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MI-STEPS

(MI-Successful Transition Enrichment Program for Success)

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College & Post High School Readiness

Workshop to Prepare Student Transition to College or Educational Settings after High School for Students with Intellectual and Developmental Disabilities (IDD), including Autism

Research over the past 10 years shows that students with intellectual and developmental disabilities (IDD) are increasing their enrollment in postsecondary education rates but complete programs at lower rates than their peers. Evidence indicates that challenges in social communication, executive functioning, and self-advocacy greatly contribute to these outcomes.

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Students with IDD often experience difficulty navigating the social demands of college, including forming peer relationships, participating in peer group work, and communicating effectively with faculty. Social isolation and not being as engaged with activities on campus are are linked to lower persistence.

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Executive functioning challenges such as managing time, organizing assignments, planning ahead, and adapting to changing expectations can make it difficult for students to meet educaitonal demands without structured support. 

 

Postsecondary programs also require students to independently disclose disabilities, request accommodations, and advocate for their needs. Many students enter college without enough preparation to self-advocate. This limits supports that could improve success.

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Overall, research suggests that lower completion rates are not solely academic in nature but reflect a mismatch between institutional expectations for independence and the skill development opportunities students have received. Targeted supports in social communication, executive functioning, and self-advocacy are critical to improving persistence and completion outcomes.

Topics Covered

  • Social communication: building relationships with peers, roommates, instructors, and staff; what to expect and how to live together more successfully; peers and social coaches lead as models; etc.

  • Executive function: navigating campus; initiating, organizing, and planning of assignments; problem-solving, flexibility, etc.

  • Self-advocacy: navigating campus, requesting supports, interacting with disability services, knowing when you need help, asking for help; tending to health needs such as medications and communicating with health professionals; etc

Framework for Groups

  • Direct instruction

  • Live and video modeling

  • Practice of skills with real-time feedback

  • Out of group assignments to support learning

  • Peer coaches assist in practice and working on assignments

  • Data collection and setting ongoing and post-group goals

 

Below are completion rates of post-secondary education programs for students with no disabilities, all disabilities, and autism (ASD) (Newman et al., 2015). As of 2023, the 6-year completion rate of a bachelor's degree remained low for students with disabilities at 49.% completion compared to 68% of peers without disabilities (Hawkins, 2024).

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References

There is extensive data in quality, peer-reviewed, industry-specific research on post-high school programming for people with IDD.  References below address of the difficulties students experience in college or other post high school programs related to social communication, executive function, and self-advocacy skills. 

 

  • Bross, L. A., Wall, E., Pinczynski, M., Anderson, A., Williams, T., Wood, C. L., & Spooner, F. (2024). Peer-mediated interventions to enhance conversation skills of young adults with intellectual and developmental disabilities on a university campus. Journal of Developmental and Physical Disabilities, 36(1091–1120). 

  • DeCostanza Eagle, C., Francis, G. L., Conn-Reda, K., Haynor, K., Espanol, S. H., Duke, J., Hunt, J. A., & Majetich, E. (2026). A scoping review of the barriers to self-advocacy for people with intellectual disability in Bronfenbrenner’s Process–Person–Context–Time (PPCT) model. Education Sciences, 16(1), 97. https://doi.org/10.3390/educsci16010097

  • Grigal, M., Soldovieri, S. J., Myers, B., Papay, C., & Bukaty, C. A. (2024). Benefits of postsecondary education experiences for adults with intellectual and developmental disability. International Review of Research in Developmental Disabilities. 

  • Hawkins, B. (2024, October 8). Report: Almost All Disabled Students Lack Access to College Readiness Programs. The 74. https://www.the74million.org/article/report-almost-all-disabled-students-lack-access-to-college-readiness-programs/

  • Schillaci, R. S., Parker, C. E., Grigal, M., & Paiewonsky, M. (2021). College-based transition services’ impact on self-determination for youth with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 59(4), 269–282. 

  • Taylor, J. P., Rooney-Kron, M., Whittenburg, H. N., Thoma, C. A., Avellone, L., & Seward, H. (2020). Inclusion of students with intellectual and developmental disabilities and postsecondary outcomes: A systematic literature review. Inclusion, 8(4), 303–321. 

  • Zhang, D., Roberts, E., Maddalozzo, R., Li, Y.-F., Orsag, M., & Glass, T. (2023). Post-secondary education outcomes for individuals with intellectual and developmental disabilities: Self-determination, independent living, employment, and the impact of COVID-19. Behavioral Sciences, 13(10), 832. 

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