Meg Grigal

Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities

This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided.

Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students’ postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students.

Postsecondary Options for Students with Significant Disabilities.

THE COUNCIL FOR EXCEPTIONAL CHILDREN Danny is 18 years old and has been in high school for 4 years. He has worked on his individualized education program (IEP) goals in general education and special education classes. He has participated in community-based instruction once a week on Fridays for the past 2 years. He has had unpaid work experiences in the school cafeteria and at a local gas station, and just recently started a parttime job in the grocery store on the weekends. He has expressed an interest in working with animals. Danny likes to listen to rap music, loves his dog MJ, dreams of being a basketball star, and is probably not too different from many of the students you work with every day. Danny, however, has a significant disability; (see box “What Is a Significant Disability”) according to his IEP, he will remain in high school until he is 21 years old, when he will exit with a high school certificate of completion.

Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges

Abstract Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues a...

Promoting Access to Postsecondary Education for Low-Income Students With Disabilities

Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with disabilities in accessing and completing college programs including the role of federal student aid programs. Finally, we discuss the limited employment outcomes for adults with disabilities, in particular, those from high-poverty backgrounds who have not completed college. We conclude with implications and recommendations for policy.

A state comparison of vocational rehabilitation support of youth with intellectual disabilities' participation in postsecondary education

In this study a secondary data analysis was conducted using the Rehabilitation Services Administrations 911 dataset. The findings provide an update on the role of Vocational Rehabilitation in promoting participation in postsecondary education for individuals with intellectual disabilities, by providing data that focuses on youth with intellectual disabilities in comparison with youth with other disabilities, and by highlighting differences across states nationwide (i.e., postsecondary education status upon exiting the VR system). Overall, this study showed that state VR programs play an important role in assisting youth with intellectual disabilities to participate in postsecondary education, although to a lesser extent than youth with other disabilities. Findings indicated that youth with intellectual disabilities were substantially less likely to participate in postsecondary education while in the VR system compared to youth with other disabilities, their participation varied substantially across states, and participation remained static, nationally, between 2006-2010, despite positive trends in several state VR programs.

Technology and Transition in the 21st Century

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 6 , pp . 33 6 – 34 3. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 88 08 9 Sarah is a 17-year-old with autism spectrum disorder who is not sure what she wants to do once she graduates in a year. She has been enjoying working at her high school job—a copy center—for the past 3 years. She loves being around people and interacts well with her coworkers and customers. Sarah struggles, however, in remembering all that is required of her and has a hard time remembering the processes for different tasks, such as making copies. Although she has enjoyed her experience, Sarah wants to begin a career in something she loves. The problem is that Sarah does not know what she is passionate about. She does not know what kind of job would interest her and would be suited to her strengths and weaknesses. At school one day, Sarah shares her concerns with her special education teacher, Mr. Garcia. She asks questions, such as “What kind of jobs are out there?” “How would I get to and from my job?” and “How can I prepare for a new job?” Mr. Garcia was pivotal in helping Sarah receive the job that she has now. He knows that she would not be happy working there long-term and is sure that he could help her find a satisfying career. Mr. Garcia has helped many students like Sarah transition from high school to the workforce by utilizing different technologies. To ease Sarah’s concerns, he begins to tell her about all of the resources that are available. Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related settings, including daily living, postsecondary education, employment, and recreation and leisure. When engaged appropriately, these technologies can have dramatic effects, improving the long-term outcomes for individuals with disabilities. Specifically, various technologies can (a) provide support for response prompting to enhance job-related performance, (b) allow for virtual experiences to teach desired postsecondary skills, and (c) facilitate access to transportation options to desired postsecondary locations.