This study examines the role of college-based transition services in the self-determination of youth with intellectual disabilities and autism.

Research has shown that youth ages 18–22 with intellectual disabilities and autism are less likely than students with other disabilities to go to college. Although these youth may benefit from programs which provide transition services on college campuses instead of in high schools, little is known about the impact of these programs on students’ career goals, self-determination, continued higher education, or employment. EDC evaluated the Think College Transition (TCT) Model, a college-based transition program implemented in Massachusetts, and found that the college-based transition services had a significant effect on students’ scores of self-determination.

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White papers
Caroline E. Parker and Rebecca Schillaci
50 pp