A Program Evaluation Tool for Dual Enrollment Transition Programs

Grigal, Meg; Dwyre, Amy; Emmett, Joyce; Emmett, Richard

doi:10.1177/004005991204400504

Cited by 5 publications

(1 citation statement)

References 2 publications

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“…LEAs comprised the largest referral source for PSE programs. This could be due in part to the rise in dual enrollment programs being implemented by LEAs in conjunction with colleges and universities to provide transition services to youth with an ID (Grigal, Dwyre, Emmett, & Emmett, 2012;Kleinert, Jones, Sheppard-Jones, Harp, & Harrison, 2012;Papay & Bambara, 2011). Direct requests from parents were also a frequently cited referral source.…”

Section: Referral and Admissionsmentioning

confidence: 99%

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Grigal

Hart

Weir

2012

Policy Practice Intel Disabi

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137

108

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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.

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Section: Referral and Admissionsmentioning

confidence: 99%

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Grigal

Hart

Weir

2012

Policy Practice Intel Disabi

Self Cite

137

108

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Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities

Talapatra

Snider

2021

Contemp School Psychol

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Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges

2013

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Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors. Finally, current research on the impact of postsecondary education on the systems and people involved is shared and recommendations for future areas of exploration are provided.

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A Program Evaluation Tool for Dual Enrollment Transition Programs

Cited by 5 publications

References 2 publications

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States

Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities

Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges

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