One of the primary goals for students attending IPSE programs is authentic, competitive employment experiences, and research shows that students with some IPSE experience have better outcomes in securing employment. What has come into focus recently, is that just getting a job is not enough. It is becoming more important that students have access to industry recognized credentials through their IPSE programs so that they can get better jobs, with better pay.
This Affinity Group is designed for people who are currently involved in research in inclusive higher education or those who would like to become more involved. The activities of the group will be relevant for those working directly in inclusive higher education as well as in related disciplines (e.g., transition, rehabilitation, disability services). We have a particular focus on supporting emerging scholars (master’s and doctoral candidates).
This Affinity Group is designed for people who are currently involved in research in inclusive higher education or those who would like to become more involved. The activities of the group will be relevant for those working directly in inclusive higher education as well as in related disciplines (e.g., transition, rehabilitation, disability services). We have a particular focus on supporting emerging scholars (master’s and doctoral candidates).
This Affinity Group is designed for people who are currently involved in research in inclusive higher education or those who would like to become more involved. The activities of the group will be relevant for those working directly in inclusive higher education as well as in related disciplines (e.g., transition, rehabilitation, disability services). We have a particular focus on supporting emerging scholars (master’s and doctoral candidates).
A collaborative model of professional development, using principles of collective inquiry, coaching, reflection and co-writing, has resulted in an online training sequence for three key groups who offer and support college-based transition services. These include college program coordinators, special education administrators and transition staff, and coaches and mentors. Presenters shared strategies and co-authored practitioner materials This session was presented by Think College staffers Maria Paiewonsky & Ty Hanson.
To increase opportunities for students with intellectual disabilities to attend inclusive college programs, it is critical to understand current federal and state legislation and to develop relationships with policymakers. This is not a partisan issue. This is about sharing information, educating legislators and understanding how students, advocates, families, professionals and your neighbors can influence the process.
This resource shares the PPT slides from a session at the State of the Art Conference 2021 that shared the current status of the accreditation process as well as the recommendations from the recent Report to Congress. This session was presented by: Martha Mock, Associate Dean for Academic Affairs, University of Rochester, Debra Hart, Director of Education and Transition, Institute for Community Inclusion, and Stephanie Smith Lee, Senior Policy Advisor, National Down Syndrome Congress.
Inclusive higher education presumes students with intellectual disability are accessing academic courses with their college peers. To ensure these learning experiences are successful, program staff must address questions and concerns with faculty before and throughout the duration of the course.
This brief (2 minute) video shares the perspectives of college professors who have included students with intellectual disability in college classes. It is an excerpt from "Rethinking College", the 30 minute film created by Think College.
