Document

These examples of Satisfactory Academic Progress Policies can be used to inform development of a program's SAP Policy.  They illustrate key components of an SAP Policy:

• Based on the existing policy of the institution
• Addresses how progress is measured in all aspects of the course of study (academics, career development, independent living, social growth)
• Sets minimum standards that must be met to show satisfactory progress
• Outlines what occurs when the student is not making satisfactory progress.

This handy "hyperdoc" lists the most up-to-date and critical resources from Think College for vocational rehabilitation professionals working with students with intellectual disability who are attending college. It includes the title, a brief description, and a link to numerous resources in three different topic areas: enhancing partnerships, policy & guidance, data & research

A flyer with a QR code to the resource online is also included, and can be downloaded and printed to share with others.

Date re-introduced: 3/27/24

Status: Referred to Senate and Assembly Higher Education Committees

Date Introduced: 3/4/24
Status: Passed 5/24/24

VR state agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability at a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network. This concise brief summarizes the key issues discussed and offers VR state leaders' recommendations for enhancing partnerships between state VR agencies and higher education programs to improve access and opportunities for paid employment for students with intellectual disability.

At a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network, five state VR agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability. This Insight Brief provides an overview of the listening session and discussion of the key issues identified: language barriers, need for better communication, lack of awareness of systems and guidance, funding challenges, and the need for goal alignment and employment-focused programming.

Application Checklist Graduate Certificate in Special Education with a Concentration in Transition Leadership

There is one easy way to share your message. Write why you believe college is important for people with intellectual disability using our sign!

There are 2 ways to get the sign. You can download and print a PowerPoint slide or an image. Just follow these directions.

Using the PowerPoint slide instructions

Through secondary analyses of data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database of model demonstration sites in Florida, this study examined components of inclusive postsecondary education programs for students with intellectual disabilities correlated with employment upon program exit. Inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit.

Reporting and sharing program graduate achievements is an important part of the continued success and improvement of inclusive postsecondary education (IPSE). The Think College National Coordinating Center (NCC) held an information-sharing session where staff from Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) shared ideas on how to stay in touch with these graduates and collect follow-up data.