Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

Neubert, Debra A.; Moon, M. Sherril; Grigal, Meg

doi:10.17161/fec.v34i8.6791

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…However, common challenges to inclusive PSE have been reported, such as inadequate support for students with ID (Jones and Goble, 2012;Mock and Love, 2012). Students' academic and social experiences can be hampered by low academic expectations and non-inclusive practices of others in the university community (Grigal et al, 2011;Hart et al, 2006;Neubert et al, 2002). Therefore, inclusive PSE programmes need to be regularly reviewed and evaluated in order to optimize students' experiences and outcomes.…”

Section: Reported Outcomes Of Inclusive Psementioning

confidence: 99%

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

Rillotta

Arthur

Hutchinson

et al. 2018

J Intellect Disabil

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Inclusive post-secondary education (PSE) delivers positive personal, social and academic outcomes. However, there is limited support for students with intellectual disability (ID) to participate in higher education, particularly in Australia. This study investigated the expectations and experiences of students with ID in an inclusive individual support PSE programme. Semi-structured interviews were conducted with students ( n = 4) and peer mentors ( n = 6) at the beginning and end of one academic semester. Participants were asked about inclusive practices, goal attainment, mentoring experiences and skill development. Thematic analysis was used to analyse data. Four major themes and several subthemes were identified: self-determination (e.g. self-confidence), social development (e.g. social networks), intellectual development (e.g. subject knowledge) and inclusive practices. The results emphasized the value of inclusive PSE for students with ID. Recommendations regarding future practices of inclusive PSE for people with ID are provided.

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Section: Reported Outcomes Of Inclusive Psementioning

confidence: 99%

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

Rillotta

Arthur

Hutchinson

et al. 2018

J Intellect Disabil

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“…For some young adults with Down syndrome, an additional option is participating in job training or postsecondary educational programs. Increasingly available for young people with disabilities, job training programs exist within local community colleges or technical schools (Neubert et al, 2002). A smaller number of young adults with Down syndrome participate in postsecondary education (PSE) programs, which provide young adults with disabilities the chance to partake in a college-like experience.…”

Section: Early Adulthoodmentioning

confidence: 99%

Down syndrome.

Hodapp¹,

Fidler²

2021

APA Handbook of Intellectual and Developmental Disabilities: Foundations (Vol. 1).

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First described in the 1860s by the British physician J. Langdon Down (cf. Dunn, 1991), Down syndrome has been the subject of countless studies over the intervening 160 years. Studies have addressed such diverse issues as maternal age at birth; genetics, cytogenetics, and animal models; early health and physical issues; early (and later) cognitive, linguistic, and motor development; trajectories of development; adaptive behavior, personality, and maladaptive behavior/psychopathology; neuropsychological profiles; reading and other educational issues; mothers, fathers, siblings, and families of persons with Down syndrome throughout the lifespan; transition to adulthood and adult functioning; aging and Alzheimer's disease; and lifespan, morbidity, and mortality (including causes of death). A seemingly well-established area of research, which even 40 years ago was the subject of a 350-page review (Gibson, 1978), Down syndrome may be the topic of as many published studies as all other genetic conditions associated with intellectual disability (ID) combined (Hodapp & Dykens, 2012).In a similar way, Down syndrome is increasingly well-known by society at large. In many U.S. Presidential election seasons, the syndrome gets mentioned in candidate debates, with public calls to help these individuals. Several well-known television-movie stars have Down syndrome, including Chris Burke (Life Goes On) and Lauren Potter (Glee), and the syndrome

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“…Those individuals who do have high social involvement tend to have high levels of caregiver or group home support in arranging social activities (Murray, 2007). For the limited number of individuals with ID who participate in some form of post-secondary education, programming tends to be segregated from the general university classroom and campus recreational activities (Neubert, Moon, & Grigal, 2002).…”

Section: Transition From High School To Adulthood: Current Practicesmentioning

confidence: 99%

Transitioning to Adulthood as a Young Person with an Intellectual Disability: Two Case Studies of Mothers’ Perceptions

Wilcox,

McQuay,

Jones

2019

AJER

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Making the transition from high school to adult life is a challenging process for youth with Intellectual Disabilities (ID). Complicated policies, fragmented systems, and uncoordinated services contribute to the problem. Youth with ID need ongoing support to transition successfully, and this support often comes from their parents. The current article presents the findings from two case studies that examined mothers’ perceptions of the process of supporting their children with ID through transition from high school to adulthood. Factors that supported and hindered successful transition, as well as supports or resources that mothers wished they had during transition are presented.

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Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

Cited by 3 publications

References 5 publications

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

Inclusive university experience in Australia: Perspectives of students with intellectual disability and their mentors

Down syndrome.

Transitioning to Adulthood as a Young Person with an Intellectual Disability: Two Case Studies of Mothers’ Perceptions

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