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Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities

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Abstract

Students with intellectual and developmental disabilities (IDD) are incredibly vulnerable to poor post-school outcomes. Two mandates, the Higher Education Opportunity Act and Workforce Innovation and Opportunity Act, have emerged that may provide avenues to counter the discrepancy between the desire for career and college paths and actualization of employment and enrollment. The authors explore these legislative acts, their impact on transition services for students with IDD, and how school personnel can collaborate to create family, school, and community partnerships. Based on these acts, a practice framework, and the unique transition needs of students with IDD, practice recommendations are provided. Specific strategies for promoting application of these laws in the school setting are offered. Special attention is given to the partnership between special educators and school psychologists to help them navigate the legal implications for students with IDD and their families.

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Acknowledgments

The authors would like to acknowledge Ruth Schumacher-Martinez, Ph.D, and DJ Roberts, Ed.S., for their contributions to conceptualizing this project.

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Author notes

  1. Devadrita Talapatra and Laurel A. Snider contributed equally to this work.

Authors and Affiliations

  1. Department of Teaching and Learning Sciences, Morgridge College of Education, University of Denver, 1999 E. Evans Ave, Denver, CO, 80208, USA

    Devadrita Talapatra

  2. Emory Autism Center, Emory University, Atlanta, GA, USA

    Laurel A. Snider

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  1. Devadrita Talapatra
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Correspondence to Devadrita Talapatra.

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Talapatra, D., Snider, L.A. Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities. Contemp School Psychol 26, 309–320 (2022). https://doi.org/10.1007/s40688-020-00347-0

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