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Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities
Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 23 • Number 3 • Autumn/Winter 2010/2011
From the Editors
Postsecondary education is a primary goal for the majority of high school students with transition plans, according to the National Longitudinal Transition Study–2. However, according to that same study, only about 3 in 10 young adults with disabilities have taken postsecondary education classes since high school. And among those with the lowest rates of participation are students with intellectual disabilities. This Impact issue explores what we know, and what we still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important. It includes stories about students with disabilities succeeding in higher education, strategies for families and school personnel to use in supporting planning for postsecondary education during high school, research findings and historical overviews on our national journey to support full participation in all areas of life – including education – for individuals with intellectual and other disabilities, and explanations of the education laws that can undergird that participation. It’s our hope that readers of this issue will find new ways of thinking about the role of post-high-school education in the lives of young people with disabilities, and about the benefits to those young people as well as our communities and nation.
What's Inside
Articles
What’s a Parent to Do? Micah’s College Dream
Students with Disabilities in Higher Education: Participating in America’s Future
A Prelude to Progress: Postsecondary Education and Students with Intellectual Disabilities
How College Benefits Us: Students with Intellectual Disabilities Speak Out
Survey Findings on College Programs for Students with Intellectual Disabilities (sidebar)
Federal Legislation Increasing Higher Education Access for Students with Intellectual Disabilities
“What Do You Want to Be When You Grow Up?”: A College Graduate
The Power of Inclusion: Personal Reflections on Creating Change
Key Roles in Planning the Transition to College and Careers
Creating a Transition Portfolio (sidebar)
Preparing Students with Intellectual Disabilities for College: Tips for Parents and Teachers
Using Individual Supports to Customize a Postsecondary Education Experience
Not Superwoman: Reflections on Beginning Graduate School
Employment and Dual-Enrollment Transition Programs: Data From a Two-State Study
Education for Employment: Mandela's Story
Resources for More Information
Publication Information
Managing Editor: Vicki Gaylord
Issue Editors:
Cate Weir, Institute for Community Inclusion, University of Massachusetts, Boston
Janice Fialka, Huntington Woods, Michigan
Joe Timmons, Institute on Community Integration, University of Minnesota, Minneapolis
Derek Nord, Institute on Community Integration, University of Minnesota, Minneapolis
Impact is published by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living and Employment (RTC), College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0654 from the Administration on Developmental Disabilities (ADD), US Department of Health and Human Services to the Institute; and Grant #H133B080005 from the National Institute on Disability and Rehabilitation Research (NIDRR), US Department of Education, to the RTC. Additional support came from NIDRR Grant #H133A80042, ADD Grant #90DD0659, and Office of Postsecondary Education, US Department of Education Grant #P407B100002, at the Institute for Community Inclusion, University of Massachusetts, Boston.
The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Center or University. The content does not necessarily represent the policy of the US Department of Education or the US Department of Health and Human Services, and endorsement by the Federal Government should not be assumed.
For additional copies or information contact:
Institute on Community Integration
University of Minnesota
109 Pattee Hall
150 Pillsbury Drive SE
Minneapolis, MN 55455
612/624-4512
icipub@umn.edu
http://ici.umn.edu
Impact is available in alternative formats upon request. The University of Minnesota is an equal opportunity employer and educator.
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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities, 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
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Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.
The University of Minnesota is an equal opportunity employer and educator.