Resource Library

This helpful and very timely list was created by Ariana Amaya, OTD, OTR/L at Integrated Studies at Gwynedd Mercy University and Halle King, OTD, OTR/R, at IDEAL at Lipscomb University in response to the drastic changes that happened in response to the COVID-19 pandemic. These two higher education professionals share simple yet critical tips for setting up a healthy learning environment at home, emphasizing things like the importance of maintaining a routine, having a designated workspace, and more.

This brief, created by the PACER Center, is for families preparing for their child with disabilities to go to college. The helpful checklist and related resources will guide the selection of transition goals and activities that will likely be key factors in making the possibility of college a reality. 

This webinar is for families who are considering college options for their child with ID and are embarking on the application process. As exciting as the prospects are, there is a lot that goes into assembling the necessary materials for the college application: references from employers, friends, teachers, and more; photos; letters of support from those your child’s network; academic records; and more. Additionally, items needed for the application package may vary greatly for higher education programs for students with ID.

The Maryland Developmental Disabilities Council announced funding in 2020 for the Technical Assistance Hub for Postsecondary Education Opportunities. The Hub will connect, support, and train colleges and universities to develop or improve inclusive higher education programs. The Hub will also support the expansion of inclusive, dual enrollment programs for students with disabilities age 18 - 21.

This case study developed by the National Technical Assistance Center on Transition describes a 13 year old student with an intellectual disability that has a transition goal of attending college. The case study describes the student and outlines examples and non-examples to complete the Indicator 13 Checklist for this student.

Meg Grigal, Clare Papay, and Brian Freedman from University of Delaware, presented a session called Including Students with Intellectual Disability in the First Year Experience at The 39th Annual Conference on The First-Year Experience.  This conference provides an ongoing forum where higher education professionals can share experiences, concerns, and accomplishments related to supporting student learning, development, and success in the first college year.

This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes.

This bill, which expired in committee in 2020, proposed the expansion of grants for students with intellectual and developmental disabilities (IDD) enrolled in approved comprehensive transition programs (CTPs) to include postsecondary institutions in states that share a geographic border with Minnesota. This means that Minnesota’s public financial assistance grants for students with IDD could be used at institutions in Minnesota, North Dakota, South Dakota, Iowa, and Wisconsin. Students must have an IDD and be enrolled in a comprehensive transition and postsecondary program.

Grants for Students with Intellectual and Developmental Disabilities (ID Grant) provide financial assistance to eligible Minnesota resident students with intellectual and developmental disabilities who attend eligible Minnesota postsecondary institutions. The grant program was established in fiscal year 2018 and has received $800,000 total in state appropriations with no allocation for administrative costs.

This article examines the population of students who are not completing college. Further, it focuses on students with intellectual disabilities (ID) and the progress that has been made in recent years to improve opportunities for students with ID to attend-- and complete-- college. Several strategies are cited that have helped inclusive college teaching such as universal design for learning (UDL), differentiated instruction, accommodations, and the use of mentoring and coaching.