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While experiential education has been part of higher education for a long time, access for students with disabilities is an emerging topic, broadening the scope of work for disability service providers. Participation in career-focused experiential education, such as internships and cooperative education, is an especially important learning experience for students with disabilities as a way of preparing them for the challenges of employment after graduation. To further understanding of the intersection of career-focused experiential education and disability service provision, this paper outlines the U.S. statutes, regulations, and a small number of key court and agency cases that impact students with disabilities who participate in career-focused experiential education at U.S. institutions of higher education. (Contains 2 endnotes and 1 table.)

America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions of college readiness. Creating a more robust definition of college readiness is important, yet K-12 efforts do not provide a model that supports adults attempting to access and succeed in college, especially first-time college-goers. Thinking in terms of college readiness for adults is particularly compelling for U.S. colleges and universities. Over 70% of current undergraduates are considered nontraditional: older students, parents (especially single parents), students who work fulltime, students who are financially independent, and/or students who come to college without a traditional high school diploma. This article addresses the need for support for participants transitioning from literacy programs into post-secondary education. The author examines a subset of nontraditional students--individuals from adult education programs, and describes a study of program models designed to better prepare adults for college.

Participation in postsecondary education is a known predictor of a successful employment outcome for youth without disabilities. There is research documenting that this is true for youth with disabilities as well. Most literature on postsecondary education for youth with disabilities focuses on individuals with learning disabilities, attention deficit disorders, and physical or sensory disorders. There is limited research that addresses youth with intellectual disabilities regarding successful outcomes of participation in postsecondary education. This paper presents findings from a matched cohort follow-up study conducted with 40 youth with significant disabilities who did and did not participate in postsecondary education. Recommendations for future research and practice are provided. (Contains 1 table.)

A model to improve access to college especially for students with disabilities includes these steps: (1) establishing an interagency support team; (2) orienting students and parents; (3) facilitating person-centered planning; (4) creating and implementing an array of services and supports; and (5) evaluating effectiveness. Barriers such as resistance, inadequate preparation, and communication problems are addressed. (Contains 26 references.) (SK)