This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.
This guide can be used by staff and administrators at institutions of higher education to develop procedures for collecting data on the outcomes of students with intellectual disability after they graduate from higher education programs. It explains why it is important to collect data, methods to use, and what to do with the data once its collected. Samples are shared throughout this publication.
This guide clarifies the roles and responsibilities of each person involved in college-based transition services (CBTS). It ensures all team members and collaborators understand their role, and that of others, in the process. It also helps to define expectations so positive transition outcomes can be achieved.
This guide offers basic considerations for starting the college search, as well as helpful tips. It also includes key questions to ask staff from college programs, covering topics such as academics, employment and student supports, housing, financial aid, and the overall campus and community experience, with room to add questions of your own.
This publication features tons of helpful advice for students who are ready to begin the college search. Madison, Kaethe, Maria, George, and Santi are former college students who share honest stories and things to think about when considering college, such as the location and size of the college, making good choices, social opportunities & peer mentors, being included, and more.
To create inclusive campuses, the use of peer mentors is integral in providing supports to students with intellectual disability (ID). This guide will provide institutions of higher education (IHEs) a model of how to support students with ID in academic and social settings. Strategies for recruitment, retention, and training of peer mentors are offered.
This guide was developed by the Think College Transition team to help teachers, families, and students prepare for college. Common college accommodations are explained as well as the steps to getting them.
This guide was created by the Think College Transition team to help teachers, families, and students prepare for college. It discusses the need to plan for the ways that higher education will be different from high school, including higher academic expectations, increasing independence, and new social environments.
This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.
This college planning timeline was created by the Think College Transition team to help teachers, families, and students prepare for college. It includes tasks that should be considered throughout high school, as well as for specific grade levels.
This is a sample schedule for a student who is dually enrolled in high school and college. It features his interest in graphic design and includes academics, employment, travel time, and some social activities, as well. The goal for students in dual enrollment programs is to move the student’s transition services away from a high school-based setting to a college-based setting that is more natural for peers of this age and is more inclusive of peers without disabilities. This is reflective of the Think College Transition model.
