This guide was created to support the development of inclusive postsecondary education (IPSE) programs that are aligned with Program Accreditation Standards and the requirements to be approved as a comprehensive transition postsecondary (CTP) program. It provides a framework for conceptualizing and developing IPSE programs which allow for equitable access, membership, rights and privileges for college students with intellectual disability.
Young Adults in Transition: Vocational Rehabilitation Services is a guide for advocates working with students, families and guardians to facilitate the involvement of state Vocational Rehabilitation Agencies in the process of special education transition. The Guide is composed of a glossary of terms and six related parts that summarize vocational rehabilitation services, their intersection with special education transition, the rights and responsibilities of stakeholders, and advocacy tips.
This document lists all 10 Standard Areas and the associated standards - there are total of 38 standards across the 10 areas. It can be used as a basis of discussion to begin to consider where your program is relative to meeting each standard.
This guide provides inclusive higher education program personnel with a comprehensive look at the program accreditation process. This guide includes the 10 standard areas and 38 standards including the guidance and required for review (evidence) necessary to pursue program accreditation. In addition, information about the self-study, site visit and processes related to program accreditation are included. Programs should reference this guide at any point during the pre-accreditation or accreditation process.
This document was created as an introduction to accreditation standards. It is intended for readers to gain a general sense of the kinds of issues that are addressed in the standards and begin to understand the overall concepts that are addressed. While it in no way captures all the nuance and detail that is required to fully understand each standard, it can serve as a general introduction for those first exploring accreditation standards for college programs for students with intellectual disability.
The approach by community and technical colleges of embedding “stackable” certificates aligned to industry certifications within associate degrees has emerged in recent years as a practical way of helping students progress along the education continuum while earning credentials with labor market value. By organizing programs into a series of certificates that build on each other, colleges can offer incremental milestones on the path to associate degree completion.
This document identifies many college expectations for entering college freshmen and what middle and secondary school students with intellectual disability, their teachers, and parents can do to prepare for those expectations. There are three categories of expectations: personal independence, academic engagement, and civic and social engagement.
The purpose of this Quick Guide from the National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is to provide an overview of Career and Technical Education (CTE) and strategies to improve accessibility for students with disabilities in CTE classrooms and programs. This is a helpful resource for all CTE faculty members in designing high-quality and accessible classroom and work-based experiences.
This guide from the Connecticut State Department of Education/Transition Task Force compares different tools, supports and federal requirements for serving students with disabilities or medical conditions.
