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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.
Creating a Transition Portfolio (sidebar)
Managing Editor: Vicki Gaylord
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.
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Impact is available in alternative formats upon request. The University of Minnesota is an equal opportunity employer and educator.
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].
The University of Minnesota is an equal opportunity employer and educator.