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Transition of Youth with Disabilities to Postsecondary Education

By: Robert A. Stodden and Stanley H. Zucker

Abstract: For the past decade, educators, parents, and others have shown a sustained interest in developing viable postsecondary education and other life-long learning opportunities for young persons with intellectual disabilities after they leave high school settings. These efforts are reflected through a number endeavors, such as collaborative high school-community college partnerships, 18-21 postsecondary programs supported under the Individuals with Disabilities Education Act, and parent developed programs focused upon providing the least restrictive and most age appropriate learning setting for young persons with intellectual disabilities. These activities have received little exposure or attention in the disability or learning literature. Further, little attention has been focused upon documentation of these efforts or toward generating data that provide evidence of the value or impact of such programs upon the quality of post-school life for persons with intellectual disabilities. This special topical issue of ETDD is one of the first attempts to compile peer-reviewed articles in this area of study and present them to the field. The purpose of this issue of ETDD is to present an organized collection of peer-reviewed articles focused upon issues faced by young persons with intellectual disabilities and those who support them as they prepare for and transition to postsecondary education and other life-long learning activities.
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