The purpose of this affinity group is to support members whose work involves supporting transition-aged students with intellectual or developmental disabilities who are or who would like to include college in their transition services. The October meeting will include a discussion of funding options (Memorandums of Agreement with Vocational Rehabilitation, capitalizing on pre-ETS, examples of schools using IDEA funds, etc).
Rachel Adams-Duffy was an intern with Think College during her final semester as a student at Bergen Community College. Here, she reflects on her time at Bergen and what's next.
Watch this recording of a one hour webinar that described and explained 10 different sources of funding that students and families can explore as they develop a plan for how to pay for college.
A list of resources on sources of funding for college, including VR, to help students and families learn more about the available options.
Mentors are often used to support students with intellectual disability as they transition to college. They are typically other college students who assist with academics, adjusting to college life, connect these new college students to campus clubs, organizations, and services, and support them to engage in campus activities. Such mentor models are as diverse as the institutions in which the students are enrolled.
Each month, the NCC features a question received by our Technical Assistance (TA) team in our monthly newsletter.
Hi, I’m Shelby. I started working for Think College in February of this year. I grew up and live in Colorado. Today I am sharing how my state made college possible for students with intellectual disability. In Colorado, the key was to pass state legislation.
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.
Ten teams of policy advocates are preparing to visit Washington, DC in June to learn more about advocacy and disability policy, and then visit their Members of Congress. They are ready to take what they've learned to effect change in the disability community.
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.
