Post-Secondary Education and Transition Services for Students Ages 18-21 with Significant Disabilities.

Abstract

For the past 20 years, students with significant disabilities (SD) who remain in public school programs until age 21 have generally participated in functional or communitybased instruction (CBI) during their high school years (Agran, Snow, & Swaner, 1999; Billingsley & Albertson, 1999). In some states these students may earn IEP diplomas or certificates of attendance instead of a diploma upon exiting the school system (National Center on Educational Outcomes, 1999). After leaving the school system, these individuals typically have entered supported employment, independent living services, or adult day programs provided by nonprofit community agencies funded by Medicaid, developmental disabilities, and vocational rehabilitation systems (Neubert & Moon, 1999). Many professionals, advocates, and families, however, are questioning when and how often students with SD should participate in CBI during the high school years (Billingsley & Albertson, 1999; Quirk & Bartlinkski; 2001; Tashie, Malloy, & Lichtenstein, 1998) and what type of educational and transitional experiences will lead to more optimal post-school outcomes in integrated settings (Patton et al., 1996; Smith & Puccini, 1995). In 1995 the Division on Mental Retardation and Developmental Disabilities (Council for Exceptional Children) recommended that students who require educational services beyond the age of 18 be allowed to graduate with their peers and then continue their education in settings such as colleges and vocational-technical schools (Smith & Puccini, 1995). Others have supported this philosophical shift to provide age-appropriate interactions with same-age peers; attend classes and social activities on college campuses; work in the community; and participate in flexible, community-based instruction during the final school years (Falvey, Gage, & Eshilian, 1995; Fisher & Sax, 1999; Moon & Inge, 2000; Patton et al., 1996; Tashie et al., 1998). Several reports highlighting transition policy and practices for students with disabilities also have targeted a need for different or specialized transition services for students ages 18-21. The National Council on Disability and Social Security Administration (2000) identified "expanding secondary transition programs for students ages 18-21 to include twoand four-year college campuses" (p. 19) in a list of strategies that may lead to more successful post-school outcomes. Also noted was an "intense need for ... access to individualized and effective post-secondary education services and supports ... and meaningful options for choice by individuals in the pursuit of education, career training, and individualized services and supports" (p. 17). In a national survey of parent centers funded