Comparing Access to In-School Predictors of Post-School Success for Students with Intellectual Disability in Conventional and College-Based Transition Services

Authors

Clare Papay, University of Massachusetts BostonFollow
Meg Grigal, University of Massachusetts BostonFollow
Alberto Migliore, University of Massachusetts BostonFollow
Jie Chen, University of Massachusetts BostonFollow
Belkis Choiseul-Praslin, University of Massachusetts BostonFollow
Frank Smith

Document Type

Research Report

Publication Date

2022

Abstract

College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance about priority areas where transition services could be improved in both conventional and college-based approaches.

Recommended Citation

Papay, Clare; Grigal, Meg; Migliore, Alberto; Chen, Jie; Choiseul-Praslin, Belkis; and Smith, Frank, "Comparing Access to In-School Predictors of Post-School Success for Students with Intellectual Disability in Conventional and College-Based Transition Services" (2022). All Institute for Community Inclusion Publications. 255.
https://scholarworks.umb.edu/ici_pubs/255