Over the past decade, the field of inclusive higher education has expanded considerably, offering a growing number of options for students with intellectual disabilities and/or autism (ID/A) to access college experiences that include career development and employment (Grigal & Smith, 2016; Grigal, Hart, Smith, Domin, Weir, & Sulewski, 2016). This focus on employment spurs many of these programs to partner with state vocational rehabilitation (VR) agencies (Grigal & Smith, 2016; Plotner & Marshall 2015). However, these partnerships require staff from both entities to develop an understanding about each partner’s role to work together effectively. A recent survey of higher education program personnel reflected that only 31% of respondents had a high level of understanding of VR and the duties they perform (Plotner & Marshall, 2016)
Sulewski, J., Blackburn, N., & Grigal, M. (2019). The Importance of Formal and Informal Communication Strategies in Maintaining Effective Partnerships Between Vocational Rehabilitation and Inclusive Higher Education Programs. VR and Youth Rehabilitation Research and Training Center Practice Brief, Issue No. 05. Rockville, MD: TransCen, Inc.