This literature review examines the American and Canadian educational research and program literature related to the inclusion of adults with intellectual disabilities in the postsecondary community college system and adult vocational training systems and has the overall goal of identifying factors that contribute to effective integration. Following an introduction which identifies themes of research in this area, the second chapter looks at current levels of participation across disabilities, by disability category, and specifically for people with an intellectual disability. The next section presents data on the impact of participation in postsecondary education on patterns of employment. The issue of integrated versus segregated education is addressed next, followed by a section on barriers to participation including the legal and policy framework, institutional policies, classroom practices, and personal factors. Specific success factors are identified in the sixth section, including legal/policy factors, institutional factors, and classroom factors. The seventh section describes the Integrated Access Model. The final section describes specific programs in Canada and the United States. A conclusion notes that the small body of existing literature indicates clear benefits to inclusion, provided there is adequate support and sufficient planning. (Contains 74 references.) (DB)