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It describes students, curriculum, staffing needs, and day-to-day operations, drawing on 14 students’ experiences and outlining challenges and recommendations for new programs.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/education-and-treatment-of-children-vol-36-no-4-ui-reach/600653/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/education-and-treatment-of-children-vol-36-no-4-ui-reach/600653.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What postsecondary education options are discussed for young adults with autism and intellectual disabilities?","Question",{"text":62,"@type":63},"The article describes emerging postsecondary education (PSE) options and focuses on the University of Iowa UI REACH two-year certificate program.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What aspects of the UI REACH program are presented in the article?",{"text":67,"@type":63},"The article discusses the program’s mission, student-centered goals, quality and sustainability strategies, curriculum, staffing needs, and daily operating issues.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the experiences of students with autism spectrum disorder suggest about the program?",{"text":71,"@type":63},"The experiences and perceptions of 14 students suggest the program supports a positive campus living-learning experience for these students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600653,1793134290,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 4, 2013  \nUI REACH:  \nA Postsecondary Program Serving Students with Autism and Intellectual Disabilities  \nJo M. Hendrickson1, 2  \nRori Carson  \nSuzanne Woods-Groves  \nJanis Mendenhall  \nBethany Scheidecker  \nUniversity of Iowa  \nAbstract  \nAcross the United States postsecondary education (PSE) options for young adults with autism and intellectual disabilities (ID) are emerging as a result of parent-professional advocacy group actions and legislation such as the Higher Education Opportunity Act of 2008 (HEOA) . In this article the University of Iowa Realizing Educational and Career Hopes (UI REACH) Program, a thriving, well-integrated two year certificate program is described. We discuss the UI REACH model—its mission, student-centered and program goals, and strategies employed to ensure quality, sustainability, and continuous improvement. The student population, curriculum, staffing needs, and day-to-day operating issues are described. The experiences and perceptions of 14 students with autism spectrum disorder (ASD) suggest that the program facilitates a positive campus living-learning experience for these students. Challenges and recommendations for institutions of higher education considering developing, or in the early stages of developing, similar programs are presented.  \nTh(eEBprDo)fihliesstoorficsatludentsly havewbitenemotionabroadlyldaensibbeehdaviasoraexeisnoalrierinsg and internalizing (Kaufman, Swan, & Wood, 1979) with the preponderance of students receiving special education services exhibiting externalizing behaviors (e.g., defiance, disobedience, temper tantrums, swearing, hyperactivity, destructive responses) (Coleman & Webber,  \n1 The work reported herein was supported in part by the Office of Postsecondary Education (OPE), U.S. Department of Education, through Grant P407A100030 to The University of Iowa. The opinions expressed are those of the authors and do not represent views of the OPE or the U.S. Department of Education.  \n2 Please address correspondence concerning this article to Jo M. Hendrickson, Director, The REACH Program, 229 Lindquist Center, University of Iowa, Iowa City, IA 52242; [e-mail: jo-hendrickson@uiowa.edu](e-mail: jo-hendrickson@uiowa.edu)  \nPages 169-194  \n170 HENDRICKSON et al.  \n2002). Internalizing behaviors such as anxiety, depression, moodiness, irritability, social withdrawal, and inattention are often overlooked by educators and families as indicators of a need for services (Merrill & Walker, 2004) . Students with autism spectrum disorder (ASD) may exhibit both externalizing (e.g., temper tantrums, defiance) and internalizing (e.g., anxiety disorder, social withdrawal) behaviors anda range of cognitive aptitude (Adreon & Durocher, 2007) . Although school-aged students with ASD today are more likely to be identified as needing specially designed instruction than in the past decade, until very recently there were limited postsecondary education (PSE) options available to them.  \nPSE opportunities for students with ASD are expanding nationwide. Legislation (e.g., the Higher Education Opportunity Act of 2008; the Individuals with Disabilities Education Improvement Act [IDEA], 2004) and the support and recommendations of influential departments and organizations (e.g., Autism Speaks; The National Council on Disability and Social Security Administration; The Council for Exceptional Children) have resulted in a burgeoning of secondary transition and PSE opportunities for students with ID, including ASD. Think College, a prominent website for students, families, and professionals identified 208 such programs located at community colleges, technical/trade schools, 4-year colleges, and universities (Think College, 2013) . The significance of PSE to improved adult outcomesin such areas as employment (Moon, Simonsen, & Neubert, 2011; Zafft, Hart, & Zimbrich, 2004), sense of independence (Hendrickson, Vander Busard, Rodgers, & Scheidecker, in ","cbCaikNBRBWJF8Nh","https://ap.wps.com/l/cbCaikNBRBWJF8Nh","pdf",972206,26,"English","# Abstract\n## Background and policy drivers\n## UI REACH program model\n## Student experiences and program impact\n## Challenges and recommendations for higher education","[{\"question\":\"What postsecondary education options are discussed for young adults with autism and intellectual disabilities?\",\"answer\":\"The article describes emerging postsecondary education (PSE) options and focuses on the University of Iowa UI REACH two-year certificate program.\"},{\"question\":\"What aspects of the UI REACH program are presented in the article?\",\"answer\":\"The article discusses the program’s mission, student-centered goals, quality and sustainability strategies, curriculum, staffing needs, and daily operating issues.\"},{\"question\":\"What do the experiences of students with autism spectrum disorder suggest about the program?\",\"answer\":\"The experiences and perceptions of 14 students suggest the program supports a positive campus living-learning experience for these students.\"}]","EDUCATION AND TREATMENT OF CHILDREN - Vol. 36 - No. 4 - UI REACH | PDF",1792091110,66]