This chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

This chapter examines legislative actions throughout the past century that have influenced education and employment for individuals with disabilities while discussing ways that these actions reflect the broader social, political and economic goals of the American education system, and implications for individuals with disabilities who participate…

This chapter describes the importance of self-determination for transitions and supports for adults with disabilities. Self-determination is defined and its application to the disability context examined, followed by an overview of a multicomponent model to engage adults with disabilities to self-regulate problem solving to set and attain life and…

This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators.