Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability

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Published: Dec 30, 2018
DOI: https://doi.org/10.14434/pders.v37i2.25738
Keywords:
postsecondary education, inclusive college opportunities, intellectual disability, transition, developmental disability

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Joshua N Baker
University of Nevada, Las Vegas
K. Alisa Lowrey
University of Southern Mississippi
K. Ryan Wennerlind
University of Nevada, Las Vegas

Abstract

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.

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How to Cite
Baker, J. N., Lowrey, K. A., & Wennerlind, K. R. (2018). Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability. Research, Advocacy, and Practice for Complex and Chronic Conditions, 37(2), 13–33. https://doi.org/10.14434/pders.v37i2.25738
Issue
Vol. 37 No. 2 (2018): Physical Disabilities: Education and Related Services
Section
Advocacy and Policy

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