Postsecondary Settings and Transition Services for Students with Intellectual Disabilities: Models and Research

Preparing high school students for college and employment that leads to adult selfsufficiency is a daunting task for educators (Lerner & Brand, 2006; Spence, 2007). This task becomes more complicated as technology changes rapidly, as policy makers mandate standards that all students must meet, and as schools evolve to serve more students with linguistic, academic, and social challenges. For students with intellectual disabilities (ID), their families, and the educators who provide services in the public schools, the complexity of this task increases further.