Grab & Go Practices

The IDE Student Evaluation Tool is focused on seven skill areas that inclusive dually enrolled students are engaged in and which can show growth. These include campus navigation and travel, time management and organization, classroom and campus, self-advocacy and self-awareness, social skills and communication, vocational skills and internships, and life skills. This Tool goes with Grab and Go Practices #5, Documenting Student Growth in Inclusive Dual Enrollment Programs.

This Grab and Go Practices #5 explains why and how to document student skill acquisition and development in the transition process. When transition-age students participate in an inclusive dual enrollment college program, they have built-in opportunities to increase and improve numerous foundation skills. These changes in personal growth are often noted by family, friends, and support personnel, but they are rarely quantified.

College is an ideal setting to develop and expand a person’s social network. Using strategies that maximize social opportunities centered around shared interests and common experiences can often lead to the development of authentic friendships and increased campus membership. Educational coaches are in an ideal position to recognize opportunities for social engagement and to support and encourage students to develop social networks and new friendships. A checklist for educational coaches in included in this publication.

In this Grab and Go Practices, we offer suggestions for instructing students to use apps, software applications, smartphones, and other technology tools in typical college experiences. We discuss how these tools can help with mobility, following schedules, academic support, communication, social connections, and personal management. A checklist for educational coaches is included.

This Grab and Go fact sheet summarizes best practices for coaches and mentors who support dually enrolled students with intellectual disabilities and autism on college campuses. A list of related items for an educational coach professional portfolio is included. We offer suggestions on promoting independence and gradually fading prompts to maximize a student’s potential for independence. These suggestions are provided in a naturally occurring order, but not all steps are necessary, and the student's abilities and needs should guide the process.

This Grab and Go Fact Sheet summarizes best practices for coaches and mentors who support dually enrolled students with intellectual disabilities and autism on college campuses. Students who receive transition services and attend college have many opportunities throughout the day to develop and use life skills. In fact, the more students stay on campus, the more opportunities they have to use these skills in natural contexts and with natural cues. Sometimes, IEP teams are tempted to address learning goals in high school settings where these skills were traditionally taught.