This Think College Transition Student Profile features Pete, a student at Bristol Community College, and how the decision not to attend the traditional transition program offered through his high school led him to having a variety opportunities at college and in his community that has helped prepare him for a career working in animal health.
This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers create customized employment opportunities for students with disabilities. This issue outlines the importance for job developers to develop an employer network that can lead to job opportunities for students. This publication discusses different strategies that can be used to develop networks and the positive results that can occur as a result.
This helpful resource from ACHIEVE at Highline was created to provide a student with an opportunity for career exploration and skill development, and allows the involved parties to be in agreement about the various roles and responsibilities.
This helpful resource from ACHIEVE at Highline can be used by a job coach, support staff, or supervisor to evaluate a student's potential or current internship work.
This useful worksheet from ACHIEVE at Highline can be used to identify a student's career interests and experience.
This study examined the vocational outcomes achieved by 9,432 transition-age (17-26 years old) supported employees with intellectual disability served by state-federal vocational rehabilitation programs throughout the United States in 2015.
This Think College Transition Student Profile features Morgan, a dual enrollment student at Holyoke Community College who went on to transfer to Westfield State University. Morgan developed and used self-determination skills to self-direct her transition experience with the support of her college advisors, school transition specialist, educational coaches, peer mentor, and family. This profile highlights the positive outcomes that can be achieved from collaborative planning and fading supports.
This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in postsecondary education.
Introduced in January 2017, this bill increases the maximum income tax deduction that is allowed for contributions to a disability expense account or federally tax-advantaged college savings plan in Ohio. The legislation doubles the permitted maximum income tax deduction from $2,000 to $4,000 per year for each beneficiary. It also creates a Joint Committee on Ohio College Affordability to review and recommend strategies to lower the cost of attending college.
Enrolled in 2017, this bill extends eligibility for the Ohio College Opportunity Grant (OCOG) to certain individuals with intellectual disabilities. These individuals must be enrolled in a comprehensive transition and postsecondary program (CTP) in order to qualify.
