at double the rate of those with just a high school diploma. Based on national data gathered by the Rehabilitation Services Administration, young adults with intellectual disabil-

Saving for post-secondary education: Strategies for individuals with disabilities

Many students with disabilities receive some form of disability benefit from the Social Security Administration. There is a common misconception among individuals with disabilities, their families and the disability services provider com- munity that saving for post secondary education is not permitted under the Social Security disability benefit program rules. In fact, for individuals receiving disability benefits authorized under title II of the Social Security Act, there are no restric- tions placed upon asset accumulation or the amount of resources a beneficiary may have. The title II disability programs include Social Security Disability Insurance (SSDI), Childhood Disability benefits (CDB) and Disabled Widow(er)s Benefits (DWB). Many other students receive benefits from the Supplemental Security Income (SSI) program. Currently, SSI pro- gram rules require that eligible individuals have no more than