Inclusive postsecondary education: Reimagining the transition trajectories of vocational rehabilitation clients with intellectual disabilities

Abstract

Persons who participate in postsecondary education (PSE) enjoy improved prospects for securing gainful employment and realizing greater independence. Historically, state vocational rehabilitation (VR) agencies have supported persons with disabilities to participate in PSE as a pathway to future employment. However, until recently PSE was not considered as an option for individuals with intellectual disabilities (ID) who were frequently encouraged to transition directly from school to employment or placements in community rehabilitation programs. With a growing recognition of the value of PSE as a quality placement for persons with ID and an increasing number of available programs, VR counselors and administrators face what may amount to a paradigm shift away from the traditional transition trajectory for clients with ID. This paper highlights how one VR agency assumed a leading role in the transition of students with ID into PSE through participation in a model demonstration based around three evidence-based practices: interagency team processes, person centered planning, and provision of essential PSE supports (educational coaches).

‘I am a college student’ postsecondary education for students with intellectual disabilities

“…People with intellectual disabilities are underrepresented in colleges and universities compared to students with other impairments (Yamamoto, Stodden, and Folk 2014). Also, disability policy and accommodation mainly focus on issues such as assistive technology and access to buildings rather than different barriers (e.g.…”

“…Research has demonstrated that students with intellectual disabilities who participated in inclusive PSE programmes experience increased satisfaction in domains such as self-esteem, self-respect, interpersonal relationships, self-determination and social inclusion (Hughson, Moodie, and Uditsky 2006;Kleinert et al 2012;Uditsky and Hughson 2012). Also, students with intellectual disabilities who have graduated from PSE are reported to have improved their employment opportunities (Hughson, Moodie, and Uditsky 2006;Kleinert et al 2012;Yamamoto, Stodden, and Folk 2014). It has been reported in Iceland, Europe and America that people with intellectual disabilities are underrepresented in the labour market and on average earn lower wages than the general population (Social Science Research Institute 2013; Walker 2014; Moore and Schelling 2015).…”

University Students with Intellectual Disabilities: Empowerment through Voice

“…There is growing evidence that by undertaking such programmes, students with intellectual disabilities improve their self-esteem and confidence [27], interpersonal relationships, self-determination, social inclusion [28], and employment opportunities [29]. Consequently, from this perspective, there are strong economic and moral considerations [30] for including those who have traditionally been excluded in higher education. For Stodden and Mruzek [31], combating such exclusion is essential to ensure that economies can develop while those at most risk can become part of the knowledge society and through the transformative power of their voice, can make their contribution.…”

Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood

“…postsecondary education college programs designed for individuals with IDD (PSEs) open doors to a broad range of experiences, affiliate learners to a community that fosters personal growth and development, and offer greater access to independence, employment, and economic selfsufficiency (Thoma et al, 2011;Yamamoto, Stodden, & Folk, 2014). However, research on the benefits or risks associated with attending PSEs is generally limited (McEathron, Beuhring, Maynard, & Mavis, 2011).…”