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

Neubert, Debra A.; Moon, M. Sherril

doi:10.17161/foec.v39i4.6873

Cited by 20 publications

(9 citation statements)

References 3 publications

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“…It seems clear that students who have received modified academic programs at the high school level are choosing to enter postsecondary education and yet may not be able to participate equally due to intellectual limitations. In line with research regarding postsecondary programs for students with intellectual disabilities (e.g., Neubert & Moon, 2006;Neubert et al, 2001), continued development of specialized CICE programs at the postsecondary level may allow for such students to participate meaningfully in postsecondary education, and the results from this survey suggest that they may have a better chance of succeeding if enrolled in such a specialized program. Postsecondary institutions may need to investigate how they could deliver such programs to attract and retain a broader range of students, so as to allow students with lower intellectual potential the ability to participate in a postsecondary environment while also increasing their skills and knowledge base.…”

Section: Discussionsupporting

confidence: 75%

Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices

Harrison

Holmes

2014

eei

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Disability Service Staff at colleges and universities in Ontario, Canada were sur-veyed regarding the number of students arriving at their offices with the label of mild intellectual disability. Information was obtained regarding criteria used in association with this label, documentation required to support the classification, and accommodations provided, as well as the types of programs in which these students enroll and their success in those programs. Results demonstrate little consistency across institutions regarding the criteria employed when making this identification, and the accommodations and supports provided. Even with sup-ports and accommodations, respondents estimated that fewer than 25% of such students are able to succeed at the postsecondary level, although a larger per-centage appear to benefit from specialized college programs. Best practice guidelines are needed with respect to assessment and diagnosis of this condition, and specialized programs may be required to address success and retention at the postsecondary level.

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Section: Discussionsupporting

confidence: 75%

Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices

Harrison

Holmes

2014

eei

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“…The number of postsecondary educational options for students with intellectual disabilities has proliferated in recent years, with over 200 programs now extant (Grigal, Hart, & Weir, ), as has the interest from students and families in accessing these options (e.g., Getzel & Wehman, ; Grigal & Neubert, ; Hart, Grigal, Sax, Martinez, & Will, ). The postsecondary education programs that support students with intellectual disabilities have been classified in three broad categories that include substantially separate or segregated models, mixed or hybrid models, and inclusive or individualized models (e.g., Hart et al., ; Hart, Mele‐McCarthy, Pasternack, Zimbrich, & Parker, ; Neubert & Moon, ; Stodden & Whelley, ). These various models differ with respect to the level of interaction that students with intellectual disabilities have with students without disabilities in academic, social, and residential aspects of college.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability

May

2012

Policy Practice Intel Disabi

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Postsecondary education programs for students with an intellectual disability are expanding, and an emerging question concerns the impact of these programs on campus communities. The author examined changes in attitudes toward diversity among peers without disabilities who participated in an inclusive college course that had students with an intellectual disability. The Miville‐Guzman Universality‐Diversity Scale (M‐GUDS) was administered to college students enrolled in either inclusive or noninclusive college classes. M‐GUDS scores did not differ between groups at the start of the semester, but students enrolled in inclusive courses showed significantly greater openness to diversity at the end of the semester. Findings suggest that inclusive college programs that enroll both students with and without an intellectual disability in regular college courses may foster positive attitudes about acceptance and diversity among students without such a disability.

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“…Although college-based programs have existed for some time (Neubert & Moon, 2006), the notion that young adults with ID could benefit in the same ways as their peers without disabilities is a new one. The CCS program has been something of a laboratory for determining whether and how such an approach could succeed.…”

Section: May 2008mentioning

confidence: 99%

The Promise of Liberal Learning: Creating a Challenging Postsecondary Curriculum for Youth with Intellectual Disabilities

Carroll¹,

Blumberg²,

Petroff³

2008

focusXchild

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Five years ago, a small group of higher education faculty at The College of New Jersey asked the question, "What would it look like if we created a postsecondary program for young adults with intellectual disabilities (ID) on the campus of a highly competitive four-year college?" Ultimately, our answer was that following the logic of normalization and inclusion, we should approximate the postsecondary experience of typically developing young men and women. We were aware of program models that were emerging in other places, but believed that our approach should reflect the characteristics of our existing campus and surrounding community. We had no idea how hard we would work, how much we would learn, and how many benefits would accrue to all the parties involved, THE COLLEGE OF NEW JERSEY The College of New Jersey (TCNJ), a state college located in suburban, central New Jersey, is primarily an undergraduate, residential school, with approximately 5,000 undergraduates and about 800 graduate students. Fully a quarter of the undergraduate students are in programs leading to teacher certification, and the remainder are in various arts, science, and professional schools. The mission statement of The College states, "The College prepares students to excel in their chosen fields and to create, preserve, and transmit knowledge, arts, and wisdom" (The College of New Jersey [TCNJ], 2007), and this belief is reflected in the number and rigor of liberal learning courses required of all students at The College, TCNJ School of Education's conceptual framework calls for "creating agents of change" (TCNJ School of Education, p. 1), and among its five core principles are demands that graduates demonstrate professionalism, advocacy, and leadership. TCNJ School of Education graduates are to "become future leaders advocating not only for the needs of children and youth in New Jersey but also for the educational profession at large" (TCNJ School of Education, p, 3). The combination of a strong commitment to liberal learning and to graduating education professionals who see themselves as change agents has made TCNJ an ideal venue for a program in which students with ID can learn about themselves and the world together with their age peers.

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

Cited by 20 publications

References 3 publications

Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices

Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices

An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability

The Promise of Liberal Learning: Creating a Challenging Postsecondary Curriculum for Youth with Intellectual Disabilities

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