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Think College interviewed Alaine for our February 2021 monthly newsletter when she was a junior at Northeastern State University in Tahlequah, OK.

Think College interviewed Jessica Otty for our November 2020 monthly newsletter when she was a sophmore at Utah State. 

Think College interviewed Noelle Anglade for our April 2021 monthly newsletter when she was a sophmore at the College of New Jersey. 

Think College interviewed Lawrence Sapp for our March 2021 monthly newsletter when he was a freshman at University of Cincinnati.

Click here to read the interview.

The South Carolina state budget includes funds to provide needs-based financial aid to students with ID enrolled in one of South Carolina’s CTPs. They are disbursed by the South Carolina Commission on Higher Education. The state budget also allocates lottery scholarship funds to support students with ID who have financial needs and are enrolled in a CTP. Each student may receive a scholarship, called the College Transition Program Scholarship, of up to $5,000 per academic year. In FY 2020-21 and 2021-22, $750,000 was awarded to support needs-based scholarships for students with ID.

Think College interviewed Peach Chinratanalab for our June 2021 monthly newsletter just a few weeks after she graduated from Next Steps at Vanderbilt University.

Think College interviewed Elise McDaniel for our May 2021 monthly newsletter. She is a student in the FUTURE program at University of Tennessee. The coordinator of the FUTURE program was also interviewed. 

Think College interviewed Antonio Contreras for our January 2020 monthly newsletter when he was a first-year student at Georgia Tech EXCEL. 

This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.

Think College interviewed Ethan Sagear for our January 2021 monthly newsletter. Ethan is a student at Southeastern University in Lakeland, Florida.

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with ID. As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at 7 colleges and universities across the U.S.