Abstract
As more institutions of higher education offer comprehensive transition and postsecondary programs for students with intellectual disabilities, a systematic process for strategically planning their postsecondary programs is needed. Guiding principles and an organizational taxonomy are available for program development. However, a mechanism that combines existing literature and research to specifically address program development for students with intellectual disabilities is missing. A nominal group technique approach identified strategies and practices to frame existing categories from a well-researched postsecondary taxonomy. How those categories were incorporated into a planning tool used to assist institutions in developing comprehensive transition and postsecondary programs is presented.
Keywords: postsecondary education; strategic planning; intellectual disability; comprehensive transition and postsecondary programs
How to Cite:
Kohler, P., Gothberg, J., Andrews, W., Mahon, A., Seabrooks-Blackmore, J., Kohler, P., Andrews, W., Seabrooks-Blackmore, J. & Seabrooks-Blackmore, J.,
(2023) “A Nominal Group Technique Study Identifying Evidence-Based and Promising Practices: Taxonomy for Postsecondary Comprehensive Transition Programs: Taxonomy for Postsecondary Comprehensive Transition Programs ”,
Journal of Inclusive Postsecondary Education 4(2).
doi: https://doi.org/10.13021/jipe.2023.3176