Supporting Students with Intellectual and Developmental Disabilities to Attend College

Autor/inn/en	Griffin, Megan M.; Papay, Clare K.
Titel	Supporting Students with Intellectual and Developmental Disabilities to Attend College
Quelle	In: TEACHING Exceptional Children, 49 (2017) 6, S.411-419 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917711695
Schlagwörter	Intellectual Disability; Developmental Disabilities; Access to Education; Higher Education; Postsecondary Education; Inclusion; Teacher Role; College Bound Students; Secondary School Teachers; Access to Information; Barriers; Paying for College; Transitional Programs; Student Participation; Advocacy; Self Advocacy; Safety; Navigation; Student Adjustment; Dual Enrollment + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Inklusion; Lehrerrolle; Studienfinanzierung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sozialanwaltschaft; Selbstbehauptung; Sicherheit; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Doppelstudium
Abstract	Students with intellectual and developmental disabilities (IDD), such as autism spectrum disorder and Down syndrome, have more opportunities to go to college than ever before (Hart, Grigal, & Weir, 2010). Over the last decade, the issue of increasing access to college for students with IDD has gained much national attention, in part due to federal funding through the Higher Education Opportunity Act (2008). According to Think College--a national organization dedicated to expanding and improving opportunities for inclusive higher education for students with IDD--more than 240 inclusive college programs for students with ID exist across the United States (see Figure 1; Think College, 2017). This number represents an exponential increase in programs-nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Despite the significant growth of inclusive college programs in recent years (Hart et al., 2010), families of transition-age students with IDD report needing more information and support from teachers to facilitate planning for postsecondary education (Griffin, McMillan, & Hodapp, 2010). The purpose of this article is to provide teachers with tips to support their students with IDD who want to go to college. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01