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Special education policy as articulated through the Individuals with Disabilities Education Improvement Act (IDEA) focuses on improving the postschool outcomes of students with disabilities, including enrollment in college. The transition requirements of the 2004 IDEA amendments (P.L. 108-446) require school systems to determine postschool goals for youth with disabilities and to provide individualized transition services to enable them to reach those goals. College enrollment and access have recently become an important postsecondary outcome measure for students with disabilities (Horn, Berktold, & Bobbitt, 1999). However, programming, transition services, and research have historically centered on increasing skills (e.g., self-determination, parental support, work-based learning) associated with independent living and postschool employability rather than with college enrollment (Bremer, Kachgal, & Schoeller, 2003; Leucking & Mooney, 2002; Roy & Casper, 2006). This focus has been justified by the dismal employment outcomes for many youth with disabilities, specifically those with moderate to severe intellectual and developmental disabilities. Notwithstanding, in recent years legislation has increasingly focused on promoting enrollment in twoand four-year colleges as a means of improving employment outcomes for all students with disabilities. The 1997 and 2004 amendments to IDEA included several new provisions that place a greater emphasis on ensuring youth with disabilities access to the general education curriculum and inclusion in state accountability programs. In addition, changes to transition provisions in the law require greater focus on developing a course of study for secondary students with disabilities that will lead to , desired outcomes, such as college enrollment. Despite these efforts, relatively little research has been conducted to inform practice related· to transition services leading to college enrollment.

Preparing Youth with Disabilities for College: How Research Can Inform Transition Policy