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Achieving sexual agency for adults with disabilities begins with developing sexual knowledge. Many young adults with disabilities are often denied sexuality

Similar to their typical peers, students with intellectual disability enrolled in postsecondary education programs endure levels of stress that result in the application of coping strategies necessary to navigate various social domains of college life, including romantic relationships, friendships, roommate relationships, and social media interactions. This study utilizes survey and interview data to examine which coping strategies are used by college students with intellectual disability.

Think College interviewed Ezra Czechowski for our September 2021 monthly newsletter when he was a second-year student at Washington State University.

The University of Massachusetts Boston Transition Leadership program brochure outlines what transition leadership is, how the program prepares candidates for this leadership, who is eligible for this training and how this training can be applied in schools, colleges and community settings. Contact information for program staff is also included in the brochure.

The University of Massachusetts Boston Transition Leadership program is a six-course, 18-month fully online graduate certificate program that prepares candidates for the role of secondary transition specialist. This program factsheet describes the program, candidate eligibility, the course of study, and required documentation to apply to the program. Contact information for the program staff is also available.

The University of Massachusetts Boston’s Transition Leadership program prepares candidates to lead transition services in their schools or organizations. Examples of this leadership includes conducting department and school or organization transition services assessments, preparing students to lead their transition services, coordinating and documenting individual transition services, establishing interagency transition teams, and providing professional development.

These presentations, sharing findings from the Moving Transition Forward project, were delivered by Clare Papay and Meg Grigal at the 2021 Council for Exceptional Children annual convention. Descriptions are listed below, and handouts are attached.

There is growing evidence postsecondary education (PSE) is an effective pathway to employment for individuals with intellectual disability and/or autism spectrum disorder (ID/A). Partnerships between institutions of higher education (IHEs) and vocational rehabilitation (VR) are essential in providing better access to this pathway. This study sought to identify elements of effective IHE-VR partnerships through case studies at four sites, involving interviews with faculty and program staff, VR administrators and counselors, and students and families.

This resource is called the Self-Advocacy Curriculum. This curriculum was made by National Autism Resource and Information Center. A curriculum has a lot of information that teaches you something. Teachers use curriculums when they are planning what they want to teach their students.

This Snapshot features a big-picture view of the TPSID projects from both Cohort 1 (2010-2015) and Cohort 2 (2015-2020). The numbers of students, programs, and grantees across states is included, as well as numbers of courses taken, paid jobs held while enrolled in college, and credentials earned are shared.