The library includes carefully selected resources on a wide range of topics related to postsecondary education for people with intellectual disability.
Use the filters on the left to narrow your search by topic, and click on Advanced Filters to refine by project, audience, media type, or publication type. If you are having trouble finding the resources you need, please contact us at thinkcollegeTA@umb.edu
Think College interviewed Antonio Contreras for our January 2020 monthly newsletter when he was a first-year student at Georgia Tech EXCEL.
This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.
.jpg)
Think Co
llege interviewed Ethan Sagear for our January 2021 monthly newsletter. Ethan is a student at Southeastern University in Lakeland, Florida.
These documents provide examples of tools used in the admissions process by college programs for students with ID. They can be used by those looking for resources to assist in the development of their own admissions process.
This sheet was designed for use when meeting with state-level legislators, policymakers, and decision makers. This sheet includes helpful verbiage and powerful statistics to use in conversations with leaders who may be unfamiliar with the benefits and positive outcomes for students with intellectual disabilities who are able to attend college and obtain meaningful employment. It also includes some action ideas at the state and local level.
The approach by community and technical colleges of embedding “stackable” certificates aligned to industry certifications within associate degrees has emerged in recent years as a practical way of helping students progress along the education continuum while earning credentials with labor market value. By organizing programs into a series of certificates that build on each other, colleges can offer incremental milestones on the path to associate degree completion.
Proposed 2/20/2020
Status: Did not pass
This bill, if passed, would have permitted students enrolled in NY postsecondary education transition programs to receive awards from the state tuition assistance program.
This publication provides a guide to decision-making regarding employment and related services and supports, through a process where individuals understand their options, and make choices and decisions that are fully reflective of their own interests and preferences.
In this video, experts from CAST explore implementing universal design for learning (UDL) in a Career and Technical Education (CTE) classroom. The speakers discuss instructional design particular to CTE and how UDL can inform some of these designs.
Este perfil de estudiante de transición de Think College presenta a Brendon, un estudiante de inscripción dual en la Universidad Estatal de Bridgewater (BSU por sus siglas en inglés). Las experiencias positivas de transición de Brendon fueron el resultado de la planificación y el apoyo de la colaboración entre la BSU, las escuelas públicas de Somerset-Berkley, el Grupo Nemasket (una organización de apoyo a la discapacidad) y su familia. Todas las partes interesadas se comprometieron a apoyar la visión de Brendon.
Similar to their typical peers, students with intellectual disability enrolled in postsecondary education programs endure levels of stress that result in the application of coping strategies necessary to navigate various social domains of college life, including romantic relationships, friendships, roommate relationships, and social media interactions. This study utilizes survey and interview data to examine which coping strategies are used by college students with intellectual disability.
