Resource Library

This bill, introduced in 2016, would have established a Blue Ribbon Commission to develop recommendations for access and affordability.  The commission was designed to have nine members appointed equally by the governor, the Senate Committee on Rules and the speaker of the assembly and will determine amount of increased investments needed for universal postsecondary education. The commission's recommendations were to be submitted to the governor and California legislature.

This presentation was given at the 2016 TPSID Project Director Meeting by Dr. Kelly Kelley.  It provides a helpful introduction to the steps to follow to assure that students with intellectual disabilities are supported to have meaningful access to and participation in inclusive academics in college.  It addresses class selection, academic supports, ongoing evaluation of progress, and communicating with faculty.

This guide provides suggestions about various strategies postsecondary professionals can use to assist students in developing personal competencies that will increase their chances of success. Part I of this guide provides an overview of personal competencies that all students need for college and career success as well as additional competencies for students with disabilities. Part II describes what colleges can do to build student competencies.

Examples of questions and format used by programs during the admission process - can be used by those developing admission procedures as an example or starting point.

There has been a great migration of students with intellectual disability (ID) into the college world. The Higher Education Opportunities Act of 2008 (HEOA) has opened the door to postsecondary education to a previously untapped market of students. As a result, programs for students with intellectual disability have been developed around the country to support this historic systems change (Lee, 2009). Along with improved job prospects as one important measure of success, college participation also brings opportunity for personal and social development.

Although peer-mentoring relationships are critical to including youth with intellectual and developmental disabilities in postsecondary educational settings, little is known about the motivations and experiences of peer mentors. To investigate, we conducted a mixed-methods study in which 17 volunteer peer mentors completed the Volunteer Functions Inventory (VFI) and participated in interviews about their motivations and experiences.

Think College Insight Brief #29 shares outcomes of 23 graduates from one program at University of North Carolina Greensboro.  Data are shared on employment since graduation, current employment, living arranagement, financial services utilized, participation in community activities, whether they were registered to vote and whether they had a driver's license. 

The FY2015 annual report of data from the Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects.  These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes. 

Think College Insight Brief #30 features information gleaned from interviews with parents of youth with intellectual and developmental disabilities. The parents' answers to 10 questions, and additional thoughts and guidance are shared with the reader. These parents had played key leadership roles in establishing postsecondary education (PSE) programs for students with IDD. Five parent leaders, from five different states, participated.

College programs for students with intellectual disability frequently engage peer mentors to promote students' social connections on campus. The qualitative study discussed in this article was conducted to explore, from mentors' perspectives, how mentor/mentee relationships developed, how mentors offered supports, and how mentors facilitated membership into the campus community. Using Pawson's (2004) conceptual framework, mentoring relationships were analyzed in regard to status, reference group, and mentoring mechanisms.