Watch this webinar recording to learn how Massachusetts is expanding access to college-based transition services (inclusive dual enrollment) for students with intellectual and developmental disabilities. This session will highlight how partnerships between school districts and colleges are strengthening transition pathways, the impact on student participation and outcomes, and lessons learned from statewide implementation efforts. Participants will gain insight into promising practices, challenges, and opportunities for continued expansion.
Nunes, Lyndsey
This Insight Brief #38 provides dual enrollment staff, specifically college coordinators and transition specialists, an overview of effective transfer practices and policies between sending and receiving institutions to support students with intellectual disability and autism. These practices include advising, orienting, and support services, as well as providing opportunities for academic and social integration. Building ongoing relationships with transfer destination partners will be key to developing successful transfer programs.
Project
Think College Transition
This Insight Brief #35 provides an overview of academic advising strategies to support dually enrolled students with intellectual disability (ID) in higher education while addressing some advising challenges. Effectively advising students with ID involves a comprehensive understanding of the student’s goals, preferences, strengths, and interests, as well as the student’s disability. It also requires recognition of some institutional obstacles that may impact student access to desired classes.
Project
Think College Transition
This online Research Summit from June 2017 featured two researchers who recently completed their doctoral dissertations in the area of postsecondary education for students with intellectual disability. They presented their research and led a discussion on conducting doctoral research during the summit.
Project
National Coordinating Center
To date, there has been limited research on effective programs or practices for supporting young adults with intellectual disability or autism spectrum disorder (ASD) in dual-enrollment post-secondary education (PSE) settings. However, emerging research has suggested that providing individuals with intellectual disability and/or ASD opportunities to participate in PSE programs will greatly influence overall quality of life and self-determination (Hart, Grigal, & Weir, 2010).
Project
MAICEI