Resource Library

This checklist developed by a Disability Services office on a college campus provides questions that families and students should address when trying to decide on a college program for students with intellectual disabilities.  Covers such areas as type of campus, residential options, accommodations, campus allies, funding options, and provides other questions to ask when contacting programs you may be interested in.

The Tips for Transition contains 134 transition tips submitted from all over the country by practitioners. The purpose of the Tips was to identify grassroots transition practices being used by practitioners

This student recommendation used as part of the admission process to the College of New Jersey's Career and Community Studies Program for Students with Intellectual Disabilities can be used as example for those developing an admissions process. This form includes general questions in reference to the applicant, and a Personal Support Inventory in the areas of Independent Living Skills, Social Skills and Communication, and Academic Skills.

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.

The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration.

A list of five ways educators can encourage students to understand and communicate about their own learning style.

This book uncovers the big picture of today's postsecondary options and reveals how to support students with disabilities before, during, and after a successful transition to college. A critical resource for education professionals to read and share with families, Think College helps readers

This assessment tool was developed by the Alberta Assocation for Community Living. It provides questions and XX to determine the level of meaningful and authentic inclusion. The authors note that "while the level of ... satisfaction with an initiative is important to note... it is the level of rigorous and coherent promotion of inclusion that this assessment intends to bring into focus."

Individuals' attitudes impact the decisions they make in life. These attitudes are often formed early and are maintained by individuals throughout their lives. Attitudes toward individuals with disabilities were compared for undergraduate students enrolled in introductory special education and political science courses. This population was selected as policy makers typically enroll in introductory political science classes as undergraduates.

This study evaluates the impact of a college-based dormitory program on transitioning youth with intellectual disabilities. A qualitative study, with interviews at pre and post, was conducted to evaluate the program’s impact. Data were collected with semistructured interviews from young adults with intellectual disabilities who participated in a college-based residential program and their parents or guardians.