Guide / Manual

Step by step instructions for institutions of higher education to follow when completing the e-App to request Title IV approval for a comprehensive transition postsecondary program.

These tips have been provided by staff of the Financial Services Administration at the US Department of Education, and by proposal reviewers.

Directors of the University Participant program at Western Carolina University have put together a list of the top ten things parents can do to help prepare their sons and daughters for college.

This STAR PCP webinar recording shares the vision and goals of the process as well as describes the participant roles, steps, and related documents used throughout the process. The STAR PCP was designed to ensure students with disabilities who are transitioning into postsecondary programs have the opportunity to plan their own future with the support and encouragement of other adults in their lives.

A list of twenty powerful strategies families can use to help support their sons and daughters to gain the skills necessary to be successful in college.  Created by transition expert Dr. Karla Wade.

This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.

This table provides recommended transition activities and outlines the role of the student, family, transition teacher and special education administrator for each activity to assist students to prepare for transition into college.

One way to consider the extent to which you have adopted the principles of UDL is to examine whether specific elements of UDL have been incorporated into your courses. It is important to remember that these elements must be considered within the context of your specific subject area and are not intended to alter or reduce your academic expectations. As well, they are not intended as a rigid checklist or prescription for instruction but rather serve as a framework for planning and delivering instruction. This document provides 14 elements of UDL for faculty to consider.

Across the California State University system, 453 undergraduate and graduate students with and without disabilities provided their feedback on effective teaching strategies in the post secondary classroom. The recommendations listed below represent those strategies that students reported were Very Important in terms of how faculty design and deliver their courses.

This form can be used by faculty to plan and record the objectives, instructions, time line, supplies and evaluation plan for course activities and assignments, and to record both traditional and UCD strategies for instruction and assessment.

Three case studies that describe a typical college classroom situation and the diverse students attending the class.  Used as a training activity, participants consider the typical aspects of the classroom instruction and how they could be adjusted using UCD strategies to assist in diversifying the instruction to better meet the needs of all students in the class.