Post-secondary educational practices for individuals with mental retardation and other significant disabilities: A review of the literature

Abstract

Providing opportunities for individuals with mental retardation and other significant disabilities to participate in educational, vocational, and recreational activities on college campuses has been a topic of interest among educators and adult service providers for the past 30 years. We reviewed the literature on post-secondary programs and supports for these individuals to (a) identify a philosophical basis for providing such opportunities, (b) identify practices, and (c) summarize research on the efficacy of these efforts. The literature from the 1970's to 1990's provided descriptions of programs or advocated for the inclusion of adults with mental retardation on college campuses in position papers. Limited empirical data supported the efficacy of these programs. The literature during the 1990's shifted to providing post-secondary programs or individual supports to students with mental retardation and other significant disabilities, ages 18--22, who were still enrolled in public schools. Implications for emerging trends, research and program evaluation, and replication of practices are discussed.