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This Student and Parent Handbook from The Scholars with Diverse Abilities Program (SDAP) at Appalachian State University provides an example of the kinds of things that can be covered in a handbook of this type, providing clear information about key goals, policies and practices of a postsecondary education program.

The attached is a description of Aggie ACHIEVE including goals, course requirements and offerings, employment goals, and more.

In 2007, The Arc Jacksonville (a local chapter of the national nonprofit agency, Arc National) and University of North Florida partnered to create this innovative program, to provide young adults with intellectual disabilities the unique opportunity of having an authentic college experience while receiving transition services. Students participate in all aspects of college life by auditing UNF courses, joining campus organizations and clubs, and participating in recreational/leisure activities that are enjoyed by all UNF students. 

This handbook is a resource for students on all aspects of the Academy for Community Inclusion college program. During orientation and the first weeks of school, students read and review this handbook to understand the rules they need to follow while you in the Academy and at Florida Atlantic University (FAU). 

Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training.

This document explains the legal obligations that postsecondary institutions have toward students with disabilities under the Americans with Disabilities Act, Section 504 of the Rehabilitation Act, and the Fair Housing Act.

This bill was introduced in 2021, but did not pass. This legislation would create the Building Better Futures Program, which funds existing or emerging CTPs in Texas. The program will be overseen by the Texas Higher Education Coordinating Board (THBC). In order to apply for Building Better Futures funding, programs must either: Have been granted CTP status by the U.S. Department of Education or be awaiting approval of CTP status. If a program awaiting CTP status is given funds, they must be declared a CTP within 3 years in order to retain Building Better Futures funds.

How can educators and families better support students with disabilities to begin their college journey ready for success? This presentation by Meg Grigal and Clare Papay at the CEC 2021 conference describes how to support high school students with disabilities to cultivate foundational skills; access needed academic supports; and develop 21st century skills using technology for communication, navigation, and social connections.

Lesbian, gay, bisexual, transgender and queer (LGBTQ) students with disabilities face unique challenges as a result of their disability status and potential bias related to their sexual orientation, gender identity and/or gender expression. Educators, counselors, parents/guardians and other adult allies play an important role in ensuring the safety, inclusion and well-being of these students, all of which are essential to academic and social-emotional growth in the classroom and school communities.

This bill, enacted in 2021, amends the Dual Credit Quality Act, stating that transition planning must include information regarding career and technical education opportunities, as well as postsecondary CTE opportunities. The bill also outlines how school districts within community college districts will create partnerships with one another that modify their dual-credit plan to include students with intellectual and development disabilities providing appropriate accommodations.