College students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school administrators, and IEP team members, as well as parents and prospective students, that inclusive postsecondary education is not only possible but an effective transition services model.
Developed by the Massachusetts Inclusive Concurrent Education Initiative, or MAICEI, to highlight to special education administrators and IEP team members how college-based transition services meet transition services expectations. Each handout is designed by or with input from the featured student. Each document includes a brief introduction and vision for the future for the student, as well as strengths, accommodations, and other details about the student's personality. Each document also includes important information about the student's high school and college experience.
Bridgewater State University's EXCEL Program has made great strides in creating and maintaining inclusive postsecondary education experiences for students with IDD. This brief focuses on the work EXCEL program staff have accomplished by building an inclusive model, department by department, on their campus.
This article describes how programs responded to meet the needs of students with intellectual disability (ID) in response to campus closures and remote learning. The authors relied on individual experiences as well as notes from the Think College program staff meetings, focusing on academics, social inclusion, and employment, as well as the changing roles of peer mentors and families. The article concludes by looking forward to the Fall semester and beyond, examining the longer-term impact of remote instruction and what this could mean for inclusive higher education.
This Think College Transition Student Profile features Brendon, a dual enrollment student at Bridgewater State University. Brendon’s positive transition experiences were the result of collaborative planning and supports between BSU, Somerset-Berkley Public Schools, The Nemasket Group (a disability support organization), and his family. Each partner was committed to supporting Brendon’s vision. As a result, Brendon developed greater confidence and self-determination and is now on a path to reaching his career goal of working with animals.
This publication explains the WIOA, or the Workforce Innovation and Opportunity Act of 2014, and why it is important for people with disabilities. Simple language and an easy-to-use question and answer format is used.
This plain language publication explains the Achieving a Better Life Experience Act, or the ABLE Act, and why it is important for people with disabilities. Simple language and an easy-to-use question and answer format is used.
This publication explains what is important about the FERPA Act, or the Family Education Rights and Privacy Act. Simple language and an easy-to-read question and answer format is used.
Other publications in this Plain Language Series are available on the topics of WIOA, federal financial aid, and the ABLE Act, and can be found here.
This toolkit is designed to help people (e.g., parents & caregivers, teachers, siblings, service providers) who support teens and young adults on the autism spectrum as they set and pursue self-determined goals. Teens and adults on the autism spectrum may also find this toolkit helpful. This toolkit may also be beneficial to people who support individuals with a range of disabilities.
