The value of a credential awarded by a college program for students with intellectual disability on a resume may not be clear to a potential employer—yet. But the value is there, even if it is not currently common knowledge. This brief was written to support program staff and others to clearly articulate the value of a program's credential to potential and current employers, students, family and other community members .
This Executive Summary provides a brief overview of the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022–2023). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects about program characteristics, student characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment.
[Project: National Coordinating Center] Catch up on the season's webinars with recordings on flexible supports, inclusive academics, accreditation, and autism in postsecondary education.
These examples of Satisfactory Academic Progress Policies can be used to inform development of a program's SAP Policy. They illustrate key components of an SAP Policy:
This article from the Chronicle of Higher Education, written by Think College's Cate Weir, shares advice with institutions of higher education on how and why to establish programs for students with intellectual disability.
Status: Passed 5/6/24
Budget proposal of $1,644,170 included that in both the House and the Senate versions of the budget. For the 2024-2025 there be a total of $2.6M budgeted at Georgia Student Finance Commission for IPSE Grants at public institutions. This amount is expected to cover tuition and program fees for projected 2024-2025 students.
[Project: National Coordinating Center] The Accreditation Workgroup has been hard at work these last few months, as usual. Read on to learn about our newly released publication and other news.
To ensure academic success in inclusive coursework, effective collaboration with faculty and instructors is essential. This webinar, presented by Chelsea Vanhorn Stinnet, explored strategies to engage with faculty, encompassing activities like fostering awareness throughout the campus for inclusive postsecondary education and adapting coursework for students with intellectual disabilities auditing academic classes. Participants acquired valuable insights and practices to promote meaningful collaboration with faculty and instructors on their campuses.
Presented by Chelsea VanHorn Stinnett, Think College National Coordinating Center, and Lee Burdette Williams, College Autism Network, led an informative conversation tailored for families and prospective students. The session explored the unique differences between college programs designed for individuals with intellectual disability and autism. From eligibility requirements to the diverse array of support services available, the details needed to make informed decisions about postsecondary education were delved into.
[Project: National Coordinating Center] Dive into postsecondary autism supports in our empowering webinar on May 6!
