Resource Library

Enacted in May 2019, this legislation requires the Minnesota Office of Higher Education to make available to all residents information about preparing for postsecondary education. Starting in seventh grade, students and their families must receive annual notification about postsecondary and transition planning opportunities by September 30. Information must also be supplied to out-of-school youth and their families.

This brief explores the state-level policy actions and trends that have occurred that are designed to strengthen inclusive PSE practices in several states.

This 55-minute webinar is designed for higher education faculty and staff who are teaching students with intellectual disability (ID). Hear how three postsecondary education faculty from Florida and South Carolina not only support the students with intellectual disabilities enrolled in their courses, but through a Universal Design for Learning lens, are enhancing their courses to better support all students.

Given the positive outcomes of postsecondary education (PSE) that are possible for individuals with ID, more states should consider allowing Home and Community Based Services (HCBS) waiver participants the option to use waiver support to participate in PSE. Using HCBS waivers could greatly improve their likelihood of employment, as well as opportunities to experience greater community inclusion, personal satisfaction, and decreased reliance on publicly provided support services.

This group, led by Liz Weintraub of AUCD, is for people with disabilities to learn and talk about advocacy. Of course, supporters are welcome. Meetings will be held quarterly.

Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016.

Three established inclusive college programs share tips and insights for how they manage the admissions process. Hear details about applications from different schools, who reviews them, the interview process, and more. Find out how to advertise your program, when and how to arrange for an Open House, and how to manage the volume of applications. With growing demand for inclusive higher education programs, it’s important that your application process is efficient and effective. Don’t miss this chance to get some inside scoop about how it all works.

The resources listed here include reports, briefs, peer-reviewed journal articles, and federal guidance on the topic of credentials. As knowledge about credentials available to students with ID continues to develop, it is important to consider the context of the credential landscape nationally. This annotated bibliography offers a summary of information and insights that can be drawn from existing credential resources.

The Texas Education Code (TEC), Section 61.0664 requires the Texas Higher Education Coordinating Board (THECB or Coordinating Board) to conduct an ongoing study on the college recruitment of persons with intellectual and developmental disabilities (IDD). According to the statute, the study is to “identify previously made recruitment efforts, limitations on recruitment and possible methods for recruitment” for this population (TEC, Section 61.0664(c)).

This webinar featured five high school administrators talking about their experiences with transition planning and college-based transition services (CBTS). Join us for a panel discussion where each of these professionals will address questions like: