This brief, created by the PACER Center, is for families preparing for their child with disabilities to go to college. The helpful checklist and related resources will guide the selection of transition goals and activities that will likely be key factors in making the possibility of college a reality.
This webinar is for families who are considering college options for their child with ID and are embarking on the application process. As exciting as the prospects are, there is a lot that goes into assembling the necessary materials for the college application: references from employers, friends, teachers, and more; photos; letters of support from those your child’s network; academic records; and more. Additionally, items needed for the application package may vary greatly for higher education programs for students with ID.
Meg Grigal, Clare Papay, and Brian Freedman from University of Delaware, presented a session called Including Students with Intellectual Disability in the First Year Experience at The 39th Annual Conference on The First-Year Experience. This conference provides an ongoing forum where higher education professionals can share experiences, concerns, and accomplishments related to supporting student learning, development, and success in the first college year.
This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.
This article examines the population of students who are not completing college. Further, it focuses on students with intellectual disabilities (ID) and the progress that has been made in recent years to improve opportunities for students with ID to attend-- and complete-- college. Several strategies are cited that have helped inclusive college teaching such as universal design for learning (UDL), differentiated instruction, accommodations, and the use of mentoring and coaching.
Think College REPORTS present descriptive data in narrative or 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 2018-2019 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 fourth year of FY 2016–2020 funding.
Here are the presentations and handouts from the CEC 2020 Convention, February 5-8, in Portland, OR.
Three briefs from Think College that share important information on how Medicaid Home and Community Based Services (HCBS) waivers are being used to support participation in postsecondary education (PSE) programs.
Medicaid Home and Community Based Services (HCBS) waivers can provide support for individuals with intellectual disability participating in postsecondary education (PSE). HCBS waiver funding has been used to pay for peer support, career services, transportation, tuition, fees, and more (Parisi & Landau 2018). This Insight Brief explains how to access information on state HCBS waiver programs, how to review those programs, how to determine what waiver services can support PSE, and more.
This infographic highlights the work of Think College National Coordinating Center staff throughout 2019. Statistics are shared about number of conference presentations given, number of publications and webinars, website activity, social media reach, and more.
