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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Educators play a vital role in setting expectations and sharing resources with students and families who are interested in college. This resource includes steps educators and transition professionals can take to help students with intellectual disability (ID) and their families to explore college options!
These MOU were developed at the University of Alabama to outline roles and responsibilities when the student and the fraternity or sorority. The agreements outline roles and responsibilities for the Alabama Interfraternity Council & Office of Fraternity and Sorority Life, CrossingPoints staff and the CrossingPoints student that is participating.
During an Inclusive Campus Life Affinity Group meeting, a panel shared experiences and considerations for creating inclusive pathways for students with intellectual disability to join collegiate Greek Life organizations. Panelists included Chelsea Stinnett, Think College Training Development & Technical Assistance Coordinator who spoke about her previous experiences at the University of South Carolina; Rebecca Holloway, Director at Union EDGE; Vanderbilt University’s Director of Greek Life, Destiny Savage; and Next Steps at Vanderbilt peer mentor Greek Life Liaison, Emily Gothelf.
This bill, introduced in 2023 but not passed, would have established the Higher Education Opportunities for Students with Disabilities act. The bill, introduced in both the House and Senate in spring 2023, would provide inclusive educational opportunities for a student with disability in order to improve academic achievement, employment, independent living skills, and independent learning. The bill outlines the programs guidelines and requirements for universities and college to follow, and identifies student qualifications for attendance.
Access to paid employment while in college for students with ID is critical to preparing students to enter careers upon graduation. Inclusive college program staff play a vital role in students obtaining paid jobs during college. While assisting students to get a job is one of the first steps to a successful employment experience, it is not the last. Support doesn’t stop once the student gets a job. The next step is to effectively support students on the job site. This includes supporting employers, which may require staff to learn new skills.
While supporting students in getting a job is important, support doesn’t stop once the student gets a job. Once students are hired, it is necessary to provide on-the-job support through job coaches or staff that provide on the job support. In addition to supporting students, a key component of job coaching is supporting employers. This resource explains the various roles of job coaches and tips on how to build collaborative partnerships with employers.
Introduced in 2023, but not passed, a portion of this legislation relates to the modification Oklahoma Higher Learning Access Trust Fund, directing the use of the Funds to enact the Oklahoma’s Promise Inclusive Act, and creating the Oklahoma’s Promise Inclusive Program along with the policies and purposes of the program.
Introduced in 2023, a portion of this Act would have amended 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. While the bill passed, the portion specific to students with intellectual disability was removed before the final version was passed.
This bill was signed on 4/27/23. Section 1, Subpart 12 encompasses the requirements and procedures of a 5-year pilot of a state-funded scholarship for IPSE students. In the fiscal budget year 2024, $955,830 has been allocated to fund these grants for the first year. The funds will cover tuition, and may cover fees, for IPSE students. Requirements for eligibility of both the IPSE student and the programs are detailed in the bill.
This legislation, introduced in 2023 but not passed, requires Higher Education Coordinating Commission to work with Portland State University and community colleges to establish post-secondary program for youth with intellectual and developmental disabilities.
