Resource Library

NEAIR is an individual membership driven organization that promotes institutional effectiveness in postsecondary education through excellence in the field of institutional research. Clare Papay and Frank Smith presented a poster and presentation called Programs for Students with ID and IPEDS (Integrated Postsecondary Education Data Systems).

Here you will find the presentations from the 2018 DCDT conference: - Creating the Vision: Building College Expectations for Students with Disabilities (Meg Grigal & Clare Papay) - Experience of Students with Intellectual Disability in Higher Education (Meg Grigal & Clare Papay) - Research on Postsecondary Education for Students with Intellectual Disability: Current Status and Future Directions (Clare Papay & Meg Grigal) - Critical Components of Inclusive College-Based Transition Services: Strategies for Implementation and Evaluation (Maria Paiewonsky & Meg Grigal)

Colleges and universities use multiple means to meet their inclusive program costs, including state and federal funds, foundation monies, Medicaid waivers, vocational rehabilitation (VR) funds, and scholarships. One underused financial resource is the Partnership Plus model provided under the Ticket to Work program of the Social Security Administration (SSA). Partnership Plus is a structured services provision model between VR and other entities to assist SSA beneficiaries to employment, with compensation from SSA provided to each.

This nonpartisan webinar recorded in October 2018 highlights key federal and state policies and legislation that will be impacted, including education, inclusive higher education, the future of long-term services and supports, and the availability of health care for individuals with pre-existing conditions. The involvement of individuals with disabilities, family members and professionals in the public policy and electoral process is key to improving services and supports and ensuring that Congress and state governments address the needs of individuals with disabilities.

This Insight Brief #38 provides dual enrollment staff, specifically college coordinators and transition specialists, an overview of effective transfer practices and policies between sending and receiving institutions to support students with intellectual disability and autism. These practices include advising, orienting, and support services, as well as providing opportunities for academic and social integration. Building ongoing relationships with transfer destination partners will be key to developing successful transfer programs.

This Think College Transition Student Profile features Patrick, a student at Bridgewater State University, who has been interested in a career as a DJ since his junior year in high school. Patrick’s clear focus in selecting his classes, combined with his work experience both in high school and college, has put him on the path to reaching his goal.

This webinar describes universal design for learning (UDL) and technology principles to support diverse learners through multiple means of engagement, expression, and representation. Numerous UDL strategies and technology tools (i.e., web 2.0 tools, apps, mobile devices), as well as traditional approaches to technology to diversify instruction and assessment in order to meet the needs of all learners are discussed.

This Insight Brief #37 outlines the kind of information and suggested activities that can help parents during four stages of an inclusive college-based transition experience. The stages include introducing college-based transition services, supporting parents as students prepare for college, maintaining parent engagement through the transition to college, and engage and inform parents of adult services available once students age out of transition services.

This Think College Transition Student Profile features Pete, a student at Bristol Community College, and how the decision not to attend the traditional transition program offered through his high school led him to having a variety opportunities at college and in his community that has helped prepare him for a career working in animal health.

This Grab and Go Practice is part of a series helping students, parents, teachers, and job developers create customized employment opportunities for students with disabilities. This issue outlines the importance for job developers to develop an employer network that can lead to job opportunities for students. This publication discusses different strategies that can be used to develop networks and the positive results that can occur as a result.