Document Type


Publication Date

January 2019


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)

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