Hart, Debra

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

This 2010 Fast Fact presents the results of a survey of postsecondary education programs on what services are offered for students with intellectual disability. Details on admission, courses and programming, housing, and more are presented. 

This book uncovers the big picture of today's postsecondary options and reveals how to support students with disabilities before, during, and after a successful transition to college. A critical resource for education professionals to read and share with families, Think College helps readers

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 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

The Foundational Skills for the College and Career Learning Plan (CCLP) can be used to structure college experiences, including course work, employment, internships, on campus activities, volunteer and service learning experiences, and more. The CCLP is a goal setting and assessment tool designed to drive learning and productivity on campus, during internships and on the job. It can be used to structure the goal setting and to track and document the achievement of foundational skills.

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 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

Massachusetts youth with significant disabilities, ages 18 to 22, have new opportunities to enter postsecondary education and employment options while still under the auspices of their local school districts. This article describes how an interagency partnership of adult service agencies, the Community Based Employment Services (CBES) program, was utilized by high school-based Youth Support Teams (YSTs) to develop a new individual support model of collaborative funding for transition-aged youth.

The FY2011/2012  report of data from the Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects. These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes. 

The FY2013 annual report of data from the Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects.  These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes. 

The FY2014 annual report of data from the The Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects.  These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes.