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Case Studies of Effective Partnerships between Institutions of Higher Education Enrolling Students with Intellectual Disability and/or Autism and Vocational Rehabilitation Agencies
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
The number of students with ASD entering higher education is increasing. Ensuring that appropriate support structures are in place is imperative for their academic, social, and personal success. However, research on students with ASD often does not include student perspectives. Mismanagement of students’ transition into higher education institutions, coupled with a general lack of knowledge regarding their unique needs, can lead to anxiety, stigmatisation, bullying, and poor performance. The objective of this cross-sectional mixed-methods study was to explore the academic, social, institutional, and environmental challenges of students with ASD. Convenience sampling resulted in a sample of 74 students enrolled at a large, urban research university in the southeastern United States. Findings revealed significant differences between gender and use of support services, diagnosis disclosure, social engagement, and difficulties interacting with neurotypical people in an environment often perceived as ill-equipped to provide support. Consequently, potential institutional, programmatic, and policy implications emerged.
Transition-age youth with autism (TAY-ASD) experience poor employment outcomes and gaps in services that could assist them in securing jobs. Vocational rehabilitation (VR) is a source of public assistance for people with disabilities seeking employment and TAY-ASD are a growing segment of VR service users. Postsecondary education (PSE) is essential for building vocational skills, contributing to employment satisfaction and better wages. VR provides services to support PSE success. Fewer TAY-ASD received PSE training from VR (18%) than TAY with other disabilities (32%), but more than TAY with an intellectual disability (15%). TAY-ASD who received PSE training were more likely to exit VR with a job. The importance of PSE to employment should be considered in TAY-ASD who seek employment supports.
Persons who participate in postsecondary education (PSE) enjoy improved prospects for securing gainful employment and realizing greater independence. Historically, state vocational rehabilitation (VR) agencies have supported persons with disabilities to participate in PSE as a pathway to future employment. However, until recently PSE was not considered as an option for individuals with intellectual disabilities (ID) who were frequently encouraged to transition directly from school to employment or placements in community rehabilitation programs. With a growing recognition of the value of PSE as a quality placement for persons with ID and an increasing number of available programs, VR counselors and administrators face what may amount to a paradigm shift away from the traditional transition trajectory for clients with ID. This paper highlights how one VR agency assumed a leading role in the transition of students with ID into PSE through participation in a model demonstration based around three evidence-based practices: interagency team processes, person centered planning, and provision of essential PSE supports (educational coaches).
Our purpose in this study is to offer a more comprehensive understanding of how students with intellectual and developmental disabilities attending postsecondary education programs are prepared for competitive employment. Data collected through a national survey indicate that the vocational-related support services offered frequently by postsecondary education programs are: career or vocational counseling, person-centered planning, career or vocational assessment, career exploration, volunteering, internships or coops , natural supports, instruction on transitioning to paid employment and between paid jobs, and self-advocacy. The number of students receiving work-based experiences was larger in programs affiliated with a four-year institution. No differences exist in the provision of work-based experiences, workplace supports, and connections with adult agencies based on location. We discuss implications for practice and future research.
Transition programs based on college campuses for students with intellectual and other developmental disabilities (IDD) ages 18-21 provide an opportunity for age-appropriate inclusion when peers without disabilities graduate from high school at age 18. The purpose of the present study was to examine the general characteristics of postsecondary education (PSE) programs for students with IDD and the extent to which students with IDD are participating in college classes through a national survey. Results suggest that (a) opportunities for students with IDD to participate in PSE programs may be limited to those students who are enrolled in school districts that fund and operate PSE programs and not open to all students, and (b) although many students with IDD are participating in college classes, the types of classes and the manner in which students participate appear to be linked to the level of students ' academic abilities and the type of postsecondary education institution at which the program is located. Implications for future research and practice are discussed.
While a small proportion of individuals with intellectual and developmental disabilities (IDD) receive college support from state vocational rehabilitation agencies (VR), postsecondary education has potential to improve employment outcomes for these individuals. This study examined postsecondary education support provided by VR to individuals with IDD and the associations between educational completion and earnings. Significant earnings differences were found between those who did or did not complete postsecondary education. Differences were also found among the proportions of rehabilitation cases of individuals with IDD that were provided with postsecondary support over a nine-year period. Recommendations for research and practice are offered. © 2019 National Rehabilitation Association. All rights reserved.
Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.
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.
Higher education has been linked to improved employment, lifetime income, job satisfaction, and civic
engagement for people regardless of age, race, or gender (Baum, Ma, & Payea, 2013a). While enrollment
in higher education continues to rise (NCES, 2015), the number of students with disability enrolled in
postsecondary education has been difficult to confirm with accuracy (Leake, 2015). However, almost all
public two-year and four-year institutions report enrolling students with disabilities (Raue & Lewis, 2011).
Although higher education was once considered an unrealistic goal for youth with intellectual disability
(ID), current thinking has expanded to see it not only as possible, but an increasingly viable option. While
small numbers of programs serving students with ID existed since the 1970s (Neubert, Moon, Grigal, &
Redd, 2001), the Higher Education Opportunities Act (HEOA), along with advocacy and research efforts,
has increased the availability of higher education options in the United States (Grigal & Hart, 2010). As this
field grows, so too does our knowledge about the potential of higher education in improving the quality
of life, financial security, level of independence, and social value of people with ID in the United States.
This chapter will describe the recent growth in supply and demand for higher education options for
people with ID, and share the recent findings from a federally funded model demonstration program.
Given the crucial role that transition services play in determining a student’s postschool outcomes, the
chapter will also describe how local education agencies partner with institutes of higher education (IHEs)
to assist transitioning students with ID to access higher education via dual or concurrent enrollment experiences.
A dual enrollment state initiative will be described along with current activities to demonstrate
efficacy of the model. The roles and responsibilities of college, school, and family partners in dual enrollment
transition services will be highlighted and implications for personnel preparation will be offered.
This chapter provides a description of the evolution of inclusive higher education in the United States, including legislative milestones and policy implications, as well as a description of the current array of higher education programs available to students with intellectual disability. Recent development efforts, guided by the Higher Education Opportunities Act of 2008, created a national demonstration program in 27 states. A description of the model demonstration projects, called Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) is provided and findings from the National Coordinating Centre, charged with evaluating those projects, are presented. Finally, critical issues related to standards of practice, credentialing, and accreditation are addressed, and implications for policy and practice for future development of the field of inclusive higher education are offered.
The low employment rates of individuals with intellectual disability (ID) are a major concern. This study examined the effect of postsecondary education on employment atrnd earnings for individuals with ID and the effect of state variation on those outcomes. Rehabilitation Services Administration 911 (RSA-911) files for 2008-2013 were analyzed (n = 11,280 individuals with ID). Multilevel modeling techniques were used to understand state variation, such as various economic and programmatic features that influence outcomes. Postsecondary education was associated with increased employment, increased weekly earnings, decreased reliance on Supplemental Security Income (SSI) benefits. Policy implications are discussed.
BACKGROUND: With recent legislative and funding support from the Higher Education Opportunity Act (2008) and Higher Education Reform and Opportunity Act (2015), many colleges and universities are expanding to serve a wider range of students, including individuals with intellectual disability (ID). OBJECTIVE: This practice brief shares how one fully inclusive postsecondary (PSE) program in the southeastern United States provides PSE and vocational training to successfully connect 80 of their program graduates to integrated employment outcomes after graduation with reported long-term success. CONCLUSION: Details are shared on how the PSE program established more than 40 internships and collaborated with various employers, family members, natural supports, coworkers, and community members to achieve successful employment opportunities both during and after college experiences. Finally, specific innovative practices used in this PSE program related to a) career interests/assessments, b) person centered planning practices to determine support needs, c) advising and college course planning, d) setting up internships and paid work experiences, e) evaluation and observation of work performance, and f) connecting back to the community with video resumes are also shared.
In this study a secondary data analysis was conducted using the Rehabilitation Services Administration's 911 dataset. The findings provide an update on the role of Vocational Rehabilitation in promoting participation in postsecondary education for individuals with intellectual disabilities, by providing data that focuses on youth with intellectual disabilities in comparison with youth with other disabilities, and by highlighting differences across states nationwide (i.e., postsecondary education status upon exiting the VR system). Overall, this study showed that state VR programs play an important role in assisting youth with intellectual disabilities to participate in postsecondary education, although to a lesser extent than youth with other disabilities. Findings indicated that youth with intellectual disabilities were substantially less likely to participate in postsecondary education while in the VR system compared to youth with other disabilities, their participation varied substantially across states, and participation remained static, nationally, between 2006-2010, despite positive trends in several state VR programs.
OBJECTIVE: To examine the effect of college or university training on earnings of individuals with disabilities receiving services through the public vocational rehabilitation system. METHODS: A non-experimental case-control study design. Data for 178,290 individuals closed as successfully rehabilitation in fiscal year 2011 were extracted from the Rehabilitation Services Administration Case Service Report (RSA-911) database. RESULTS: Propensity scores were estimated based on demographic variables using the classification and regression tree (CART) method, which yielded six homogeneous subgroups, ranging from high propensity to received college or university training as a vocational rehabilitation intervention to low propensity to receive such service. Individuals who received college/university training had higher weekly earnings than those who did not, and had the greatest benefit for young adults; White, Asian, or Native American women with physical impairments; and people with mental impairments. CONCLUSION: College or university training should be considered as a viable and beneficial option to improve employment outcomes and job quality for individuals with disabilities.
As postsecondary education (PSE) programs for individuals with an intellectual and developmental disability (IDD) emerge across the country, it is crucial that these programs involve adult agency partners to enhance planning and service delivery, thereby increasing the likelihood that the skills obtained during these experiences will lead to improved employment outcomes. The present study aims to extend the current knowledge base regarding PSE programs’ and vocational rehabilitation (VR) agencies’ collaborative roles and activities. The present study examines state VR involvement with PSE programs as perceived by PSE administrators, specifically, the extent to which PSE and VR are collaborating, and the roles and activities rehabilitation counselors perform during this collaboration. Findings indicate that PSE administrators report variability in both the levels of collaboration with state VR agencies and the understanding of VR roles. Furthermore, data show that the majority of respondents felt VR seldom or never provide services beyond financial assistance. Implications for research and practice are also discussed.
Financial, legislative, and philosophical support for postsecondary education (PSE) programs for individuals with intellectual disability has resulted in great increases in the number of such programs across the country. Directors of new PSE programs have few research-based guidelines to provide direction for integrating programs within colleges or universities. In this study, we survey administrators of PSE programs for individuals with intellectual disability across the United States in order to identify perceptions of supports and barriers encountered during program development. We also investigated if these supports or barriers changed over time or varied according to type of program. Results suggest that most perceived barriers and supports, with the exception of funding issues, improved over time. Further, there was a significant difference in perceived support from six of the nine identified institutions of higher education IHE collaborative partners from the inception of the program to the present time.
Postsecondary education (PSE) programs for individuals with intellectual disabilities (IDs) have emerged exponentially in the United States over the last decade. Research regarding these postsecondary programs has largely been descriptive, and thus, there exists a need for qualitative, outcome-based research. In this comparative case report, graduates from two types of PSE programs for individuals with IDs are surveyed regarding employment outcomes and other personal developments. The results from each postsecondary program are compared with one another and also with a comparison group of individuals with IDs who did not attend a postsecondary program (utilizing the 2009 National Longitudinal Transition Study 2). This case demonstrates significant positive employment outcomes for individuals with IDs who attend postsecondary programs compared to those who do not attend such programs and highlights similarities and differences regarding outcomes of the two program types under consideration.
© The Author(s) 2015.
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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