Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the 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.