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.
Pre-planning is key to achieving goals, and this article describes the importance of planning ahead to optimize utilization of resources available to students. Describing the necessary steps and process of creating supports, this article emphasizes collaboration and person-centered planning. It also highlights some of the supports and strategies that some students are using.
The FY2015 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.
This Credential Action Planning (CAP) tool supports postsecondary education programs for students with intellectual disabilities in the development of a meaningful credential that can be earned by the students attending their program. It includes a checklist that takes the user through each step in the process, allowing space for indicating where they are in the process and to take notes on each step.
Think College Insight Brief #25 shares strategies and processes that can be used by programs when they are developing the credential that students will earn. An accompanying Credential Action Planning Tool is also available from Think College.
This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors.
The authors present findings from a 2009 survey of postsecondary education (PSE) programs for students with an intellectual disability (ID) conducted in the United States. The survey was designed to collect descriptive information on characteristics and practices of existing PSE programs for students with an ID.
This special issue of Impact explores what we know, and what we still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important.
This brief describes the fiscal, policy, and environmental contexts of the state of practice and research in the field of inclusive higher education for students with intellectual disability (ID) at the time it was written, in 2011. It also introduces a validated, standards-based conceptual framework that provides a foundation for future research and practice in this field.
Think College first developed Standards, Quality Indicators, and Benchmarks for Inclusive Higher Education in 2011 and 2012. The standards are currently undergoing revision. Download the most current version (January 2022), now entitled "Think College Guiding Principles and Practices".
