A model for enhancing employment outcomes through postsecondary education

Abstract

BACKGROUND: Young adults with intellectual disabilities (ID) are among the poorest of any disability group (Newman et al., 2011). Service gaps and problems include (a) low expectations; (b) a lack of coordination between education, vocational rehabilitation services (VR), and developmental disabilities (DD) agencies; and (c) families and students expressed frustration with the lack of integrated work options available. OBJECTIVE: The aim of this paper is to describe the TOPS (Transition Options for Postsecondary Settings) model, as well as provide resources that can be used to support the development and refinement of other postsecondary programs, and, ultimately, improve employment outcomes for individuals with ID. METHODS: In this paper, we describe how the TOPS program addresses the four transition areas: academic access, career development, campus membership, and self-determination. CONCLUSIONS: Inclusive postsecondary programs have the potential to improve employment outcomes for people with ID, and using ideas presented in this paper can enhance postsecondary programing.