National Coordinating Center

This “Questions and Answers” (Q&A) from the U.S.

When considering transition, not only is collaboration important, but under the right conditions it can lead to desired outcomes for youth with disabilities in transition from school to careers and adult life.

This document identifies 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. There are three categories of expectations: personal independence, academic engagement, and civic and social engagement.

Having the right team in place to support college students with ID to access and succeed in employment is critical—and complicated. Students may be eligible for employment services from various state and federal entities (e.g., ED, DD, VR, HCBS waiver) and coordinating these with existing program services is critical. So where do you start when trying to optimize the resources available and support the best outcomes? Our presenters will tackle this topic, highlighting the need for individualized planning of employment services and supports for college students with ID.

Think College REPORTS present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding.

Think College interviewed Wright Villani for the March 2022 newsletter. Wright lives in Richmond, Virginia and goes to Virginia Commonwealth University ACE-IT in college.