School of Education


"Each person has an equal opportunity, not to become equal, but to become different and to realize whatever unique potential of body, mind and spirit he or she possesses."-- John Fischer  


College is not for everyone. However, many students desire a college experience, including students with intellectual disabilities. It is for this reason that many colleges and universities now offer Comprehensive Postsecondary Transition Programs, like ClemsonLIFE. These programs offer inclusive social activities; participation in college courses; along with instruction on independent living skills, employment skills, and social skills with the goal of independent living and gainful employment to the greatest extent possible for each student.

For more information on Comprehensive Postsecondary Transition Programs, please see the links below. And let us know if you find other resources that might be of interest to other parents. We are all in this together!

Think College has a nice website with many resources, see thinkcollege.net. For a searchable Database of Available Comprehensive Postsecondary Transition Programs, see ThinkCollege Database.

The College Transition Connection works with select colleges and universities in South Carolina to design, create, and fund transition and postsecondary opportunities for young adults with intellectual disabilities.

Online Resources:

Clemson University Student Disability Services

Clemson University Eugene T. Moore School of Education

College Transition Connection (CTC)

South Carolina Vocational Rehabilitation Department

South Carolina Commission for the Blind

ED.gov – Federal Pell Grant Program

ED.gov – Federal Supplemental Educational Opportunity Grant (FSEOG) Program

National Down Syndrome Society

Other Online Resources:
Porter, S. & Freeman, L. (2000). Transition Planning for Adolescents with Special Health Care Needs and Disabilities: Information for Families and Teens. 

Newman, L. (2006). Family Expectations and Involvement for Youth with Disabilities. NLTS2 Data Brief. 4(2). Menlo Park, CA: SRI International. Available at Newman, L. (2005).

Family Involvement in the Educational Development of Youth with Disabilities. A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.

National Center on Secondary Education and Transition.(2002). Age of Majority. Parent Brief. Promoting Effective Parent Involvement in Secondary Education and Transition.

Post-secondary Students with Disabilities: Becoming the mentor, advocate, and guide your young adult needs. Parent Brief. Promoting Effective Parent Involvement in Secondary Education and Transition. March 2002.

Fialka, J.(2003). Opening New Doors: Transition from High School to College For a Student with a Moderate Disability.

National Center on Secondary Education and Transition.(2002). Postsecondary Education Supports & Accommodations. 

Southern Methodist University (nd). The Parents’ Role: Learning Differences at College.



Collins, J. C., Ryan, J.B., Katsiyannis, A., Barrett, D. & Yell, M. (2014). Use of portable electronic assistive technology to improve independent job performance of young adults with an intellectual disability. Journal of Special Education Technology, 29(3), 15-30.

Hawkins, B.L., Stegall, J.B., Weber, M. & Ryan J.B. (2012). The Influence of a Yoga Exercise Program for Young Adults with Intellectual Disabilities. International Journal of Yoga, 5, 151-156.

Hughes, E., Green, J.  & Ryan, J.B. (2011). The use of assistive technology to improve time management skills of a young adult with an intellectual disability. Journal of Special Education Technology, 26(3), 13-20.

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