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A Review of the Literature on Postsecondary Education for Students with Intellectual Disability 2010-2016: Examining the Influence of Federal Funding and Alignment with Research in Disability and Postsecondary Education

A Review of the Literature on Postsecondary Education for Students with Intellectual Disability 2010-2016: Examining the Influence of Federal Funding and Alignment with Research in Disability and Postsecondary Education

Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies used with research on PSE for students with disabilities in general using the Postsecondary Access and Student Success (PASS) taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, & Gelbar, 2017). Findings are described and implications for research and practice are discussed.

APA Citation: 

Papay, C. K., & Grigal, M. (2019). A review of the literature on postsecondary education for students with intellectual disability 2010-2016: Examining the influence of federal funding and alignment with research in disability and postsecondary education. Journal of Postsecondary Education and Disability, 32(4), 427-443.

Year of Publication: 
2019
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