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A greater number of individuals with disabilities are pursuing a postsecondary education than ever before. One barrier that substantially limits postsecondary opportunities for students with intellectual disability is a lack of academic preparation, particularly in the area of reading. Unfortunately, a scarcity of research exists studying effective reading interventions for individuals with intellectual disability, especially in postsecondary education.

In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.

This practical guide can be used by colleges, universities, and other institutions of higher education interested in developing inclusive living opportunities for students with intellectual disability (ID) on college campuses. It offers suggestions on weighing potential benefits and risks, minimizing liability concerns for individuals with and without ID living and learning together, making connections with various campus partners, and conceptualizing how to proactively meet the individualized student support needs in college residence halls.

Think College staff presented several sessions at the November 2017 State of the Art Conference on Postsecondary Education for Students with Intellectual Disability in Syracuse, NY.  Here you can download PPT slides from each session.

The Think College Transition (TCT) project is an inclusive dual-enrollment transition model designed to improve post-school outcomes for students aged 18-22 years who have intellectual disability and autism. The key feature of this model is assisting students to be involved with college classes, work experiences, and social networking opportunities on a college campus with their same-age peers, rather than having typical transition services in a high school.

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs. 

Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagement (NSSE), similarly to other first-year college students. These results provide preliminary evidence of the feasibility and value of educating students with cognitive challenges on university campuses.

How can families of children with disabilities plan for lasting financial security at every stage of life? Find clear answers in The Special Needs Planning Guide, a step-by-step companion for parents as they progress through the complexities of planning for the future of their family and their child. Written by two financial planning experts who are also a parent and a sibling of a person with disabilities, and including contributions from a nationally recognized advocate, this bestselling how-to guide is now in its second edition.

Think College Insight Brief #32 focuses on the unique perspective of a rural, large state program. Think College Wyoming has students enrolled multiple campuses, and enjoys the support of multiple national and state agencies to make this program work. To develop the most appropriate program considering the resources available, a survey was sent to potential students, families, educators, and others. This publication describes the program that was developed based on those survey results and highlights strengths and areas for improvement.