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

Autor/inn/en	Papay, Clare K.; Grigal, Meg
Titel	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
Quelle	In: Journal of Postsecondary Education and Disability, 32 (2019) 4, S.427-443 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-7762
Schlagwörter	Intellectual Disability; Postsecondary Education; Access to Education; Transitional Programs; Program Effectiveness; Financial Support; Federal Aid; Student Financial Aid; Educational Legislation; Higher Education; Federal Legislation + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Finanzielle Förderung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Bildungsrecht; Schulgesetz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bundesrecht
Abstract	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 used with research on PSE for students with disabilities in general using the Postsecondary Access and Student Success (PASS) taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, & Gelbar, 2017). Findings are described and implications for research and practice are discussed. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01