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Full-Text Articles in Education

Paid Employment Of Transition-Age Youth With Intellectual Disability And Autism Compared With Other Youth, Belkis Choiseul-Praslin, Clare K. Papay, Meg Grigal, Alberto Migliore, Jie Chen Jan 2022

Paid Employment Of Transition-Age Youth With Intellectual Disability And Autism Compared With Other Youth, Belkis Choiseul-Praslin, Clare K. Papay, Meg Grigal, Alberto Migliore, Jie Chen

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Employment is one of the most significant markers of independence and success for a person. One’s ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability. Our understanding of national employment trends and outcomes for youth with disabilities has been heavily informed by the National Longitudinal Transition Study (NLTS) and NLTS2, with data gathered in 1987–1991 and 2001–2009 …

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Comparing Access To In-School Predictors Of Post-School Success For Students With Intellectual Disability In Conventional And College-Based Transition Services, Clare Papay, Meg Grigal, Alberto Migliore, Jie Chen, Belkis Choiseul-Praslin, Frank Smith Jan 2022

Comparing Access To In-School Predictors Of Post-School Success For Students With Intellectual Disability In Conventional And College-Based Transition Services, Clare Papay, Meg Grigal, Alberto Migliore, Jie Chen, Belkis Choiseul-Praslin, Frank Smith

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College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance …

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A Model For Intentional College And Career Learning Inside And Outside The Classroom, Kathryn Burke, Kathleen Becht Jan 2022

A Model For Intentional College And Career Learning Inside And Outside The Classroom, Kathryn Burke, Kathleen Becht

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In this Insight Brief, the authors present a five component model of student-directed learning for use by college programs to teach and track student specific college and career academic, social, and independence, skills without segregated courses. The five components include, 1) the foundational use of person-centered planning, 2) a set of college and career skills divided into four domains (academic and career habits, community engagement, balance of multiple roles, and self-direction), 3) a goal setting and monitoring process supported by 4) circles of support, and 5) intentionally planned college and career experiences. Three worksheets are a included and facilitate both …

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Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Debra Hart, Clare Papay, Belkis Choiseul-Praslin, Rebecca Lazo Jan 2022

Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Debra Hart, Clare Papay, Belkis Choiseul-Praslin, Rebecca Lazo

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Think College REPORTS present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …

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The Percentage Of People Who Receive Vr Services Varies Greatly Across States, Alberto Migliore Jan 2022

The Percentage Of People Who Receive Vr Services Varies Greatly Across States, Alberto Migliore

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Receiving vocational rehabilitation services is a key step toward employment. However, the percentage of job seekers with intellectual disabilities who receive #VocRehab services varies greatly across states, from 93% in Vermont to 34% in Nebraska. Check out this new DataNote to see how your state compares

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"More Dynamic, More Engaged”: Faculty Perspectives On Instructing Students With Intellectual Disability In Inclusive Courses., Meg Grigal, Allison Taylor, Daria Domin, Clare Papay May 2021

"More Dynamic, More Engaged”: Faculty Perspectives On Instructing Students With Intellectual Disability In Inclusive Courses., Meg Grigal, Allison Taylor, Daria Domin, Clare Papay

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The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with intellectual disability (ID). As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at seven colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper …

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Executive Summary Of The Annual Report Of The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Xiaoying Wu, Rebecca Lazo, Frank Smith, Daria Domin Jan 2021

Executive Summary Of The Annual Report Of The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Xiaoying Wu, Rebecca Lazo, Frank Smith, Daria Domin

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This Fast Fact provides a summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. Additionally, there is information about impact of COVID-19 on the data. Conclusions drawn suggest the TPSID model demonstration program has shown that students with intellectual disability can enroll in college, attend courses, and work for competitive wages. The quality of the services provided to students while enrolled in IHEs implementing …

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Highlights Of Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Think College National Coordinating Center Staff Jan 2021

Highlights Of Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Think College National Coordinating Center Staff

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This Highlights document was created with data from the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes. The full Annual Report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program …

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Highlights Of Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Think College National Coordinating Center Staff Jan 2021

Highlights Of Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Think College National Coordinating Center Staff

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This Highlights document was created with data from the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes. The full Annual Report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program …

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Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Debra Hart, Clare Papay, Xiaoying Wu, Rebecca Lazo, Frank Smith, Daria Domin Jan 2021

Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Debra Hart, Clare Papay, Xiaoying Wu, Rebecca Lazo, Frank Smith, Daria Domin

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Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fifth year of FY 2016–2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …

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Pre-Employment Transition Services For Students With Intellectual Disabilities Who Applied For Vocational Rehabilitation Services, Alberto Migliore, John Butterworth Dec 2020

Pre-Employment Transition Services For Students With Intellectual Disabilities Who Applied For Vocational Rehabilitation Services, Alberto Migliore, John Butterworth

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This data note addresses participation in Pre-ETS for students with intellectual disabilities (ID) who applied for VR services. Of the 45,110 people with ID who exited the VR program in 2018, a total of 8,809 (18%) were students who applied for Pre-ETS. Of these, 1,712 (21%) received Pre-ETS and of those who received Pre-ETS, 744 (43%) gained employment.

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A Comprehensive Model Of Employment Support, Alberto Migliore, Thinkwork! At The Institute For Community Inclusion At Umass Boston Jun 2020

A Comprehensive Model Of Employment Support, Alberto Migliore, Thinkwork! At The Institute For Community Inclusion At Umass Boston

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This brief describes a model of employment supports centered around achieving quality job matches and based on five key elements: building trust, getting to know job seekers, support planning, finding jobs, and support after hire.

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Support After Hire, Alberto Migliore Apr 2020

Support After Hire, Alberto Migliore

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Employment support doesn’t end when a job seeker finds work. This brief shares strategies for supporting an individual after hire.

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Finding Tasks And Jobs, Alberto Migliore Apr 2020

Finding Tasks And Jobs, Alberto Migliore

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Finding tasks and jobs is a core element of the comprehensive model of employment supports. Learn more about how to make this happen.

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Supports Planning, Alberto Migliore Mar 2020

Supports Planning, Alberto Migliore

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Supports planning is one of the five elements of the comprehensive model of employment supports. Learn exactly what it means and how to do it.

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Building Trust, Alberto Migliore Jan 2020

Building Trust, Alberto Migliore

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In this brief, you’ll find tips about building trust with job seekers as a first step toward finding the optimal job match.

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From The Field: Strategies On Career Development And Employment For Students With Intellectual Disability., Daria Domin Jan 2020

From The Field: Strategies On Career Development And Employment For Students With Intellectual Disability., Daria Domin

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This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this publication were shared with the authors by staff and faculty at six different post-secondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.

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Executive Summary Of The Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo Jan 2020

Executive Summary Of The Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo

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This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. Conclusions drawn suggest the TPSID model demonstration program has shown that students with intellectual disability can enroll in college, attend courses, and work for competitive wages. The quality of the services provided to students while enrolled in IHEs implementing TPSID programs continues to improve; as do the outcomes of these students.

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Inclusive Higher Education In The Time Of Covid-19, Clare Papay, Beth Myers Jan 2020

Inclusive Higher Education In The Time Of Covid-19, Clare Papay, Beth Myers

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The Spring 2020 semester began like most others. College and university campuses
opened, students returned from winter break, and academic courses resumed. By the
middle of March, the COVID-19 pandemic began to impact every aspect of our lives.
College campuses, where students live and learn closely together, were some of the first places to close. On March 7th, 2020, the University of Washington was the first large university to close its campus, and others quickly followed (Hess, 2020). It was a time of confusion, as higher education administrators grappled with how to keep their constituents safe while continuing to educate …

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Using Data-Enabled Performance Feedback And Guidance To Assist Employment Consultants In Their Work With Job Seekers: An Experimental Study, John Butterworth, Alberto Migliore, Kelly Nye-Lengerman, Oliver Lyons, Amy Gunty, Jill Eastman, Paul Foos Jan 2020

Using Data-Enabled Performance Feedback And Guidance To Assist Employment Consultants In Their Work With Job Seekers: An Experimental Study, John Butterworth, Alberto Migliore, Kelly Nye-Lengerman, Oliver Lyons, Amy Gunty, Jill Eastman, Paul Foos

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BACKGROUND:The success of job seekers with disabilities in achieving their employment goals depends in large part on the quality of employment supports that they receive from employment consultants. OBJECTIVE:To test the effectiveness of data-enabled performance feedback to assist employment consultants in implementing standards of effective employment supports. METHODS:A total of 187 employment consultants in 30 states were randomly assigned to intervention or control groups. The intervention group received data-enabled performance feedback and guidance for 12 months, whereas the control group continued with business as usual. Both groups completed baseline and quarterly surveys throughout the intervention. RESULTS:One year after baseline, the …

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Provision Of Pre-Employment Transition Services In Tpsid Programs, Meg Grigal Jan 2019

Provision Of Pre-Employment Transition Services In Tpsid Programs, Meg Grigal

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This Fast Fact describes ways that Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSID programs) engage with state vocational rehabilitation agencies to provide pre-employment transition services to students with intellectual disability enrolled in colleges and universities.

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Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo Jan 2019

Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo

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Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2018-2019 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fourth year of FY 2016–2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …

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The Importance Of Formal And Informal Communication Strategies In Maintaining Effective Partnerships Between Vocational Rehabilitation And Inclusive Higher Education Programs, Meg Grigal, Jennifer Sulewski, Nerlie Blackburn Jan 2019

The Importance Of Formal And Informal Communication Strategies In Maintaining Effective Partnerships Between Vocational Rehabilitation And Inclusive Higher Education Programs, Meg Grigal, Jennifer Sulewski, Nerlie Blackburn

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Over the past decade, the field of inclusive higher education has expanded considerably, offering a growing number of options for students with intellectual disabilities and/or autism (ID/A) to access college experiences that include career development and employment (Grigal & Smith, 2016; Grigal, Hart, Smith, Domin, Weir, & Sulewski, 2016). This focus on employment spurs many of these programs to partner with state vocational rehabilitation (VR) agencies (Grigal & Smith, 2016; Plotner & Marshall 2015). However, these partnerships require staff from both entities to develop an understanding about each partner’s role to work together effectively. A recent survey of higher education …

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Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart Jan 2019

Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart

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Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will …

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Executive Summary Of The Year Three Annual Report Of The Tpsid Model Demonstration Projects (2017-2018), Meg Grigal, Debra Hart, Frank Smith, Clare Papay, Daria Domin Jan 2019

Executive Summary Of The Year Three Annual Report Of The Tpsid Model Demonstration Projects (2017-2018), Meg Grigal, Debra Hart, Frank Smith, Clare Papay, Daria Domin

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This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.

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A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal Jan 2019

A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal

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Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies …

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A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal Jan 2019

A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal

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Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies …

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Summarizing Pre-Employment Transition Services And The Potential Role Of Higher Education, Meg Grigal Jan 2019

Summarizing Pre-Employment Transition Services And The Potential Role Of Higher Education, Meg Grigal

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In 2014, the Workforce Innovation and Opportunity Act (WIOA) mandated significant changes to the workforce development and vocational rehabilitation (VR) systems. One of these changes was a requirement that state vocational rehabilitation agencies set aside at least 15% of theirfederal funds to provide pre-employment transition services (Pre-ETS) to students with disabilities who are eligible or potentially eligible for VR services. Early evidence indicates that state VR agencies are providing these services through a mix of direct service provision by VR staff, contracts with community rehabilitation providers, and contracts with other entities such as high schools, community colleges, teachers, and social …

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Meeting The New Requirements Of Wioa Through Partnerships With Institutions Of Higher Education Enrolling Students With Intellectual And Developmental Disabilities, Meg Grigal, Russ Thelin Jan 2019

Meeting The New Requirements Of Wioa Through Partnerships With Institutions Of Higher Education Enrolling Students With Intellectual And Developmental Disabilities, Meg Grigal, Russ Thelin

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Significant changes were made to the state vocational rehabilitation (VR) agency services program with passage of the 2014 Workforce Innovation and Opportunity Act (WIOA). These changes, which include specific resources to help individuals with disabilities find, obtain, and maintain meaningful competitive integrated employment, may lead to more optimal employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD), who are often faced with under- or unemployment in adulthood (Siperstein, Parker & Drascher, 2013). WIOA also increased the emphasis on the area of postsecondary education, possibly due to some of the recent advancements around inclusive higher education in …

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Predictors Of Inclusive Course Enrollments In Higher Education By Students With Intellectual And Developmental Disabilities, Clare Papay, Meg Grigal, Debra Hart, Ngai Kwan, Frank Smith Dec 2018

Predictors Of Inclusive Course Enrollments In Higher Education By Students With Intellectual And Developmental Disabilities, Clare Papay, Meg Grigal, Debra Hart, Ngai Kwan, Frank Smith

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Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed. Significant predictors were the age of the student, whether the student attended a program that offered access to regular student advising or provided an official transcript, whether the student took any specialized courses, and whether …

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