An Introduction to Postsecondary Education and Employment of Persons with Autism and Developmental Disabilities

Abstract

Americans of every historical era and demographic group have recognized the role of education in improving the quality of life for the individual, as well as sustaining a democratic society. Transition to and completion of some type of postsecondary education and the attainment of gainful employment significantly improves one’s chances of participating as a member of a community (or, “contributing to their community”) and realizing a high quality of life. Advances in these areas on the part of persons with disabilities historically have followed the passage of and amendments to federal policy. The most groundbreaking of these federal policies include: (1) the Individuals with Disabilities Education Act (IDEA) of 2004 (Public Law 108-446), which focuses on quality preparation in secondary school and transition to postsecondary education and employment; (2) the Americans with Disabilities Act (ADA) as amended in 2008 (Public Law 110-335), which focuses on providing reasonable accommodations to ensure equal access to learning and work environments; and (3) the Rehabilitation Act of 1973 (Public Law 93-112), which provides financial assistance and training support leading to quality employment. Recent reauthorization of the Higher Education Act as the Higher Education Opportunity Act (HEOA) of 2008 (Public Law 110-335) further delineates support for persons with autism and intellectual disabilities to participate in postsecondary education opportunities and thus experience improved employment outcomes as contributing adults within their communities. Over the past decade, family members of youth with autism and/or other developmental disabilities have expressed an active interest in seeing these young adults participate in a range of postsecondary educational activities and attain quality employment outcomes as experienced by others in society. Family members, youth, interested community agencies, and educators in secondary and/or postsecondary school settings have collaborated to experiment with and develop a range of postsecondary education models that lead to improved employment outcomes for these individuals. These models of support have evolved into a new paradigm for conceptualizing the participation of youth with Autism Spectrum Disorders (ASD) and other developmental disabilities in postsecondary education and employment settings. The New Paradigm: Legislative and Policy Changes