Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities

Abstract

Postsecondary education (PSE; that is, a college degree or advanced training from a technical school) is a necessary credential for many high-skilled and well-paying jobs (Strauss & Howe, 2005;Thoma et al., 2011). For some populations of young adults, however, access to PSE has not been an option. Consequently, institutions of higher education (IHEs) are putting forth efforts to maximize diversity and increase educational opportunities for students from historically underserved populations (Higbee, 2009). Traditionally, students with disabilities are not the focus of these discussions, and students with intellectual and developmental disabilities (ID/ DD) were almost never considered (McCune, 2001). Until recently, students with ID/DD have not been afforded access to the benefits of college programs and environments Hart, Grigal, Sax, Martinez, & Will, 2006). Therefore, it is not surprising that students with disabilities are 4.5 times less likely to be enrolled in four-year universities, compared with their peers without disabilities (Curtis, Rabren, & Reilly, 2009;Newman, 2005). Sanford and colleagues (2011) recently reported that students with disabilities have lower participation rates in PSE than students without disabilities (i.e., 55% of students with disabilities opposed to 62% of their peers).Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with ID/DD. Programs specifically for students with ID/DD are typically labeled PSE Programs for students with ID or Comprehensive Transition Programs (CTPs). The 2004 reauthorization of the Individuals with Disabilities Education Act, retitled as the Individuals with Disabilities Education Improvement Act (IDEA, 2004), has been amended to ensure students with disabilities receive transition services that lead them to post-school environments, including higher education (Yell & Plotner, 2013). The Higher Education Opportunity Act (HEOA; Public Law 110-315), reauthorized on August 14, 2008, contains a number of important provisions that have improved access to PSE for students with ID/DD. Specifically, the HEOA enables eligible students with ID/DD to receive federal Pell Grants, Supplemental Education Opportunity Grants, and work-study funds. Under Title IV, to be eligible for these benefits, the student with ID/DD must be enrolled or 4609D PSXXX10.

A comparison of the college experience for students with and without disabilities

“…It is important to understand the individualized nature of the programs allow programs to make adjustments on the level of rigor to maximize student growth. In our experience, we have witnessed students with IDD achieve success in college courses with no modifications to assignments; however, since PSE programs are nondegree programs due to the nature of college admission (Plotner and Marshall, 2014), the potential discussions regarding PSE certification programs acting as a formal transition or bridge program to credit bearing degree programs has been neutralized. Future research should examine these ideas further.…”

Postsecondary Education Programs for Students With an Intellectual Disability: Facilitators and Barriers to Implementation

“…The questions were identified by reviewing studies that reported barriers and supports experienced by new programs and selecting those that appeared in multiple studies (Folk et al, 2012;Getzel, 2008;Hafner et al, 2011;Neubert & Redd, 2008;O'Connor et al, 2012;Plotner & Marshall, 2014;Stodden & Whelley, 2004;Thoma, 2013;Thoma et al, 2011). The survey instrument consisted of four sections and 56 questions used in the analysis.…”

“…Others have summarized challenges faced during program development and provided suggested strategies for negotiating these challenges (Plotner & Marshall, 2014;Thoma et al, 2011). From these descriptions, several areas have been identified as key concerns that emerge as new PSE programs are proposed and implemented in college settings.…”

What and Who Works: Strategies for Facilitating Work Experience Opportunities for Students Enrolled in Postsecondary Education Programs

“…Although the idea of inclusive higher education through PSE programs for students with IDDs is not new (Neubert, Grigal, Moon, & Redd, ), the numbers of such programs have greatly increased in recent years (Weir, Grigal, Hart, & Boyle, ). Rather than granting traditional degrees, PSE programs often provide services and supports to help students with IDDs have an opportunity to work toward life goals in PSE setting (Grigal, Hart, & Weir, ; Papay & Bambara, ; Plotner & Marshall, ). In the same manner that traditional matriculating students engage in PSE to improve employment outcomes, many PSE programs provide opportunities for students with IDDs to develop skills that increase their employability (Grigal et al, ; Papay & Bambara, ).…”