This Power Point presentation features information for statewide inclusive postsecondary consortium to work successfully with state partners. There are suggestions for choosing potential partners, ways to engage those partners, and tips to maintain those relationships. Additionally, features of successful partnership are identified, as well as legislative actions and goals that partners can set.
This PowerPoint slide presentation was developed by Susanna Miller-Raines of GAIPSEC (GA Inclusive Postsecondary Education Consortium) to illustrate steps that can be taken to develop a statewide inclusive postsecondary education alliance. Recommendations for planning are provided, as well as developing an action plan, identifying potential partners, and plans for building capacity.
This Think College Story is about Betsy King, a former student of Transition & Access Program (TAP) at University of Cincinnati. Find out how Betsy selected this college, what her experience was like at TAP, and how she found a job that is perfectly suited for her.
Interesting to note: one of Betsy's peers from TAP, Samuel, wrote this story.
The Florida Consortium on Inclusive Higher Education developed the IPSE Credential Guidance Brief Series as a set of six stand-alone briefs to guide inclusive postsecondary education (IPSE) faculty, program staff, and secondary educators in the development of an IPSE credential and the supporting program of study. Families and students should find the first four briefs the most informative regarding what to look for in an IPSE credential and the program of study when exploring colleges. Titles of briefs in the series: 1. Background on Inclusive Postsecondary Education 2.
Students with intellectual disability have had poor outcomes after high school compared to their peers without ID . Individuals with ID may rely on government benefits, have extremely high unemployment rates, and experience difficulty becoming part of their local community. Opportunities for students with ID to access postsecondary education are growing. Research indicates that postsecondary education improves employment outcomes for people with ID, but a better understanding of the extent of its effectiveness is needed.
For youth with intellectual disability (ID), there is a significant disparity in education and employment outcomes as compared to those without ID. Youth with ID are less likely to have postsecondary education or competitive employment goals in their transition plans and have lower rates of employment and postsecondary education participation than youth with other disabilities. Only 30% of youth with ID go on to any type of postsecondary education after high school, and 81% of people with intellectual and developmental disabilities (IDD) are served in segregated non-work settings.
If states want to build an inclusive economy where all workers and all businesses have the skills they need to stay competitive in a rapidly changing global marketplace, everyone must work together to expand access to and attainment of degrees and credentials of value.
This guide can be used by staff and administrators at institutions of higher education to develop procedures for collecting data on the outcomes of students with intellectual disability after they graduate from higher education programs. It explains why it is important to collect data, methods to use, and what to do with the data once its collected. Samples are shared throughout this publication.
The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment.
One of the strongest predictors of post-school employment for students with intellectual disability and/or autism (ID/A) is obtaining work experiences while in high school. There is growing evidence of a similar effect among college students.
