Did you know students with intellectual disability can go to college? This plain language resource shows what students can do in college, like join clubs and organizations, live on campus, and take classes. There is also information on how students can learn more about going to college.
Families play an important role in making college possible for students with intellectual disability (ID)! This resource provides information on college options for students with ID and steps families can take to learn more and support students in exploring the option of college.
Administrators in higher education play an important role in making college possible for students with intellectual disability (ID). This resource is designed for higher education professionals and contains the perspectives of experienced leaders in higher education who have developed college programs for students with ID. There are also resources for professionals to explore developing an inclusive postsecondary education (IPSE) program and welcoming students with ID on college campuses.
This guide is designed to introduce you to inclusive postsecondary education (IPSE), or college options for students with intellectual disability (ID). In this guide, you’ll find everything you need to know about IPSE in an easy-to-read format, with helpful tips, information, and resources from the Think College website. You will learn about what IPSE is, how colleges include students with ID, and how to find and apply to college, as well as pay for it.
This appropriations bill increased the number of inclusive postsecondary education programs and funding allotted to community colleges. This expansion to fifteen programs at community colleges includes opportunities for micro credentials or other credentials that lead to increased employment outcomes. A proposed $3.9 million is identified for the the community college portion of the bill.
This document shares the person-centered planning process used at the University of Alabama’s CrossingPoints Certificate in Occupational Studies. It also includes an example of the form they have built in Qualtrics that is used to take notes during each person-centered planning meeting.
Think College REPORTS present descriptive data in narrative and 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 2021-2022 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 second year of FY 2020-2025 funding.
This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 2, 2021-2022) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.
Educators play a vital role in setting expectations and sharing resources with students and families who are interested in college. This resource includes steps educators and transition professionals can take to help students with intellectual disability (ID) and their families to explore college options!
These MOU were developed at the University of Alabama to outline roles and responsibilities when the student and the fraternity or sorority. The agreements outline roles and responsibilities for the Alabama Interfraternity Council & Office of Fraternity and Sorority Life, CrossingPoints staff and the CrossingPoints student that is participating.
