Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
Staff from the Think College National Coordinating Center presented on some current events related to inclusive higher education and activity from the NCC.
In 2018, a student at Kent State University conducted a project to learn promising practices that support the development of a well-functioning and useful advisory board that can serve college programs for students with intellectual disability. In this document, she shares her findings - 15 tips to forming an effective advisory board.
This Grab and Go Practices #9 provides an overview of numerous ways that team members are capitalizing on dual enrollment college experiences that students are participating in to develop IEPs that reflect comprehensive transition experiences, and that communicate the progress students are making on measurable postsecondary goals.
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. Career counselors highly recommend that students research both the jobs that they are interested in and local employers within those fields. This guide reviews how to research employers. This ready-to-use chart accompanies Grab and Go Practices #8, Customized Employment-- Employer Research.
This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers develop customized employment opportunities for students with intellectual and developmental disabilities. For students who have difficulty obtaining paid work through traditional methods, a customized employment approach can provide a more thoughtful, individualized plan that meets the needs of both the job seeker and the employer. This publication focuses on the the discovery phase, which is the foundation to customized employment.
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. Learning about a student can help team members identify specific career focus areas that can be explored further through career exploration activities. It is important that students explore different types of jobs and career fields so they can make an informed decision on what type of work they want to do in the future. This publication provides guidance in how to do this.
This college planning timeline was created by the Think College Transition team to help teachers, families, and students prepare for college. It includes tasks that should be considered throughout high school, as well as for specific grade levels.
This is a sample schedule for a student who is dually enrolled in high school and college. It features his interest in graphic design and includes academics, employment, travel time, and some social activities, as well. The goal for students in dual enrollment programs is to move the student’s transition services away from a high school-based setting to a college-based setting that is more natural for peers of this age and is more inclusive of peers without disabilities. This is reflective of the Think College Transition model.
This resource shares a webinar transcript and PPT from a webinar presented by Cate Weir and Clare Papay of Think College in 2018, data are presented on the extent to which colleges and universities are offering credentials to students with ID and the types available. A Credential Action Planning Tool that can be used to develop meaningful credentials for students with ID is discussed.
