In this webinar, the presenter discusses the many college expectations for entering college freshmen and what middle and secondary school students with intellectual disability, their teachers, and parents can do to prepare for those expectations. They also discussed ways to develop and support IEP goals that align with the preparation, knowledge, and skills students need for college. Tips, tools, and strategies were shared.
In this video, experts from CAST explore implementing universal design for learning (UDL) in a Career and Technical Education (CTE) classroom. The speakers discuss instructional design particular to CTE and how UDL can inform some of these designs.
Staff and students from the University of Oklahoma Sooner Works and University of Alabama CrossingPoints programs describe their approaches to support student living on campus in this informative webinar. The University of Oklahoma (UO) describes how they support students in living on campus including individualized strategies and supports as students grow in their independence.
College has the potential to be an opportunity for enormous growth in the lives of all students. How can college programs for students with intellectual disability promote this growth? By supporting students to set and work toward meaningful college and career goals and gain related experiences.
Universal Design for Learning (UDL) can be used to design high quality experiences for all learners in a wide range of environments, including Career and Technical Education (CTE). In this hour-long webinar from the Center for Applied Special Technology (CAST), three experienced CTE educators and UDL practitioners outline ways in which UDL principles can be used to ensure that a variety of CTE environments are accessible for all learners. This is a helpful resource for all CTE administrators in designing high-quality classroom and work-place experiences.
Russ Thelin highlights components of building and sustaining partnerships between inclusive postsecondary education programs (IPSE) and Vocational Rehabilitation (VR). Examples of collaborative practices between vocational rehabilitation and inclusive higher education are outlined, as well as common areas of challenge in building partnerships between the two players, with offerings of how to potentially address them.
This presentation highlights partnerships across university campus to enhance inclusive learning experiences for students with intellectual disabilities. These inclusive learning experiences include collaborations with the campus student money management office, career center, division of student affairs, and more. The session concludes with a helpful discussion on this approach to offering inclusive learning experiences between presenters and attendees.
Presented by staff of University of North Texas ELEVAR program at the 2021 TPSID Project Director Meeting.
How are youth with intellectual disability and autism preparing for postsecondary education and employment? In this recorded presentation, Think College staff, Meg Grigal and Clare Papay, share findings from the Institute of Education Sciences funded Moving Transition Forward project. The featured study analyzed data from the National Longitudinal Transition Study 2012 to examine the college and employment preparation activities of youth with intellectual disability and autism. Results provide useful and actionable strategies to improve practice in secondary transition.
As students and their families look at college options, the question of how to pay for it is on everyone’s mind. No one solution is going to work for all students, so this webinar shares information on several funding options that students and families can explore, such as Vocational Rehabilitation, Medicaid, scholarships, federal student aid, Veteran’s benefits, and ABLE accounts. Details of each funding source are shared, as well as an overview of the conditions under which available funding possibilities may be an option.
College students in general have an immense amount of freedom to take emotional, physical, and intellectual risks. Presenters discussed the access to Dignity of Risk that students with intellectual disability should have when in college. The presenters advocated for increased dignity of risk, a model of dignity of risk in IPSE programming, and five principles that might guide programs as they consider and assess risk.
