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This resource shares the PPT slides from a session at the State of the Art Conference 2021 that shared the current status of the accreditation process as well as the recommendations from the recent Report to Congress. This session was presented by: Martha Mock, Associate Dean for Academic Affairs, University of Rochester, Debra Hart, Director of Education and Transition, Institute for Community Inclusion, and Stephanie Smith Lee, Senior Policy Advisor, National Down Syndrome Congress.

Inclusive higher education presumes students with intellectual disability are accessing academic courses with their college peers. To ensure these learning experiences are successful, program staff must address questions and concerns with faculty before and throughout the duration of the course.

In November 2021, Think College staff (Meg Grigal and Clare Papay) presented at the State of the Art conference on recent research conducted on college-based transition services (CBTS). College-based transition services (CBTS) are an emerging model for youth with ID ages 18 to 22. This research study used the largest available national dataset (TPSID) to explore the transition experiences of youth with intellectual disability and/or autism who attend CBTS programs.

Think College interviewed Radek Dvorak for our October 2021 monthly newsletter. Radek is from Bismarck, North Dakota and attends Minot State University.

This Insight Brief describes how the COVID-19 pandemic impacted college students with intellectual disability (ID) enrolled in the colleges and universities offering TPSID programs. During the COVID-19 pandemic, most colleges and universities transitioned to some form of remote instruction. Many students with ID moved off campus, accessed their learning experiences and associated accommodations in new ways, and dealt with changes in their internship and employment experiences (Madaus et al., 2021; Papay & Myers, 2020; Sheppard-Jones et al., 2021).

Signed September 2020, this directed the University of North Carolina (UNC) Board of Governors to allocate funds to UNC institutions for up to 100 resident full-time students enrolled in CTPs. The funding begins with FY 2021-2022, with direction to allocate funds each year thereafter. This is the state match for in-state students, which until this bill passed were not included in the FTE calculation. If there are more than 100 resident full-time students enrolled at UNC system CTPs in any academic year, the UNC Board of Governors must allocate funds to each institution on a pro rata basis.

Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This Institute for Community Inclusion brief is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports. 

Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief from the Institute for Community Inclusion is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports. 

Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports. 

Find more ICI COVID-19 resources at covid19.communityinclusion.org

Due to the COVID-19 pandemic, day and employment service providers have had to quickly determine how best to provide supports for people they serve. For many this means transitioning to services and supports that can be provided remotely. This brief is one in a series developed to help community providers continue to provide services to those who are currently working, seeking employment, or engaged in community-based day supports. 

Find more ICI COVID-19 resources at covid19.communityinclusion.org.