This helpful resource from ACHIEVE at Highline was created to provide a student with an opportunity for career exploration and skill development, and allows the involved parties to be in agreement about the various roles and responsibilities.
This webinar reviewed the what, where, and how of good collaboration between VR and institutions of higher education serving students with intellectual disability (ID), with regard to accessing pre-employment transition services (Pre-ETS). Staff from Think College and the Achieve program at Highline College share practical resources, strategies, and examples of how pre-ETS services can be offered via a college program, and how these services can help students with ID explore, and ultimately obtain, competitive integrated employment.
This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in postsecondary education.
This guide for students was created to accompany Navigating the Transition from High School to College for Students with Disabilities, a book published by Routledge. This stand-alone resource for students includes testimony from students with disabilities about considerations when planning for college, how to pick a school that’s right for you, how to advocate for yourself, and more.
This article details the methods and results of a study that sought to identify predictors associated with paid employment outcomes for community and technical college students with intellectual disability (ID). Data used were collected from the Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID) implemented in two community and technical colleges in the upper Midwest. The participants included 228 students with ID attending college who received supports based on the Check & Connect model.
Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program.
This webinar, recorded in June 2018, takes a fresh look at family engagement in postsecondary education programs from a parent perspective. Parents and program staff explore strategies for effective family engagement practices in light of Family Educational Rights and Privacy Act (FERPA) requirements, self-determination, and evidence on the importance of continuing parental involvement and support for young adults with ID/DD.
This video series can be used as part of a comprehensive peer mentor training program. The videos were designed to provide strategies for peers providing academic support, and were developed by Megan Goldfarb, when she served as an academic coach for the Virginia Commonwealth University ACE-IT program.
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 summary data about students from the Year 2 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
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 summary data about programs from the Year 1 (2016-2017) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
