This literature review examines the American and Canadian educational research and program literature related to the inclusion of adults with intellectual disabilities in the postsecondary community college system and adult vocational training systems and has the overall goal of identifying factors that contribute to effective integration. Following an introduction which identifies themes of research in this area, the second chapter looks at current levels of participation across disabilities, by disability category, and specifically for people with an intellectual disability.
Resource Library
Welcome to the Think College Resource Library
The library includes carefully selected resources on a wide range of topics related to postsecondary education for people with intellectual disability.
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This brief checklist can help students identify in which areas their strengths lie (verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, interpersonal), and which learning style best describes them.
This easy to read one page guide was created by Life and Career Studies at Calvin University to give to faculty to share the basics about their program and how students are accessing university courses. It provides a good example of how to communicate with faculty in a friendly and easy to understand way about the program and its practices related to inclusive academics.
Introduced: 2/5/2024
Passed: 4/30/2024
Initially introduced in 2023 as SB 322, this act amends 70 O.S. 2021, Section 626.7, allowing opportunities for tuition aid grants to students with intellectual and developmental disabilities enrolled in a postsecondary education program.
Status: Passed 6/12/2024
This state appropriations bill awards $12,484, 565 from the general revenue fund to Florida Postsecondary Comprehensive Transition Program. $2.5M may be used for Center for Students with Unique Abilities, and remaining must be used for grants to programs (no more than $500,000) and scholarships for up to $15,000 for eligible students.
Application Checklist Graduate Certificate in Special Education with a Concentration in Transition Leadership
This presentation shares an overview of My Maps and describes how it can be used to create and customize maps to help students ID physically navigate their campus and beyond.
Related Resources:
Project
National Coordinating Center
Since the amendments to the Rehabilitation Act made by title IV of the Workforce Innovation and Opportunity Act (WIOA), the vocational rehabilitation (VR) program can be characterized as providing a continuum of services beginning with pre-employment transition services (Pre-ETS) for students with disabilities in the early stages of career and employment exploration. NTACT created this simple continuum to provide a very basic overview of these services.
Enacted in June 2016, this legislation mandates that the Governor’s Workforce Board create and expand job and career opportunities for individuals with intellectual, developmental, or other significant disabilities while producing a strategic statewide employment and training plan for the state. The law directs the Board to structure the plan over a period of two fiscal years and produce a comprehensive analysis of all workforce development activities in Rhode Island in order to identify strategies to improve statewide employment, including for individuals with IDD.
The bill was held for further study by the state house in March 2016, but it was not taken up again. This legislation would have required the Rhode Island Council on Postsecondary Education to direct all public colleges to establish and maintain an office that assists students with disabilities with needs related to their education. The offices in question must provide support with all “academic, social, living and career-planning” aspects of postsecondary education in order to ensure that students are able to participate and succeed to the same extent as their peers.