UMass Boston

Meg Grigal, Senior Research Fellow, Institute on Community Inclusion

Mary Grigal

Department:
Institute Community Inclusion
Title:
Sr Rsrch Fel, Inclu PtScdry Ed
Director, Think College Principal Investigator Think College Inclusive Higher Education Network Think College National Coordinating Center IPSE Team Lead/Senior Research Fellow Institute for Community Inclusion, UMass Boston
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Biography

Meg Grigal, Ph.D. is a senior research fellow at the Institute for Community Inclusion at the University of Massachusetts Boston where she directs Think College, a center focused on research, policy and practice on inclusive higher education for people with intellectual disability.

Area of Expertise

Areas of expertise include: topics: inclusive higher education, inclusive postsecondary education, Intellectual disability, special education, transition from school to adulthood, employment for people with disabilities. Skill sets: grant development, project management, public awareness, research to practice. 

Professional Publications & Contributions

SELECTED BOOKS AND CHAPTERS

Grigal, M., Paiewonsky, M., Bukaty, C. A., & Cain, I. (2025). Postsecondary Education for students with Intellectual Disability. in K.A. Shogren, L. A. Scott, E.E. Dean and B. Linnenkamp (Eds.), Handbook of Research Based Practices for Educating Students with Intellectual Disability.(2nd Ed., pp. 476-500). New York: Routledge.

Madaus, J.W., Sinclair, T.E., Grigal, M., Lombardi, A.W., & Keenan, W. (2024). Transition to postsecondary education. In J. Kauffman, D. Hallahan, & P. C. Pullen (Eds.), Handbook of Special Education, (3rd Ed., pp. 788-805) New York: Routledge

Grigal, M., Papay, C. & Bonati, M. L. (2023). Higher Education for Students with Intellectual Disability: Expanding Research, Policy, and Practice in J. Madaus and L. D. Dukes III (Eds). Handbook on Higher Education and Disability Edward Elgar Publishing. United Kingdom.

Grigal, M., Papay, C., & Paiewonsky, M. (2019). Supporting the Transition to Postsecondary Education for Students with Disabilities in K. Shogren and M. Wehmeyer (Eds). Handbook of Adolescent Transition Education for Youth with Disabilities, 2nd Ed. Routledge. New York, NY.

Grigal, M., Hart, D., & Papay, C. (2019). Inclusive Higher Education for People with Intellectual Disability in The United States in O’Brien, P., Bonati, M. L., Gadow, F., & Slee, R. (Eds.).People with intellectual disability experiencing university life: Theoretical underpinnings, evidence and lived experience. Rotterdam, Netherlands: Sense Publishers

Grigal, M. & Bass, J. (2018). College Pathways for Students with Disabilities in M. Grigal, J. Madaus, Dukes, L, & Hart, D. (Eds.). ‘Navigating the Transition from High School to College for Students with Disabilities. Taylor and Francis. Milton Park, United Kingdom.

Grigal, M., & Papay, C. (2018). Expectations for College in M. Grigal, J. Madaus, Dukes, L, & Hart, D. (Eds.). ‘Navigating the Transition from High School to College for Students with Disabilities. Taylor and Francis. Milton Park, United Kingdom.

Grigal., M., Madaus, J., Dukes, L., & Hart, D. (2018). ‘Navigating the Transition from High School to College for Students with Disabilities. Taylor and Francis. Milton Park, United Kingdom.

Freedman, B., Eisenman, L. T., Grigal, M., & Hart, D. (2017). Intellectual Disability in the University: Expanding the Conversation about Diversity and Disclosure in Meerschaum S. L., Eisenman, L. T., Jones, J. M. (Eds.) Negotiating Disability: Disclosure and Higher Education. University of Michigan Press

Grigal, M., Paiewonsky, M., Hart, D. (2017). Postsecondary Education for Students with Intellectual Disability. In Wheeler, M. L., & Shogren, K. A. (Eds.) Handbook of Research-Based Practices for Educating Students with Disability. New York: Routledge.

Grigal, M., Hart, D., & Weir, C. (2014). Postsecondary Education for Students with Intellectual Disabilities. In M. Agran, F. Brown, C. Hughes, C. Quirk & D. Ryndak (Eds.), Equity and Full Participation for Individuals with Severe Disabilities(pp. 275 -298).Baltimore: Brookes Publishing.

Grigal, M., & Deschamps, A. (2012). Transition Education for Adolescents with Intellectual Disability. in M. L. Wehmeyer & K. W. Webb (Eds). Handbook of Adolescent Transition Education for Youth with Disabilities (398-416). New York: Routledge.

Grigal, M., Hart, D., & Paiewonsky, M (2010). Postsecondary Education: The Next Frontier for Individuals with Intellectual Disabilities, in M. Grigal & D. Hart (Eds). THINK College: Postsecondary Education Options for Students with Intellectual Disabilities (1-28). Brookes Publishing: Baltimore, Maryland.

Hart, D. & Grigal., M. (2010). The Spectrum of Options-Current Practices in M. Grigal & D. Hart (Eds). THINK College: Postsecondary Education Options for Students with Intellectual Disabilities (49-86). Brookes Publishing: Baltimore, Maryland.

Dwyre, A., Grigal., M., & Fialka, J. (2010). Student and Family Perspectives in M. Grigal & D. Hart (Eds). THINK College: Postsecondary Education Options for Students with Intellectual Disabilities (189-228). Brookes Publishing: Baltimore, Maryland.

Grigal, M., & Hart, D. (2010). Critical Components for Planning and Implementing Dual Enrollment and other Postsecondary Education Experiences in M. Grigal & D. Hart (Eds). THINK College: Postsecondary Education Options for Students with Intellectual Disabilities (229-258). Brookes Publishing: Baltimore, Maryland

Grigal, M. & Hart, D. (2010). THINK College: Postsecondary Education Options for Students with Intellectual Disabilities. Brookes Publishing: Baltimore, Maryland

SELECTED JOURNAL ARTICLES

Grigal, M., Papay, C., Bukaty, C., Choiseul‐Praslin, B., Weir, C., & VanHorn Stinnett, C. (2024). Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States. British Journal of Learning Disabilities 1-15.

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. In International Review of Research in Developmental Disabilities (Vol. 66, pp. 1-31). Academic Press.

Grigal, M. (2024). A Legacy of Leadership and Vision: Honoring the Impact of Debra Hart on the Field of Inclusive Postsecondary Education. Journal of Inclusive Postsecondary Education, 5(2).

Papay, C., Grigal, M., & Choiseul-Praslin, B. (2023). Employment Preparation Experiences of Youth With Intellectual Disability and Autism Who Attend College-Based Transition Programs. Inclusion, 11(2), 118-134.

Grigal, M., Papay, C., Migliore, A., Choiseul-Praslin, B., & Chen, J. (2023). Preparation for postsecondary education of transition aged youth with intellectual disability and autism spectrum disorder in the United States: An Analysis of data from the national longitudinal transition study 2012. Journal of Intellectual Disabilities, 17446295231220093.

Grigal, M., & Paiewonsky, M. (2023). A Delphi Study to Confirm Essential Components and Activities of Inclusive College-Based Transition Services. Journal of Inclusive Postsecondary Education, 5 (1).

Papay, C., Grigal, M., & Choiseul-Praslin, B.D. (2023). Employment Preparation Experiences of Youth with Intellectual Disability and Autism who Attend College-Based Transition Programs, Inclusion, 11(2), 118-134.

Grigal, M., Dukes, L.L., III, Walker, Z., (2021). Advancing Access to Higher Education for Students with Intellectual Disability in the United States. Disabilities, 1, 438–449.

Schillaci, R., Parker, C., Grigal, M. & Paiewonsky, M. (2021). College-based transition services’ impact on self-determination for youth with intellectual disabilities. Intellectual and Developmental Disabilities.

Taylor, A., Domin, D., Papay, C., & Grigal, M. (2021). “More dynamic, more engaged”: Faculty perspectives on instructing students with intellectual disability in inclusive courses. Journal of Inclusive Postsecondary Education, 3(1).

Sulewski, J. S., Grigal, M., Hart, D., Thelin, R. Domin, D., & Blackburn, N. (2021). Case Studies of Effective Partnerships between Institutions of Higher Education Enrolling Students with Intellectual Disability and/or Autism and Vocational Rehabilitation Agencies, Journal of Rehabilitation, 87, 73-84.

Grigal, M., Papay, C., Weir, C., Hart, D., & McClellan, M. (2021). Characteristics of Higher Education Programs Enrolling Students with Intellectual Disability in the United States. Inclusion, Advance online publication.

Domin, D., Taylor, A. B., Haines, K. A., Papay, C. K., & Grigal, M. (2020). “It’s Not Just About a Paycheck”: Perspectives on Preparation for Employment of Students with Intellectual Disability in Higher Education, Intellectual and Developmental Disabilities, 58, 328-347.

Papay, C. & Grigal, M. (2019). A Review of the Literature on Postsecondary Education for Students with

Intellectual Disability 2010-2016: Examining the Influence of Federal Funding and Alignment with Research in Disability and Postsecondary Education, Journal of Postsecondary Education and Disability

Grigal, M., Papay, C., Smith, F., Hart, D., & Verback, R. (2018). Experiences that Predict Employment for Students

with Intellectual Disability in Federally Funded Higher Education Programs. Career Development and Transition for Exceptional Individuals, 42, 17-28.

Papay, C. Grigal, M. Hart, D. Quan, N. Smith, F. (2018) Predictors of Inclusive Course Enrollments in Higher Education by Students with Intellectual and Developmental Disabilities, Intellectual and Developmental Disabilities.

Grigal, M., Cooney, L., & Hart, D. (2018). Promoting College and Career Readiness with Middle School Youth with Disabilities. Career Development and Transition for Exceptional Individuals, 42, 64-7.

Papay, C. Grigal, M. Hart, D. Quan, N. Smith, F. (2018) Predictors of Inclusive Course Enrollments in Higher Education by Students with Intellectual and Developmental Disabilities, Intellectual and Developmental Disabilities, 56, 458–470.

Grigal, M., & Papay, C. (2018). The Promise of Postsecondary Education for Students with Intellectual Disability. In B. Hughes, C. Johnson & B. Taga (Eds.), New Directions in Adult and Continuin

Additional Information

At Think College, Meg serves as a principal investigator on two federally funded technical assistance centers, Think College National Coordinating Center and the Inclusive Higher Education Network. Meg has published broadly and her work has led to the expansion of higher education options for students with intellectual disabilities throughout the United States and internationally.