Inclusive postsecondary education: Reimagining the transition trajectories of vocational rehabilitation clients with intellectual disabilities

Abstract

Persons who participate in postsecondary education (PSE) enjoy improved prospects for securing gainful employment and realizing greater independence. Historically, state vocational rehabilitation (VR) agencies have supported persons with disabilities to participate in PSE as a pathway to future employment. However, until recently PSE was not considered as an option for individuals with intellectual disabilities (ID) who were frequently encouraged to transition directly from school to employment or placements in community rehabilitation programs. With a growing recognition of the value of PSE as a quality placement for persons with ID and an increasing number of available programs, VR counselors and administrators face what may amount to a paradigm shift away from the traditional transition trajectory for clients with ID. This paper highlights how one VR agency assumed a leading role in the transition of students with ID into PSE through participation in a model demonstration based around three evidence-based practices: interagency team processes, person centered planning, and provision of essential PSE supports (educational coaches).