Papay, Clare

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.

This article highlights the benefits of postsecondary education for students with intellectual disability (ID), but reviewing numerous factors contributing to its growth as an option for students exiting high school. The authors cite research done by the Think College National Coordinating Center that shows growth in opportunities for students with ID to attend college. This growth is attributed to factors such as credential development at institutions of higher education (IHE) and improved pathways to competitive employment.

NEAIR is an individual membership driven organization that promotes institutional effectiveness in postsecondary education through excellence in the field of institutional research. Clare Papay and Frank Smith presented a poster and presentation called Programs for Students with ID and IPEDS (Integrated Postsecondary Education Data Systems).

This article details the methods and results of a study that sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model.

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.

This resource shares a webinar transcript and PPT from a webinar presented by Cate Weir and Clare Papay of Think College in 2018, data are presented on the extent to which colleges and universities are offering credentials to students with ID and the types available. A Credential Action Planning Tool that can be used to develop meaningful credentials for students with ID is discussed.

Each academic year, the Think College National Coordinating Center (NCC) collects data on the programmatic strategies used to prepare students for work and to support them with finding and keeping jobs. Additionally, the NCC collects information on any career development experiences and any paid jobs students hold during the year. In this report, we summarize student participation in career development experiences and paid employment in 2015–2016.