Resource Library

The Massachusetts Work-Based Learning Plan is a diagnostic, goal setting and assessment tool designed to drive learning and productivity on the job and internships. Professionals can assess students in the areas of foundation skills and specific workplace and career skills, and can monitor the performance and progress.

This introduction discusses various reports published within the special issue of Exceptionality focused on transition, including the article about postsecondary education services to students with disabilities and another on postsecondary education transition option for youth with intellectual disabilities.

http://www.tandfonline.com/doi/abs/10.1080/09362830802412125?journalCode...

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006.

The Higher Education Opportunity Act (HEOA) of 2008 was signed into law on August 14, 2008. This is the first reauthorization in nearly a decade of important legislation covering federal student aid and major postsecondary education initiatives in the United States. The reauthorization contains new and revised provisions that will significantly improve postsecondary opportunities and supports for students with disabilities, including students with intellectual disabilities. In addition, there are also key provisions to improve preparation of teachers and professionals in K-12 education.

Today, students with developmental disabilities are being fully included in universities, colleges and technical institutes. They attend regular classes in a wide variety of courses and faculties, make friends, belong to clubs and participate in the informal and formal social life of these tertiary education institutions and go on to be successfully employed.

The amendments to the Individuals with Disabilities Education Improvement Act (IDEIA) in 2004 reiterate the significance of producing real postsecondary education, employment, and independent living outcomes. However, current employment data continue to show widespread unemployment and very limited access to inclusive community environments and services for adults with severe intellectual disabilities. On the contrary, data from the Transition Service Integration Model (N. J.

This chapter discusses Universal Course Design (UCD) as a professional development strategy that allows university and college instructors to effectively reach all learners. The goal of UCD is to prepare faculty to increase college students' access to curriculum, instruction, assessment, and the learning environment. The chapter defines UCD and contrasts UCD with Universal Design for Learning (UDL) and Universal Design of Instruction (UDI). Central to implementing UCD is the UCD team.

This Institute for Community Inclusion Institute Brief describes quality employment practices for individuals with autism spectrum disorders (ASD). The brief discusses considerations for placement planning and assessment, environmental demands placed on an individual with ASD in the workplace, organizational demands, job development strategies, applications, and recommended areas of practice.

An article about a young man's dream and his fight to live in the dorms at the University he was attending, written by his mother. This article reviews his journey and the lessons learned.