Successful completion of college requires more than attending to coursework, it also requires the development of foundational skills and personal competencies such as working with others in a collaborative manner, effective communication, problem solving, and self-direction skills. These same skills are also needed to support future career success.
This poster, presented at the NIDILRR 40th Anniversary Celebration (https://acl.gov/NIDILRR40), reports findings from a mixed-methods study by Think College staff on the role of vocational rehabilitation (VR) in promoting postsecondary education for students with intellectual disability and/or autism. The study included secondary analysis of data collected from TPSID model demonstration sites and intensive case studies of four effective VR/higher education partnerships.
This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.
At the CEC 2019 conference, Meg Grigal, Debra Hart, and Clare Papay, along with Dana Lattin from University of Kansas presented Higher Education for Students With Intellectual Disability: Profiles of Effective Practice. This presentation covered the latest national data on access to higher education by students with intellectual disability, and provided concrete examples and strategies on access to inclusive college coursework, paid employment, and campus residential options.
Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2017-2018 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the IHE during the third year of FY 2016–2020 funding.
Higher education programs for students with intellectual and developmental disabilities (IDD) offer opportunities to engage in college experiences including access to typical college courses. The purpose of the present study was to examine data from federally funded programs in order to describe and identify predictors of inclusive course enrollments. Data on 672 first-year students with IDD who enrolled in 3,233 inclusive college courses were analyzed.
Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education.
Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program.
Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about students from the Year 2 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
