Presented at the CEC LIVE 2021 conference, Clare Papay and Meg Grigal shared findings from a study that analyzed data from the National Longitudinal Transition Study 2012 to determine if youth with ID/A are receiving transition services that are aligned with research-based and promising predictors of post-school success as identified by Test et al. (2009) and Mazzotti et al. (2016).
In this Data Blitz session at CEC LIVE 2021, Clare Papay and Meg Grigal shared initial results of a study from the Moving Transition Forward project. The transition experiences of youth in CBTS programs are malleable: that is, these are programmatic factors that can be changed or modified by college/university or school district partner staff to support youth to achieve successful postschool outcomes. The findings of this research highlight several ways in which CBTS programs provide strong transition programming.
EVERY RIDE COUNTS is the National Aging & Disability Transportation Center (NADTC) comprehensive publicity campaign to promote the availability and accessibility of transportation options for older adults, people with disabilities and caregivers in communities around the country. The campaign’s carefully crafted messages and materials include designated spaces for your local organization’s logo and information, enabling you to customize them for your community.
The campaign overview is available here in English and Spanish.
This example of a Student Plan of Action from University of Oklahoma Sooner Works program is used to document a plan for improvement when a student is not making satisfactory academic progress.
This example of a Student Plan of Action from University of Oklahoma Sooner Works program is used to document a plan for improvement when a student is not making satisfactory academic progress.
A sequential mixed methods study, featuring a quantitative survey and qualitative interviews, was conducted to explore barriers faced by PSE program staff when facilitating work experience engagements. Findings include the identification of common barriers to facilitating paid work experience for students in PSE programs as being: (a) transportation issues, (b) employer perceptions of the abilities of people with disabilities, (c) inadequate number of staff hours to support students in the workplace, and (d) finding time in the students’ schedule.
In 2020, AUCD and the Think College National Coordinating Center (NCC) conducted a national survey that examined how individual DD Councils were supporting postsecondary education for students with IDD at the state level.
This Fast Fact provides a summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.
Think College REPORTS present descriptive data in narrative or 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 2019-20 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 fifth year of FY 2016–2020 funding.
This document includes the original, 2021 version of program accreditation standards, guidance on how to address those standards in your inclusive college program, and the documentation that will be required to indicate that the standard is met. For the current version, see the 2024 Program Accreditation Guidance Manual.
