Employment and independent living outcomes of a mixed model post-secondary education program for young adults with intellectual disabilities

2019 ◽  
Vol 50 (1) ◽  
pp. 61-72
Author(s):  
Joseph B. Ryan ◽  
Kristina N. Randall ◽  
Erica Walters ◽  
Virginia Morash-MacNeil
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Intellectual Disabilities ◽  
Education Program ◽  
Independent Living ◽  
Mixed Model ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Adults With Intellectual Disabilities

scholarly journals Boundaries Through the Prism of Post-secondary and Professional Orientation: The Views of Young Québec Adults of Immigrant Background

2020 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Fahimeh Darchinian ◽  
Marie-Odile Magnan
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Qualitative Study ◽  
English Language ◽  
Life Stories ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Professional Orientation ◽  
Post Secondary ◽  
Immigrant Background

Based on our collection of life stories (n = 25), our qualitative study seeks to better understand, after the fact, how young, immigrant-background adults in Québec negotiate ethnocultural boundaries through their post-secondary and professional orientation experiences, particularly in terms of linguistic choices. The analyses highlight the strengthening of boundaries within Québec’s educational institutions and workplaces. The results expose different examples of racism experienced by young adults in their relations with the Québec francophone majority that led them to integrate into English-language post-secondary education and workplaces. In addition, young adults from “black” and “Arabic” minorities more frequently report racist attitudes from francophone Quebecers.

Coordination of Rehabilitation Services in Higher Education for Students with Psychiatric Disabilities

2000 ◽  
Vol 31 (4) ◽  
pp. 36-39 ◽  
Author(s):  
Kimberly D. Collins
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Cognitive Abilities ◽  
Psychiatric Disabilities ◽  
Disability Services ◽  
Post Secondary Education ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Post Secondary

In today’s technologically advanced society, post-secondary education is a necessity to obtain stable positions with competitive salaries and adequate benefits. Many young adults with psychiatric disabilities have the cognitive abilities and academic skills to attend and complete college; however, they face significant barriers in achieving these goals. This article describes the barriers experienced by young adults with psychiatric disabilities attempting post-secondary education and the navigation of these barriers. The role of the disability services office in the provision of academic accommodations, service coordination with other on-campus and off-campus agencies, promotion of self-advocacy skills, psychological support, and one-to-one coaching to facilitate completion of a degree program is also discussed.

Effective Practices for Helping Students Transition to Post-Secondary Education

2020 ◽  
Author(s):  
Jenn de Lugt
Keyword(s):  
High School ◽  
Secondary Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Independent Living ◽  
Equal Opportunity ◽  
Effective Means ◽  
Careful Consideration ◽  
Post Secondary Education ◽  
Post Secondary

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential. For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

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