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1. Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Executive Summary. Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Choiseul-Praslin, Belkis, and Lazo, Rebecca

Abstract

This Executive Summary provides a brief overview of the entire Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Information is provided about the TPSID projects about program characteristics, students characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment. [For the full report, "Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Think College Reports," see ED627036.]

Published
2022

2. Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021). Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Choiseul-Praslin, Belkis, and Lazo, Rebecca

Abstract

Think College Reports present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. [For the executive summary, see ED627037. For "Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports," see ED627031.]

Published
2022

3. Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Wu, Xiaoying, Lazo, Rebecca, Smith, Frank, and Domin, Daria

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides an overview of descriptive program and student-level data provided by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2019-2020 academic year. Program data includes program characteristics, academic access, student supports, and integration of the program within the institute of higher education (IHE) during the fifth and final year of the 2015-2020 funding. Student data include student demographics, course enrollments, employment activities, and engagement in student life. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Additionally, the report provides trends over time as well as descriptive data on the outcomes of students who exited TPSID programs in previous years. Finally, the report will highlight the impact of COVID-19 on student experiences and outcomes. [For the executive summary, see ED627033. For "Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports," see ED611254.]

Published
2021

4. Executive Summary of the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Fast Facts. Issue No. 30

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Wu, Xiaoying, Lazo, Rebecca, Smith, Frank, and Domin, Daria

Abstract

Between 2010 and 2020, the Office of Postsecondary Education in the U.S. Department of Education funded 52 model demonstration projects called Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs). These grantees created or expanded inclusive higher education programs, enrolling 4,279 students with intellectual disability (ID) on 103 college or university campuses in 31 states. This Fast Fact provides an executive summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year Five 2019-2020). In mid-March of 2020, the emergence of COVID-19 throughout the United States led to changes in the implementation of services in most institutions of higher education, including those involved in TPSID projects. Throughout this summary, the authors reflect on the impact the pandemic had on students attending TPSIDs. [For "Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019-2020). Think College Reports," see ED627031.]

Published
2021

5. Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Smith, Frank, Domin, Daria, and Lazo, Rebecca

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2018-2019 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fourth year of FY 2016-2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. Additionally, the report provides trends over time as well as descriptive data on the students who exited TPSID programs during 2018-2019. [For "Executive Summary of the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Fast Facts. Issue No. 26," see ED611310. For the Year Three report, see ED611253.]

Published
2019

6. Year Two Student Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Smith, Frank, and Papay, Clare

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students from Year Two (2016-2017) collected by the Think College National Coordinating Center (NCC) from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For "Year Two Program Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports," see ED611308. For the Year One reports, see ED611305 and ED611305.]

Published
2018

7. Year Two Program Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, and Smith, Frank

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on programs for students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2016-2017. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For "Year Two Student Data Summary (2016-2017) of the TPSID Model Demonstration Projects. Think College Reports," see ED611307. For the Year One reports, see ED611305 and ED611306.]

Published
2018

8. Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Smith, Frank, Papay, Clare, and Domin, Daria

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the 2017-2018 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the Institution of Higher Education (IHE) during the third year of FY 2016-2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment activities, and engagement in student life. Additionally, the report provides trends over time as well as descriptive data on the students who exited TPSID programs during 2017-2018. It also summarizes some notable data points from the Year 3 TPSID data across topics, including inclusive courses, employment, student satisfaction, and more. [For "Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19," see ED611309. For the Year Two reports, see ED611307 and ED611308.]

Published
2018

9. Year One Program Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Domin, Daria, and Smith, Frank

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on programs for students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2015-2016. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For "Year One Student Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports," see ED611305.]

Published
2017

10. Year One Student Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Smith, Frank, Papay, Clare, and Domin, Daria

Abstract

Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This summary report offers an overview of the descriptive data on students with intellectual disability collected by the Think College National Coordinating Center (NCC) in 2015-2016. Data were collected from the institutions of higher education (IHEs) implementing projects under the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program funded in 2015 by the Office of Postsecondary Education (OPE), U.S. Department of Education. [For "Year One Program Data Summary (2015-2016) from the TPSID Model Demonstration Projects. Think College Reports," see ED611305.]

Published
2017

11. Experiences That Predict Employment for Students with Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

Author

Grigal, Meg, Papay, Clare, Smith, Frank, Hart, Debra, and Verbeck, Rayna

Abstract

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education's Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

Published
2019
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12. Promoting College and Career Readiness with Middle School Youth with Disabilities: Lessons Learned from a Curriculum Development Project

Author

Grigal, Meg, Cooney, Lori, and Hart, Debra

Abstract

Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will be shared. Access to and comfort with technology, the need for age-appropriate content, and strategies for universally designed curriculum will be addressed. Recommended practices and available resources will be offered to expand educator focus on CCR with middle school youth with a wide range of disabilities.

Published
2019
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13. Case Studies of Effective Partnerships between Institutions of Higher Education Enrolling Students with Intellectual Disability and/or Autism and Vocational Rehabilitation Agencies

Author

Sulewski, Jennifer Sullivan, Hart, Debra, Domin, Daria, Grigal, Meg, Thelin, Russell, and Blackburn, Nerlie

Subjects
Vocational rehabilitation -- Educational aspects -- Case studies, Mentally disabled teenagers -- Education, Mainstreaming in education -- Case studies -- Management, Mentally disabled youth -- Education, Universities and colleges -- Alliances and partnerships -- Case studies -- United States, Rehabilitation centers -- Alliances and partnerships -- Case studies, Company business management, Health
Abstract

There is growing evidence postsecondary education (PSE) is an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Partnerships between institutions of higher education (IHEs) and vocational rehabilitation (VR) are essential in providing better access to this pathway. This study sought to identify elements of effective IHE-VR partnerships through case studies at four sites, involving interviews with diverse stakeholders. Stakeholders included faculty and program staff, VR administrators and counselors, and students and families. Key elements of successful collaboration included shared values, student-centered teamwork, frequent formal and informal communication, VR support for students, and focusing on a successful transition from PSE to employment. We offer recommendations for both research and practice., A growing body of literature is establishing postsecondary education (PSE) as an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Much of this literature [...]

Published
2021

14. Predictors of Inclusive Course Enrollments in Higher Education by Students with Intellectual and Developmental Disabilities

Author

Papay, Clare, Grigal, Meg, Hart, Debra, Kwan, Ngai, and Smith, Frank A.

Abstract

Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether the student had a paid job or participated in particular career development experiences. Implications for higher education programs are discussed.

Published
2018
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15. Predictors of Self-Determination in Postsecondary Education for Students with Intellectual and Developmental Disabilities

Author

Shogren, Karrie A., Wehmeyer, Michael L., Shaw, Leslie A., Grigal, Meg, Hart, Debra, Smith, Frank A., and Khamsi, Sheida

Abstract

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program. Secondary school (e.g., inclusion in high school and participation in state assessments) and postsecondary education experiences (e.g., advocacy for accommodations, participation in social activities, and living arrangements) that predicted self-determination status were examined. Directions for future research and practice are discussed.

Published
2018

16. Postsecondary Education Options for Students with Intellectual Disabilities. Research to Practice. Issue 45

Author

University of Massachusetts Boston, Institute for Community Inclusion, Hart, Debra, Grigal, Meg, and Sax, Caren

Abstract

Exiting high school is an exciting and tense experience for all students and families. But when students with intellectual disabilities consider what will happen next, the possibility of college is usually not promoted as a viable option. This needs to change. Receiving a college education and experiencing that very exciting time in life is as beneficial for students with intellectual disabilities as for students without. The growth that students experience in college can be measured in a number of areas, including academic and personal skill-building, employment, independence, self-advocacy, and self-confidence. For students with intellectual disabilities, this growth is also reflected in increased self-esteem when they begin to see themselves as more similar to than different from their peers without disabilities. Being part of campus life, taking classes (whether auditing or for credit), and learning to navigate a world of high expectations develops the skills needed for successful adult life. When individuals keep college in the mix of possibilities as students with intellectual disabilities explore which steps to take after high school, it makes the statement that they believe in their potential for success. This brief presents the following information about postsecondary education for students with intellectual disabilities: (1) Definitions of "postsecondary education" and "intellectual disability"; (2) An overview of postsecondary education options; and (3) Research findings on current knowledge of postsecondary education options and outcomes, with recommendations for improving access to postsecondary education. A bibliography is included. (Lists 6 web resources.)

Published
2006

17. Executive Summary of the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Fast Facts. Issue No. 26

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Papay, Clare, Smith, Frank, Domin, Daria, and Lazo, Rebecca

Abstract

This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. Conclusions drawn suggest the TPSID model demonstration program has shown that students with intellectual disability can enroll in college, attend courses, and work for competitive wages. The quality of the services provided to students while enrolled in IHEs implementing TPSID programs continues to improve; as do the outcomes of these students. [For "Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Think College Reports," see ED611254.]

Published
2020

18. Challenges in Coordinating and Managing Services and Supports in Secondary and Postsecondary Options. Issue Brief.

Author

National Center on Secondary Education and Transition, Minneapolis, MN., Hart, Debra, Zimbrich, Karen, and Whelley, Teresa

Abstract

This issue brief discusses the challenges that youth with disabilities face as they prepare to leave secondary school and how service coordination can help these students find appropriate services and supports for adult life. It reviews federal legislation designed to address transitions to postsecondary education and employment and current models of service coordination. The differences between youth and adult service delivery and the lack of interagency collaboration that complicate service coordination are also explained. The brief then identifies the five major barriers to effective coordination and management of supports and provides the following recommendations for addressing these barriers: (1) build partnerships that establish interagency cooperation at state and local levels; (2) develop clear and uniform mechanisms for information sharing, communication, and coordination of services and supports across agencies and audiences; (3) conduct resource mapping and alignment on state and local levels; (4) identify and develop services to address gaps; and (5) build student- and family-professional partnerships using student- and family-centered strategies. The brief closes by stressing that service coordination must be a flexible, youth-centered, culturally responsive process that assists individuals and family members to secure supports and services that they want and need when they want and need them. (CR)

Published
2002

19. Utilizing All Your Resources: Individuals with and without Disabilities Volunteering Together.

Author

Children's Hospital, Boston, MA. Inst. for Community Inclusion., Komissar, Cheska, Hart, Debra, and Friedlander, Robin

Abstract

This booklet discusses how to recruit and manage volunteers with disabilities. Generic as well as specific strategies are provided for engaging individuals with disabilities, including members of diverse cultures. Potential barriers and suggestions for working around those barriers are also explored. The first section addresses recruitment and provides tips for recruiting individuals with disabilities through fliers, community contacts, group presentations, and the media. Using "people first" language when recruiting or working with individuals with disabilities, transportation issues, and tips for developing a recruitment plan are also discussed. A volunteer interest survey is provided. Following this, sections deal with orientation and training for volunteers, matching volunteers with and without disabilities, questions of liability (including obtaining insurance, establishing safety procedures, training volunteers and staff, becoming familiar with local laws, and building relationships), challenges (including burnout, firing, and lack of enthusiasm), and coordinating volunteers. Information is provided on evaluating training, providing disability awareness training to volunteers without disabilities, and the qualities and skills of a good coordinator. The manual ends with a list of 101 ways to give recognition to volunteers and a list of 28 ways for a volunteer to help. (CR)

Published
1995

20. Job Accommodation System: Project TIE (Technology in Employment).

Author

Children's Hospital, Boston, MA. Inst. for Community Inclusion., Roberts, Gary, Zimbrich, Karen, Butterworth, John, and Hart, Debra

Abstract

This manual presents a comprehensive evaluation tool that can be used by employees with disabilities, by rehabilitation practitioners, and by consultants to develop job accommodations in a variety of employment settings. The Job Accommodation System is designed to help in identifying, selecting, and implementing job accommodations and consists of six sections: (1) the coversheet, which includes employee's and employer's description of the barrier to job performance, job accommodation history, confidential medical history, and comments section; (2) a job analysis, which includes employer's, employee's, and/or rehabilitation practitioner's description of job duties, responsibilities, work environment, and task barriers; (3) the profiles, which are designed in an interview format, that assist in the development of a comprehensive picture of the employee in five functional skill areas; (4) the diagrams, which include graphic representations of typical office furniture and equipment; (5) a summary work sheet, which presents a summary and comparison of information collected in the profiles and job analysis sections, and initial ideas for job accommodation ideas; and (6) recommendations and alternatives, which present recommended accommodations, including equipment and service sources, cost and funding sources, and person responsible for implementing each accommodation. Examples of worksheets are provided and reproducible blank forms are included. (CR)

Published
1993

21. Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19

Author

University of Massachusetts Boston, Institute for Community Inclusion, Think College National Coordinating Center, Grigal, Meg, Hart, Debra, Smith, Frank, Papay, Clare, and Domin, Daria

Abstract

This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. [For "Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports," see ED611253.]

Published
2019

25. A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States

Author

Grigal, Meg, Hart, Debra, and Weir, Cate

Abstract

The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID. The survey consisted of 63 items organized into 10 sections including: institution or program characteristics, dual enrollment characteristics, referral and application process, college course access and supports, employment, residential options and campus access, family support, student outcomes, challenges, and program contact information. Some 149 programs in institutions of higher education in 39 states indicated that they served students with ID. PSE program characteristics included basic characteristics, recruitment and admission, course access, campus activities, accommodations, funding, collaboration, employment, and residential services. The results of the survey show that for students with an ID, the college experience differs in a number of important ways from the experiences of their peers without an ID. The high degree of variability among programs responding to the survey suggests that the experiences of students with ID differ from one program to another as well. The authors note that their findings can be used to describe current practice as well as to serve as a baseline of practice that will be important to reference as the field evolves. (Contains 4 tables, 3 figures and 3 footnotes.)

Published
2012
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26. Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students with Intellectual and Other Disabilities

Author

Grigal, Meg, Hart, Debra, and Migliore, Alberto

Abstract

This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students' postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students. (Contains 3 tables and 1 note.)

Published
2011
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27. Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities

Author

Hart, Debra, Grigal, Meg, and Weir, Cate

Abstract

This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided. (Contains 1 table and 1 figure.)

Published
2010
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28. Think College! Postsecondary Education Options for Students with Intellectual Disabilities

Author

Grigal, Meg, Hart, Debra, Grigal, Meg, and Hart, Debra

Abstract

As the Higher Education Opportunity Act opens the door to more options and supports, more and more students with intellectual disabilities are "thinking college." That means high schools, colleges, and universities must be fully prepared to meet the needs of students with disabilities--and this comprehensive resource is just what they need. Developed by two of the most respected experts on this hot topic, this book uncovers the big picture of today's postsecondary options and reveals how to support students with disabilities before, during, and after a successful transition to college. Throughout the book, vignettes and first-person narratives from students and families underscore the benefits and challenges of PSE, and detailed profiles of real programs illustrate what a wide range of postsecondary options look like. Readers will also get the helpful tools they need to create effective programs and ease students' transition to PSE, including a self-advocacy checklist, a program evaluation tool, sample student schedules, and a college-planning checklist for students and families. Chapters of this book include: (1) Postsecondary Education: The Next Frontier for Individuals with Intellectual Disabilities (Meg Grigal, Debra Hart and Maria Paiewonsky); (2) The Role of Legislation, Advocacy, and Systems Change in Promoting Postsecondary Opportunities for Students with Intellectual Disabilities (Stephanie Smith Lee and Madeleine Will); (3) The Spectrum of Options--Current Practices (Debra Hart and Meg Grigal); (4) Local School System Perspectives (Maria Paiewonsky and Jerri Roach Ostergard); (5) College Perspectives and Issues (Laura Eisenman and Karen Mancini); (6) Student and Family Perspectives (Amy Dwyre, Meg Grigal, and Janice Fialka); (7) Critical Components for Planning and Implementing Dual Enrollment and Other Postsecondary Education Experiences (Meg Grigal and Debra Hart); (8) The Missing Link: The Importance of Employment (Meg Grigal and Debra Hart); (9) Preparing for What? Postsecondary Education Employment and Community Participation (Richard Luecking); and (10) What the Future Holds (Meg Grigal and Debra Hart.)

Published
2010

29. College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education

Author

Zafft, Cynthia, Hart, Debra, and Zimbrich, Karen

Abstract

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.)

Published
2004

30. Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings

Author

Hart, Debra, Mele-McCarthy, Joan, and Pasternack, Robert H.

Abstract

Traditionally, youth with learning, cognitive, and intellectual disabilities (LCID) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful participation in a postsecondary education while still in secondary school (i.e., Dual Enrollment). The present study involved a national survey of 25 postsecondary education options that support youth with LCID in postsecondary education while still enrolled in secondary school as an empirical foundation for future research on these service models. The main findings indicate that although most programs provide some combination of "life-skills" training and community-based instruction combined with employment training, some innovative service models (i.e., Inclusive Programs) focus primarily on inclusive postsecondary educational services for students with LCID. Inclusive programs tend to be relatively new, to serve fewer individuals than other service models, and are more collaborative (i.e., high schools, colleges and adult service agencies support students). Main survey findings are presented and discussed, followed by detailed profiles of six programs, and recommendations for future research are presented. (Contains 3 figures and 6 tables.)

Published
2004

31. Creating Access to College for All Students.

Author

Hart, Debra, Zafft, Cynthia, and Zimbrich, Karen

Abstract

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)

Published
2001

33. Left Out? Can the Completion Movement Reach Students with Intellectual Disabilities

Author

Hart, Debra and Werbach, Ann

Subjects
College students, Disabled students, Education, Students, Disabilities, Teaching, Minority students, Education, Ethnic, cultural, racial issues/studies
Abstract

Discouraged by data showing that nearly 42% of college students failed to earn degrees within six years, policymakers, institutional leaders and practitioners are turning their attention to closing completion gaps [...]

Published
2020

34. The Hairless Cat

Author

Hart, Debra

Subjects
Domestic cats, Pets, Skin, General interest
Abstract

Most people imagine cats as furry, cuddly, and fuzzy pets. However, there is a breed of 'hairless' cats called Sphynx cats. When they are kittens, their skin is wrinkled, saggy, [...]

Published
2020

36. Case Studies of Effective Partnerships between Institutions of Higher Education Enrolling Students with Intellectual Disability and/or Autism and Vocational Rehabilitation Agencies.

Author

Sullivan Sulewski, Jennifer, Hart, Debra, Domin, Daria, Grigal, Meg, Thelin, Russell, and Blackburn, Nerlie

Subjects
*SCHOOL admission, *EMPLOYMENT of people with disabilities, *INTERVIEWING, *COLLEGE teacher attitudes, *SCHOOL administrators, *TRANSITIONAL programs (Education), *FAMILY attitudes, *QUALITATIVE research, *AUTISM, *MASTERS programs (Higher education), *UNIVERSITIES & colleges, *INTERPROFESSIONAL relations, *CASE studies, *RESEARCH funding, *PEOPLE with intellectual disabilities, *VOCATIONAL rehabilitation, *STUDENT attitudes, *MEDICAL coding, *EDUCATIONAL outcomes
Abstract

There is growing evidence postsecondary education (PSE) is an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Partnerships between institutions of higher education (IHEs) and vocational rehabilitation (VR) are essential in providing better access to this pathway. This study sought to identify elements of effective IHE-VR partnerships through case studies at four sites, involving interviews with diverse stakeholders. Stakeholders included faculty and program staff, VR administrators and counselors, and students and families. Key elements of successful collaboration included shared values, student-centered teamwork, frequent formal and informal communication, VR support for students, and focusing on a successful transition from PSE to employment. We offer recommendations for both research and practice. [ABSTRACT FROM AUTHOR]

Published
2021

39. NIGHT FLIGHT

Author

Hart, Debra

Subjects
Bats -- Behavior, Education
Abstract

Twilight is the peaceful space between day and night. It is also the time during which bats take flight. Bats are of the order Chiroptera -- a Greek word that [...]

Published
2001

40. The hairless cat

Author

Hart, Debra

Subjects
Cats -- Natural history -- Behavior, General interest
Abstract

Most people imagine cats as furry, cuddly, and fuzzy pets. However, there is a breed of 'hairless' cats called Sphynx cats. When they are kittens, their skin is wrinkled, saggy, [...]

Published
2015

41. Kid cooks can create fun in the kitchen

Author

Hart, Debra

Subjects
Cake -- Recipes and menus, Cookies -- Recipes and menus, Cookery -- Recipes and menus, Dough -- Recipes and menus, General interest
Abstract

Next time your morn or dad shoos you out of the kitchen, assure them that the kitchen is full of fun and educational opportunities. It is a great place to [...]

Published
2006

44. Nature's zap

Author

Hart, Debra

Subjects
General interest
Abstract

A thunderstorm is one of nature's most beautiful and amazing displays of power and energy. However, being caught outside during a thunderstorm can be a life-threatening experience. These natural collisions [...]

Published
2003

47. Are You My Mother?

Author

Hart, Debra

Subjects
Animals -- Infancy, Rescue work -- Evaluation, Education
Abstract

While you are wandering through the forest, or even in your own backyard, it is not unusual to stumble across a baby bird which has fallen from its nest. Just [...]

Published
2001

49. Winged wonders

Author

Hart, Debra

Subjects
Butterflies -- Behavior, General interest
Abstract

Wondrous winged things be found flitting in the warm frolicking in the sun, and floating on the breeze in the summertime. Their flashes of regal blue or shades of mellow [...]

Published
2006

50. Whose life is of more value?

Author

Hart, Debra

Subjects
International relations
Abstract

To The Independent, June 21, 2004 A U.S. air strike kills 20 in Falluja and provokes no condemnation. One American hostage is beheaded and the 'murderers' are denounced worldwide. Would [...]

Published
2004

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