Education
and Training in Mental Retardation and Developmental Disabilities
VOLUME
39 NUMBER 1 March 2004
Transition of Youth with Disabilities to Postsecondary Education
Postsecondary Education and Persons with Intellectual Disabilities: An Introduction
Activities of Students with Significant Disabilities Receiving Services in Postsecondary Settings
Transition Services Model: Partnership for Student Success
Changing Systems for Transition: Students, Families, and Professionals Working Together
College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education
Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings
Person-Centered and Collaborative Supports for College Success
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Abstracts
Transition of Youth with Disabilities to Postsecondary Education
Robert A. Stodden and Stanley H. Zucker
Abstract:
For the past decade, educators, parents, and others have shown a sustained interest in developing viable postsecondary education and other life-long learning opportunities for young persons with intellectual disabilities after they leave high school settings. These efforts are reflected through a number endeavors, such as collaborative high school-community college partnerships, 18-21 postsecondary programs supported under the Individuals with Disabilities Education Act, and parent developed programs focused upon providing the least restrictive and most age appropriate learning setting for young persons with intellectual disabilities. These activities have received little exposure or attention in the disability or learning literature. Further, little attention has been focused upon documentation of these efforts or toward generating data that provide evidence of the value or impact of such programs upon the quality of post-school life for persons with intellectual disabilities. This special topical issue of ETDD is one of the first attempts to compile peer-reviewed articles in this area of study and present them to the field. The purpose of this issue of ETDD is to present an organized collection of peer-reviewed articles focused upon issues faced by young persons with intellectual disabilities and those who support them as they prepare for and transition to postsecondary education and other life-long learning activities.
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Postsecondary Education and Persons with Intellectual Disabilities: An Introduction
Robert A. Stodden and Teresa Whelley
Abstract: Legislation in recent years, including the ADA , IDEA, and the Olmstead Act, has vastly affected the accessibility of postsecondary education for persons with disabilities. This paper presents an overview of that legislation and considers how the resultant supports and services have become more flexible and increasingly tailored to the individual's unique educational needs and academic/professional goals. This paper also examines a sampling of educational models and projects that have been undertaken with the intent of maximizing accessibility and inclusion, and it looks at the various issues concerning supports, policy, financial concerns, and systemic coordination that arise from those models and projects. Finally, the need for future research is addressed, and questions intended to give direction thereto are posed.
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Activities of Students with Significant Disabilities Receiving Services in Postsecondary Settings
Debra A. Neubert, M. Sherrill Moon, and Meg Grigal
Abstract: Teachers in 11 public school systems serving students with significant disabilities ages 18-21 in 13 postsecondary settings were surveyed to collect information on students' access to college courses, employment training, activities in the community and on college campuses, and interagency linkages with adult services. In addition, teachers provided input on inclusion and follow-up activities. Results indicated that while students with significant disabilities were successfully engaged in employment training, access to college courses and extracurricular activities was limited. Interagency linkages between school personnel and adult service providers were evident in all sites and were a strength of this service delivery. Few teachers conducted follow-up studies to document outcomes for students with disabilities who had exited the school system. Implications for practice and research are discussed.
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Transition Services Model: Partnership for Student Success
Elizabeth Pearman, Twila Elliott, Lucinda Aborn
Abstract: In 1995, the Southwest Special Education Local Plan Area (SELPA) of the Los Angeles County School District, and El Camino College pioneered a partnership to serve students with disabilities on the community college campus. SELPA transition services serve as a model for alliances between community colleges and school districts throughout California . Area students receiving special education services have an opportunity to pursue postsecondary education while completing high school requirements. Students attend college classes, participate in social activities, and learn life and employment skills. Students learn to be successful at achieving goals through SELPA partnerships. The school district and community college alliance, activities, and services are described, using program theory as the means of identifying the flow and sequence of the program.
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Changing Systems for Transition: Students, Families, and Professionals Working Together
David A. Noyes and Caren L. Sax
Abstract: he Point of Transition Service Integration Project was initiated in 1997 in California as a three-year model demonstration grant funded by the Department of Education. The goal of the project was to improve the level of cooperation and collaboration among public schools, the State Department of Rehabilitation, and the State Department of Developmental Services related to efforts assisting students with severe disabilities who are transitioning from school to adult life. This paper presents an overview of that project with a focus on the research questions to which it gave rise. Finally, based on findings gleaned from observation and stakeholder interviews, implications are offered and recommendations are developed to inform and improve practice.
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College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education
Cynthia Zafft, Debra Hart, and Karen Zimbrich
Abstract: Participation in postsecondary education is a known predictor of a successful employment outcome for youth without disabilities. There is research documenting that this is true for youth with disabilities as well. Most literature on postsecondary education for youth with disabilities focuses on individuals with learning disabilities, attention deficit disorders, and physical or sensory disorders. There is limited research that addresses youth with intellectual disabilities regarding successful outcomes of participation in postsecondary education. This paper presents findings from a matched cohort follow-up study conducted with 40 youth with significant disabilities who did and did not participate in postsecondary education. Recommendations for future research and practice are provided.
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Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings
Debra Hart, Joan Mele-McCarthy, Robert H. Pasternack, Karen Zimbrich, and David R. Parker
Abstract:
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.
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Person-Centered and Collaborative Supports for College Success
Cate Weir
Abstract: Recent studies of innovative supports and services in postsecondary education reveal more effective and cooperative mechanisms with which to provide supports to individuals with disabilities (Stodden, Jones, & Chang, 2003; Whelley, Hart, & Zafft, 2003). Colleges and universities can design supports that permit consumer choice while avoiding establishment of isolating parallel "service systems.” Providing individual supports for students with significant disabilities will establish new and creative alliances driven by wishes and dreams of the students. This paper is a participant observation, discussing individual and collaborative supports, providing a discussion of and recommendations for effective strategies, and presenting successful students who have pursued their dreams of postsecondary education.
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