Papay, Clare

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at 7 colleges and universities across the U.S.

Presented at the CEC LIVE 2021 conference, Clare Papay and Meg Grigal shared findings from a study that analyzed data from the National Longitudinal Transition Study 2012 to determine if youth with ID/A are receiving transition services that are aligned with research-based and promising predictors of post-school success as identified by Test et al. (2009) and Mazzotti et al. (2016).

In this Data Blitz session at CEC LIVE 2021, Clare Papay and Meg Grigal shared initial results of a study from the Moving Transition Forward project. The transition experiences of youth in CBTS programs are malleable: that is, these are programmatic factors that can be changed or modified by college/university or school district partner staff to support youth to achieve successful postschool outcomes. The findings of this research highlight several ways in which CBTS programs provide strong transition programming.

This Fast Fact provides a summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020). 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.

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 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the fifth year of FY 2016–2020 funding.

This presentation, based on 2019-2020 TPSID Data, highlights the importance of vocational rehabilitation in inclusive postsecondary education. Meg Grigal and Clare Papay originally shared this at a Vocational Rehabilitation Affinity Group meeting in May 2021.

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:

How can educators and families better support students with disabilities to begin their college journey ready for success? This presentation by Meg Grigal and Clare Papay at the CEC 2021 conference describes how to support high school students with disabilities to cultivate foundational skills; access needed academic supports; and develop 21st century skills using technology for communication, navigation, and social connections.

This resource can be used to determine if a course attended by students in college programs for students with ID meets criteria to be considered a fully inclusive class.

This presentation, delivered virtually for the 2020 DCDT Annual Conference, is the first presentation in a series from the Moving Transition Forward project, which will examine the composition and impact of existing transition practices via secondary analysis of two national datasets: NLTS 2012 and TPSID data.