Affiliations: Department of Kinesiology and Rehabilitation Science, University of Hawai‘i at Mānoa, Honolulu, HI, USA | Center on Disability Studies, University of Hawai‘i at Mānoa, HI, USA
Note: [] Address for correspondence: Kathryn K. Yamamoto, Department of Kinesiology and Rehabilitation Science, University of Hawai‘i at Mānoa, 1337 Lower Campus Road, PE/A231 Honolulu, HI 96822, USA. Tel.: +1 808 389 1770; Fax: +1 808 956 7976; E-mail: [email protected]
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).
