Students With Developmental Disabilities Go to College: Description of a Collaborative Transition Project

Abstract

The existing literature on transition programs suggests that for effective transition of individuals With developmental disabilities, the programs must place emphasis on both the social and the vocational goals of these students. This article describes a pilot project that brought transitioning young adults With disabilities to a college campus for job-sampling. Seventeen high school students With developmental disabilities participated in this program and Were mentored by 23 college students attending a small, private university in suburban NeW Jersey, some of Whom Were planning to become teachers. In total, students With and Without disabilities spent 9 hours together. Preliminary data included university students' journals, special education students' journals, college faculty field notes, and questionnaires and anecdotal data collected from the college community and the local school district. Data indicated that this project had benefits for young adults With and Without disabilities and supported the use of a community-based service-learning model. This study holds implications for prospective special education teachers and the college community.

Postsecondary Settings and Transition Services for Students with Intellectual Disabilities: Models and Research

“…These three models are described next, along with research that documents the existence of services and/or outcomes for students with ID ages 18-21. Although college programs (admission requirements) with support services for individuals with ID do exist after graduating from public schools (e.g., Doiynuik et al, 2002;Doyle, 2003;Hammil, 2003;Kaufman, 2006;Schmidt, 2005), they are not included in this review.…”

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

“…These interventions also bear some resemblance to desensitization therapy. There is a growing body of literature discussing supports for persons with Autism Spectrum Disorders entering universities (Dolyniuk et al 2002;Glennon 2001;Shields et al 2008) as well as other transition supports for adulthood (Floyd et al 2009;King et al 2005). Helping individuals to prepare for major life transitions to avoid predictable crises has been advocated by prominent researchers in the field (Aman et al 2004;Levitas and Gilson 2001;Rush and Frances 2000).…”

A qualitative case study investigating the graduation and job placement outcomes of college students with autism spectrum disorder : implications for higher education leaders

“…Acceptance into these programs is often limited to few students, based on application and interview. This individualized attention provides thorough training in academics, life skills, and employability; however, according to Dolyniuk et al (2002), this segregation neglects an important component for the success of individuals with developmental disabilities: social skills. A lack of social skills may not only hinder employment opportunities due to poor interview skills, it could also disqualify these individuals that are otherwise qualified due to the fact that many professions require employees to interact at a high level with patrons.…”

“…Open enrollment institutions along with advocates of individuals with disabilities have increased the number of individuals with developmental disabilities entering college. Since the development of the Americans with Disabilities Act (ADA) in 1990, individuals with developmental disabilities have had increased access to opportunities related to education and work (Dolyniuk, Kamens, Corman, & DiNardo, 2002).…”

“…Upon initial investigation, many college programs for individuals with ASD are segregated from traditional college curriculum. Many programs for college students with developmental disabilities are segregated from the traditional campus or are specialized institutions of their own (Dolyniuk et al, 2002). Acceptance into these programs is often limited to few students, based on application and interview.…”