Becht, Kathleen

This resource is intended to provide an initial list of areas to consider when developing an inclusive postsecondary education (IPSE) program with a robust course of study, a meaningful certificate, and improved employment and quality of life outcomes for non-degree seeking college students with intellectual disability (ID). There is a list of six program development areas with helpful tips, guiding questions, and many resources to support the process. 

As colleges and universities open their doors to students with intellectual disabilities (ID), it is essential that students are afforded opportunities and the support necessary to authentically engage in their campus communities. Community life engagement (CLE) refers to people accessing and participating in their communities outside of employment. This resource shares how college and university staff can use the four CLE guideposts to facilitate the development of natural campus connections and support for students with ID on college campuses

In this Insight Brief, the authors present a five component model of student-directed learning for use by college programs to teach and track student specific college and career academic, social, and independence, skills without segregated courses.

This resource includes over 100 ideas for IEP goals to help prepare students for college. The ideas fall into four categories: education, career and employment, community engagement and services, and independence. Educators and families are encouraged to use this resource once students have identified personal strengths and interests, goals, and areas for improvement. 

IEP Goal Ideas to Support College Readiness was inspired by work done by Karla Wade; we are grateful for her support of this new publication. 

All inclusive postsecondary education (IPSE) programs are "housed" in a particular department, school, institute, or other administrative center on a college or university campus. This decision is unique to each institution and IPSE program. This publication shares the locations of current programs based on a survey and data from Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) projects. 

Mentors are often used to support students with intellectual disability as they transition to college. They are typically other college students who assist with academics, adjusting to college life, connect these new college students to campus clubs, organizations, and services, and support them to engage in campus activities. Such mentor models are as diverse as the institutions in which the students are enrolled.

This document identifies many college expectations for entering college freshmen and what middle and secondary school students with intellectual disability, their teachers, and parents can do to prepare for those expectations. There are three categories of expectations: personal independence, academic engagement, and civic and social engagement.

In this Insight Brief, we explain Memoranda of Understanding (MOU). An MOU is used to describe an agreement between parties; it outlines each party’s roles and responsibilities and helps to avoid confusion and miscommunication. They are used in inclusive postsecondary education to define relationships between the institution of higher education, employers, school districts, and other relevant parties. This publication describes the core components of MOU, their usage within a college program for students with intellectual disability, and their advantages and disadvantages.

This webinar was part of the Getting to Know the NCC webinar series in Spring 2021.

Dee Sapp and Kathy Becht, two moms of sons with intellectual and/or developmental disabilities, share what prepared their sons for the independence of college life. Lawrence (21 years old) began his college program at the University of Cincinnati in 2020, and Pete (30 years old) graduated from the University of Central Florida in 2019. Through personal stories, they also share a few surprises and hiccups along the way. Pete shares his perspective of his 3-year college career.

The future is bright! The Think College National Coordinating Center was refunded through 2025, and is looking forward to continuing its work first begun in 2010. In this webinar, you can meet the team and learn how the work of the National Coordinating Center supports higher education professionals, K-12 educators, families and students who are interested in higher education for students with intellectual disability.

Key staff of Center shared their activities and plans for the next five years, including: