Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States.
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| Title: | Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States. |
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| Authors: | Grigal, Meg, Papay, Clare, Bukaty, Caitlyn, Choiseul‐Praslin, Belkis, Weir, Cate, VanHorn Stinnett, Chelsea |
| Source: | British Journal of Learning Disabilities. Jun2025, Vol. 53 Issue 2, p333-347. 15p. |
| Subjects: | Research funding, Sex distribution, Mainstreaming in special education, Descriptive statistics, Intellectual disabilities, Government aid, Surveys, Longitudinal method, Race, Data analysis software |
| Geographic Terms: | United States |
| Abstract: | Background: Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes. Methods: This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period. Findings: This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs. Conclusions: The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally. Summary: Students with intellectual disability are attending college in the United States more than they have in the past due to new laws and funding.A government initiative called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID) model demonstration program funded the development or expansion of more postsecondary education programs.A national coordinating centre gathered data from all TPSID programs annually for 13 years.Over time, students with intellectual disability were able to access more inclusive university courses and were more likely to be employed while they were enrolled in college.Students also increased their use of federal government financial aid and were able to obtain credentials from the colleges and universities they attended.Many students who completed their postsecondary education program at the TPSIDs were employed when they exited their program and continued to be employed 1 and 2 years after completion.Reviewing trends in practices and outcomes helps to illustrate what is working and how higher education for students with intellectual disability is changing and growing over time. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Background: Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes. Methods: This study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period. Findings: This analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs. Conclusions: The TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally. Summary: Students with intellectual disability are attending college in the United States more than they have in the past due to new laws and funding.A government initiative called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID) model demonstration program funded the development or expansion of more postsecondary education programs.A national coordinating centre gathered data from all TPSID programs annually for 13 years.Over time, students with intellectual disability were able to access more inclusive university courses and were more likely to be employed while they were enrolled in college.Students also increased their use of federal government financial aid and were able to obtain credentials from the colleges and universities they attended.Many students who completed their postsecondary education program at the TPSIDs were employed when they exited their program and continued to be employed 1 and 2 years after completion.Reviewing trends in practices and outcomes helps to illustrate what is working and how higher education for students with intellectual disability is changing and growing over time. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13544187 |
| DOI: | 10.1111/bld.12637 |
