Peer mentors provide crucial social, academic, and campus community inclusion supports to students with intellectual disability enrolled in higher education. Research on the perspectives of peer mentors provides valuable insight into the impact that supporting students with intellectual disability has on both the students and the mentors.
This slide deck explains the basics of college programs, shares the national landscape of programs, and includes multiple graphics sharing data about current college programs and student outcomes. Also included are slides that share tips for a successful meeting with administrators, and a listing of additional program development resources. This can be used in whole or in part to frame an introductory presentation to college administrators or others who need to be introduced to college programs and why they are a good idea.
Many students, including those with intellectual disability, benefit from explicit campus navigation and acclimation training in their new campus community. This kind of training can help prepare students for campus and community involvement. Learning campus navigation skills can benefit incoming college students, and can generalize to other new environments, resulting in increased independent community access. This publication summarizes the available research on teaching campus navigation and makes recommendations on how and when to teach these skills to students.
Faculty perspectives on teaching students with intellectual disability are important to consider as college programs continue to grow and more students are enrolling. To ensure faculty experiences are considered in program development and improvement, we conducted a brief literature review of postsecondary education-related articles, focusing on those that included the perspectives of faculty who taught students with intellectual disability at colleges or universities.
This chapter provides an overview of key legislation impacting college going youth with disability including the IDEA, the ADA, Section 504 of the Rehabilitation Act, and the HEOA. It discusses the importance of preparation for postsecondary education through the transition process, emphasizing the importance of self-determination, person centered planning, and student and family involvement.
This article published in the International Review of Research on Developmental Disabilities (IRRDD) offers a comprehensive overview of the benefits of postsecondary education (PSE) for adults with intellectual and developmental disability. It describes the existing landscape of the current 339 PSE options offered by colleges and universities in the US and the relevant legislative foundations supporting program development.
Since the Higher Education Opportunity Act was passed in 2008, more students with intellectual disability have been able to attend inclusive college programs in the United States. One challenge many students face when they arrive on campus is learning how to get around on their own.
In order to improve employment outcomes for individuals with intellectual disability, it is important for VR personnel and higher education program staff to establish partnerships. The Employment Partnerships Collaborative Workgroup, a project of the Think College Inclusive Higher Education Network, identified states with exemplary partnerships and asked them to write up a description of what makes things work in their state.
In order to improve employment outcomes for individuals with intellectual disability, it is important for VR personnel and higher education program staff to establish partnerships. The Employment Partnerships Collaborative Workgroup, a project of the Think College Inclusive Higher Education Network, identified states with exemplary partnerships and asked them to write up a description of what makes things work in their state.
Vocational Rehabilitation (VR) counselors are key partners in the success of higher education programs for students with intellectual disability. Navigating these partnerships can raise many questions for program staff new to working with VR agencies. This publication addresses the most common questions that staff of higher education programs for students with intellectual disability ask Vocational Rehabilitation (VR) counselors, promoting effective collaboration between higher education staff and VR counselors.
