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Demonstrating Progress and Potential: Lessons Learned from Federally Funded Inclusive Postsecondary Education in the United States
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Meg Grigal; Clare Papay; Caitlyn Bukaty; Belkis Choiseul-Praslin; Cate Weir; Chelsea VanHorn Stinnett – British Journal of Learning Disabilities, 2025
Background: Since 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134…
Descriptors: Federal Aid, Educational Finance, Inclusion, Postsecondary Education
A Call to Reshape Our Desires: Contesting the "Inevitable Answer" of Inclusion within Empire
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Theresa Burruel Stone; Pamela Rivas – Race, Ethnicity and Education, 2025
While increased college access is widely celebrated for racialized peoples, the end goal of inclusion maintains engagement with and desires for wellbeing within the U.S. white supremacist settler state. This paper examines a culturally relevant college preparation program designed primarily for Mexican-origin youth in California to consider the…
Descriptors: High School Students, Mexican Americans, Hispanic American Students, College Preparation
Unlocking Pathways: Revealing Professionals' Transition Preparation Experiences for Inclusive Higher Education in Türkiye
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Neslihan Unluol Unal; Muhammed A. Karal; A. Emel Sardohan Yildirim – European Journal of Education, 2025
The 2021 amendment to Türkiye's Special Education Service Legislation marked a milestone by repealing the statement excluding Special Education Vocational School graduates from pursuing higher education. This granted students with intellectual disabilities (ID) the right to attend higher education. However, both schools and universities lack…
Descriptors: Inclusion, Higher Education, Foreign Countries, Special Education
Coordinating Transition Services and Postsecondary Access: Guidance on Requirements under the IDEA and the Rehabilitation Act
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Office of Special Education and Rehabilitative Services, US Department of Education, 2025
The U.S. Department of Education (Department) is committed to ensuring that students and youth with disabilities are held to high expectations and have the resources and supports needed to expand their learning opportunities and prepare them for success in postsecondary education and competitive integrated employment (CIE). In the 2019-2020…
Descriptors: Coordination, Transitional Programs, Access to Education, Postsecondary Education
Connected Learning as Collaboration and Psychosocial Support: A Critical Reflection on a Bridging Programme for Refugees in Uganda
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Andie Reynolds; Sharon Boateng; Martha Akello; Sandra Nanyunja; Brooke Atherton El-Amine; Apollo Mulondo; Michael Gallagher; Jean-Benoit Falisse; Georgia Cole – Journal of Interactive Media in Education, 2025
Uganda currently hosts approximately 1.7 million refugees (93% fully registered refugees, 3% asylum seekers and 4% stateless persons), the most in sub-Saharan Africa. Most refugees come from South Sudan (57%), Democratic Republic of Congo (32%), Burundi (3%), and Somalia (3%). Refugees largely live in rural based settlements within 12 districts…
Descriptors: Foreign Countries, Cooperative Learning, Refugees, Transitional Programs