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Meg Grigal

University of Massachusetts, Boston, ICI, Faculty Member

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Dr. Meg Grigal is a Senior Research Fellow at the Institute for Community Inclusion at University Massachusetts Boston and the Co-Director of Think College, a national organization focused on research, policy and practice in inclusive higher education and people with intellectual disability. At Think College, she serves as a principal investigator on a variety of research grants including the National Coordinating Center for the Transition Programs for Students with Intellectual Disabilities (TPSID) Model Demonstration Programs. Meg has been writing, training, and conducting research in the area of inclusive higher education for over 20 years.

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Papers by Meg Grigal

Self-Determination for Students with Disabilities: Views of Parents and Teachers

Exceptional Children, Oct 1, 2003

Employment Preparation Experiences of Youth With Intellectual Disability and Autism Who Attend College-Based Transition Programs

Inclusion, May 30, 2023

College-based transition programs offer students with intellectual disability and autism (ID/A) t... more College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed.

College Pathways for Students with Disabilities

Student Resource Section

“More dynamic, more engaged”: Faculty perspectives on instructing students with intellectual disability in inclusive courses

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all c... more The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with intellectual disability (ID). As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at seven colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper summarizes the study findings and offers implications for practice and research.

Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

Career Development and Transition for Exceptional Individuals, Mar 7, 2011

From the Editors and Special Section Editors

Career Development and Transition for Exceptional Individuals, Apr 8, 2011

Supporting Individuals with Intellectual Disabilities to Transition and Participate in Postsecondary Education (NCSET Teleconference)

A transcript summarizing a teleconference on the benefits of postsecondary education for individu... more A transcript summarizing a teleconference on the benefits of postsecondary education for individuals with intellectual disabilities, the barriers to transition to postsecondary education for individuals with intellectual disabilities, and supports and services that are provided to enhance the transition of persons with intellectual disabilities to postsecondary education.

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

Intellectual and Developmental Disabilities, Aug 1, 2020

Students with intellectual disability (ID) are increasingly attending postsecondary education ins... more Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities

Focus on Autism and Other Developmental Disabilities, Jul 12, 2010

This article will provide an overview of postsecondary education (PSE) options for students with ... more This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided.

Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States

Inclusion, Feb 25, 2022

Significant advancements resulting from various legislative and grant initiatives have resulted i... more Significant advancements resulting from various legislative and grant initiatives have resulted in increases in higher education programs enrolling students with intellectual disability (ID). Information about program practices in admissions, academic access, employment, campus housing, and extracurricular activities was gathered via a national survey and offered to the public via a searchable directory. The current study provides a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID from a sample of 257 programs. Comparisons to findings from a 2009 survey are offered when applicable and implications for practice, research, and policy are discussed.

Navigating the Transition from High School to College for Students with Disabilities

Routledge eBooks, Jul 16, 2018

Navigating the Transition from High School to College for Students with Disabilities provides eff... more Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.https://digitalcommons.usf.edu/books/1035/thumbnail.jp

A state comparison of vocational rehabilitation support of youth with intellectual disabilities' participation in postsecondary education

Journal of Vocational Rehabilitation, 2014

In this study a secondary data analysis was conducted using the Rehabilitation Services Administr... more In this study a secondary data analysis was conducted using the Rehabilitation Services Administration's 911 dataset. The findings provide an update on the role of Vocational Rehabilitation in promoting participation in postsecondary education for individuals with intellectual disabilities, by providing data that focuses on youth with intellectual disabilities in comparison with youth with other disabilities, and by highlighting differences across states nationwide (i.e., postsecondary education status upon exiting the VR system). Overall, this study showed that state VR programs play an important role in assisting youth with intellectual disabilities to participate in postsecondary education, although to a lesser extent than youth with other disabilities. Findings indicated that youth with intellectual disabilities were substantially less likely to participate in postsecondary education while in the VR system compared to youth with other disabilities, their participation varied substantially across states, and participation remained static, nationally, between 2006-2010, despite positive trends in several state VR programs.

Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges

Inclusion, Jun 1, 2013

Increasingly, people with intellectual disability are seeking, accessing, and benefiting from hig... more Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors. Finally, current research on the impact of postsecondary education on the systems and people involved is shared and recommendations for future areas of exploration are provided.

New Frontier: Postsecondary Education for Youth with Intellectual Disabilities

Expectations for College

INCLUSION Postsecondary Education Options for Students with Intellectual Disabilities

Think College!: Postsecondary Education Options for Students with Intellectual Disabilities

Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports

Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19

Self-Determination for Students with Disabilities: Views of Parents and Teachers

Exceptional Children, Oct 1, 2003

Employment Preparation Experiences of Youth With Intellectual Disability and Autism Who Attend College-Based Transition Programs

Inclusion, May 30, 2023

College-based transition programs offer students with intellectual disability and autism (ID/A) t... more College-based transition programs offer students with intellectual disability and autism (ID/A) the opportunity to navigate adult learning experiences with similar-aged peers, accessing college coursework and employment experiences while continuing to receive support from or coordinated by their local school system. The present study used data from college-based transition programs included in the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) model demonstration program to examine the composition of employment preparation activities including paid employment and the association with having paid employment upon exiting from the program. The findings suggest that college-based transition programs hold promise as a model for supporting the transition to paid employment for students with ID/A. Implications for research and practice are discussed.

College Pathways for Students with Disabilities

Student Resource Section

“More dynamic, more engaged”: Faculty perspectives on instructing students with intellectual disability in inclusive courses

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all c... more The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with intellectual disability (ID). As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at seven colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper summarizes the study findings and offers implications for practice and research.

Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

Career Development and Transition for Exceptional Individuals, Mar 7, 2011

From the Editors and Special Section Editors

Career Development and Transition for Exceptional Individuals, Apr 8, 2011

Supporting Individuals with Intellectual Disabilities to Transition and Participate in Postsecondary Education (NCSET Teleconference)

A transcript summarizing a teleconference on the benefits of postsecondary education for individu... more A transcript summarizing a teleconference on the benefits of postsecondary education for individuals with intellectual disabilities, the barriers to transition to postsecondary education for individuals with intellectual disabilities, and supports and services that are provided to enhance the transition of persons with intellectual disabilities to postsecondary education.

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

Intellectual and Developmental Disabilities, Aug 1, 2020

Students with intellectual disability (ID) are increasingly attending postsecondary education ins... more Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities

Focus on Autism and Other Developmental Disabilities, Jul 12, 2010

This article will provide an overview of postsecondary education (PSE) options for students with ... more This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided.

Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States

Inclusion, Feb 25, 2022

Significant advancements resulting from various legislative and grant initiatives have resulted i... more Significant advancements resulting from various legislative and grant initiatives have resulted in increases in higher education programs enrolling students with intellectual disability (ID). Information about program practices in admissions, academic access, employment, campus housing, and extracurricular activities was gathered via a national survey and offered to the public via a searchable directory. The current study provides a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID from a sample of 257 programs. Comparisons to findings from a 2009 survey are offered when applicable and implications for practice, research, and policy are discussed.

Navigating the Transition from High School to College for Students with Disabilities

Routledge eBooks, Jul 16, 2018

Navigating the Transition from High School to College for Students with Disabilities provides eff... more Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.https://digitalcommons.usf.edu/books/1035/thumbnail.jp

A state comparison of vocational rehabilitation support of youth with intellectual disabilities' participation in postsecondary education

Journal of Vocational Rehabilitation, 2014

In this study a secondary data analysis was conducted using the Rehabilitation Services Administr... more In this study a secondary data analysis was conducted using the Rehabilitation Services Administration's 911 dataset. The findings provide an update on the role of Vocational Rehabilitation in promoting participation in postsecondary education for individuals with intellectual disabilities, by providing data that focuses on youth with intellectual disabilities in comparison with youth with other disabilities, and by highlighting differences across states nationwide (i.e., postsecondary education status upon exiting the VR system). Overall, this study showed that state VR programs play an important role in assisting youth with intellectual disabilities to participate in postsecondary education, although to a lesser extent than youth with other disabilities. Findings indicated that youth with intellectual disabilities were substantially less likely to participate in postsecondary education while in the VR system compared to youth with other disabilities, their participation varied substantially across states, and participation remained static, nationally, between 2006-2010, despite positive trends in several state VR programs.

Postsecondary Education for People With Intellectual Disability: Current Issues and Critical Challenges

Inclusion, Jun 1, 2013

Increasingly, people with intellectual disability are seeking, accessing, and benefiting from hig... more Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors. Finally, current research on the impact of postsecondary education on the systems and people involved is shared and recommendations for future areas of exploration are provided.

New Frontier: Postsecondary Education for Youth with Intellectual Disabilities

Expectations for College

INCLUSION Postsecondary Education Options for Students with Intellectual Disabilities

Think College!: Postsecondary Education Options for Students with Intellectual Disabilities

Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Reports

Executive Summary of the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Think College Fast Facts. Issue No. 19

Inclusive Higher Education for Students with Intellectual Disability in the United States

People with Intellectual Disability Experiencing University Life Theoretical Underpinnings, Evidence, and Lived Experience, 2018

This chapter provides a description of the evolution of inclusive higher education in the United ... more This chapter provides a description of the evolution of inclusive higher education in the United States, including legislative milestones and policy implications, as well as a description of the current array of higher education programs available to students with intellectual disability. Recent development efforts, guided by the Higher Education Opportunities Act of 2008, created a national demonstration
program in 27 states. A description of the model demonstration projects called Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) is provided and findings from the National Coordinating Centre, charged with evaluating those projects, are presented. Finally, critical issues related to standards of practice, credentialing, and accreditation are addressed, and implications for policy and practice for future development of the field of inclusive higher education are offered.