Book / Chapter

This chapter in Think College! Postsecondary Education Options for Students with Intellectual Disabilities provides the reader with a description of the most relevant current federal legislation and initiatives that support or have the potential to support access to PSE for individuals with ID and, it is hoped, promote greater utilization of these options. Systems-change efforts in New Jersey, South Carolina, and Massachusetts are also discussed, as are recommendations for policy, practices, and systems change.

This introductory chapter in Think College! Postsecondary Education Options for Students with Intellectual Disabilities provides readers with a description of the students and postsecondary education (PSE) services that this book focuses on, a historical and philosophical basis for why students with intellectual disabilities (ID) desire postsecondary opportunities, and changes that have occurred in special education that have led to this desire. Some of the relevant advances in research and practice are also discussed.

This handbook is part project by  the Autism Self Advocacy Network Navigating College. It is an introduction to the college experience from people with disabilities who went to college. All the writers are Autistic adults. They give you the advice they wish they had when they went to college.

This curriculum and assessment guide was created for college and university staff who are developing inclusive programs for individuals with significant disabilities in higher education. 

This is a book for families with a young person headed for an Inclusive College program. Each of the five strategies is supported by several Power Plays-- baby steps in the right direction as your son or daughter with developmental delays gets ready for one of the new Inclusive programs offered on more and more college and university campuses. How do you know if you are doing the right things to prepare? You need Strategies for Success!

This manual is intended to be used as a resource in training programs on Person-Centered Planning. For those who have already had some or much training and experience in these processes, we also intend this manual to be useful in improving the quality of facilitation. Most of the information contained herein uses the foundation of Personal Futures Planning.

Today, students with developmental disabilities are being fully included in universities, colleges and technical institutes. They attend regular classes in a wide variety of courses and faculties, make friends, belong to clubs and participate in the informal and formal social life of these tertiary education institutions and go on to be successfully employed.

This special issue of Impact explores what we know, and what we still need to know, about what works to support increased participation of students with disabilities, especially those with intellectual disabilities, in postsecondary education and why that participation is important.

This chapter discusses Universal Course Design (UCD) as a professional development strategy that allows university and college instructors to effectively reach all learners. The goal of UCD is to prepare faculty to increase college students' access to curriculum, instruction, assessment, and the learning environment. The chapter defines UCD and contrasts UCD with Universal Design for Learning (UDL) and Universal Design of Instruction (UDI). Central to implementing UCD is the UCD team.