Public school programs for students with significant disabilities in post-secondary settings

There is little literature that describes the development, implementation, or outcomes of age-appropriate public school programs or individual supports for older students, ages 18-21, with significant disabilities. However, such programs in post-secondary settings such as community and four-year colleges are developing around the country. This article overviews programs based in post-secondary settings in Maryland that serve students ages 18-21 with significant disabilities who are still receiving public school special education services. Student and setting characteristics, staffing, funding patterns, referral and admission practices, and program components are described. Challenges associated with program development and implementation are discussed. Finally, several areas that should be addressed through program evaluation and research are enumerated. ment of Education.