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
With the 116th Congress in session as of January 3, 2019, Liz wants YOU to know there is no reason to be scared of contacting your Congressperson! Here, she reminds you to feel comfortable about sharing your story and advocating yourself, and how you can contact your Congressperson.
This webinar introduces the inclusive living component of the Succeed Program and how it was developed. An inclusive residential program for students with intellectual and developmental disabilities comes with unique support needs and requires partnerships across the University. The webinar focuses on the University partnerships needed to maintain an inclusive community which include, Residential Life, Campus Police, Health Wellness and Counseling, Student Conduct, and Student Involvement.
With program sustainability a primary concern of Inclusive Higher Education program, this webinar introduces the Social Security Administration’s Ticket to Work and related Partnership Plus model. Through Partnership Plus, Inclusive Higher Education programs can share in financial reimbursements to vocational rehabilitation (VR) as students on SSDI and SSI achieve and sustain substantial gainful employment.
This Think College Story by Allison Rohan and Ty Hanson highlights her emerging career as a fine artist. Allison shares her experiences as a dual enrollment student at Holyoke Community College and how it shaped her career through self-determination, course access, and the support of faculty and mentors.
In this webinar, presenters from Millersville University share how they have encouraged and educated professors and faculty to include ALL students in their classes. This philosophy of inclusion begins in the classroom and extends throughout the campus and into the community. Topics covered include: the important role of faculty in fostering inclusion; strategies for faculty to use in the classroom; how to build capacity of students through meaningful relationships; and how to measure progress in and out of the classroom.
To create inclusive campuses, the use of peer mentors is integral in providing supports to students with intellectual disability (ID). This guide will provide institutions of higher education (IHEs) a model of how to support students with ID in academic and social settings. Strategies for recruitment, retention, and training of peer mentors are offered.
This Fast Fact #20 describes ways that Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSID programs) engage with state vocational rehabilitation agencies to provide pre-employment transition services to students with intellectual disability enrolled in colleges and universities.
Questions remain about how best to support the involvement of students with intellectual and developmental disabilities (IDD) in all aspects of campus life—both within and beyond the college classroom. Although program staff and faculty can be critical, the need for more natural sources of support must also be emphasized. Fellow college students can play a variety of roles in supporting students with intellectual disability to access a wide range of campus experiences, including classes, student organizations, volunteer experiences, residential life, work, and spending time with friends.
At this meeting with TPSIDs, Frank Smith and Meg Grigal from the Think College National Coordinating Center explained proposed changes to the Integrated Postsecondary Education Data System (IPEDS) and the impact this would have on inclusive PSE. Here is a brief summary of the issue: IPEDS is the Integrated Postsecondary Education Data System. Data are updated annually via surveys conducted by the U.S. Department of Education’s National Center for Education Statistics (NCES).
This was the inaugural meeting of the Think College Emerging Advocates. During this call, Liz Weintraub asked and answered questions with people with disabilities and without, who are interested in advocacy. At this and future meetings, Liz will lead discussion about how you can be both a self-advocate and an advocate, and sometimes you can be one or the other. This call is led and for people with disabilities. Of course, supporters are welcome. This new group is hosted by Liz Weintraub, Senior Advocacy Specialist at Association of University Centers on Disabilities, or AUCD.
