This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.
This webinar, hosted by KU Transition to Postsecondary Education (KU TPE), features a presentation by Meg Grigal and Clare Papay about how educators and families can better support students with ID/D to begin their college journey ready for success. Learn how to support high school students with ID/D cultivate foundational skills; access academic supports; and develop 21st century skills using technology for communication, navigation, and social connections.
This simple guide for students about using Zoom was created by Julie Smith, a.k.a, The Techie Teacher. It includes instructions for those using a computer or an iPad. It originally appeared in a blog post on March 18, 2020. It can be downloaded from the website into Google Slides or as a PDF. It has also been translated into Spanish, Polish, French, and German.
This brief, created by the PACER Center, is for families preparing for their child with disabilities to go to college. The helpful checklist and related resources will guide the selection of transition goals and activities that will likely be key factors in making the possibility of college a reality.
The Maryland Developmental Disabilities Council announced funding in 2020 for the Technical Assistance Hub for Postsecondary Education Opportunities. The Hub will connect, support, and train colleges and universities to develop or improve inclusive higher education programs. The Hub will also support the expansion of inclusive, dual enrollment programs for students with disabilities age 18 - 21.
This case study developed by the National Technical Assistance Center on Transition describes a 13 year old student with an intellectual disability that has a transition goal of attending college. The case study describes the student and outlines examples and non-examples to complete the Indicator 13 Checklist for this student.
This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). 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.
This bill, which expired in committee in 2020, proposed the expansion of grants for students with intellectual and developmental disabilities (IDD) enrolled in approved comprehensive transition programs (CTPs) to include postsecondary institutions in states that share a geographic border with Minnesota. This means that Minnesota’s public financial assistance grants for students with IDD could be used at institutions in Minnesota, North Dakota, South Dakota, Iowa, and Wisconsin. Students must have an IDD and be enrolled in a comprehensive transition and postsecondary program.
Grants for Students with Intellectual and Developmental Disabilities (ID Grant) provide financial assistance to eligible Minnesota resident students with intellectual and developmental disabilities who attend eligible Minnesota postsecondary institutions. The grant program was established in fiscal year 2018 and has received $800,000 total in state appropriations with no allocation for administrative costs.
This article examines the population of students who are not completing college. Further, it focuses on students with intellectual disabilities (ID) and the progress that has been made in recent years to improve opportunities for students with ID to attend-- and complete-- college. Several strategies are cited that have helped inclusive college teaching such as universal design for learning (UDL), differentiated instruction, accommodations, and the use of mentoring and coaching.
