Resource Library

This website, created and maintained by the National Center on Universal Design for Learning, focuses on UDL in higher education.

The Workforce Innovation and Opportunity Act (WIOA) of 2014 is transforming how federally funded job training programs help prepare workers for the labor force. The law is aimed at increasing opportunities, through innovation and support, particularly for those facing barriers in the labor force. One implication of the law is a renewed emphasis on the role that state vocational rehabilitation agencies (SVRAs) play in preparing transition-age youth for employment. This brief provides an overview of current programs that SVRAs offer to transition-age youth.

The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community.

This presentation was delivered at the 2016 CEC Division of Career Development & Transition conference, by Meg Grigal, Debra Hart, and Frank Smith of Think College. Data and trends about the involvement of vocational rehabilitation in inclusive higher education was presented. Challenges and recommendations were made to improve the effectiveness of VR service provision and involvment in inclusive higher education to improve outcomes for students with ID.

This presentation was delivered as a Plenary Panel Address at the 2016 State of the Art Conference for Inclusive Higher Education, featuring Barry Whaley (University of Kentucky), Ed James & D'Arcy Robb (Georgia VR Agency), Jordan Knab (University of South Florida-St. Petersburg), and Dana Baccanti (PA Department of Labor & Industry). Each presenter shared information from his or her state about the role of VR in inclusive higher education programs and addressed topics such as funding streams, interagency collaboration, building capacity, and more. 

This RRTC Fast Fact shares what roles vocational rehabilitation (VR) played in Transition and Postsecondary Education Programs for Students with Intellectual Disabilities (TPSID). Forty of the 52 TPSIDs in 2010-2015 partnered with VR. Providing direct services to students with ID was the most common role played by VR partners (68%), followed by paying student tuition (45%) and participating in the project advisory committees (43%).

This RRTC Practice Brief shares examples that illustrate ways in which Vocational Rehabilitation is collaborating with and supporting inclusive postsecondary education programs.  Details from six states (Alaska, California, Florida, Hawaii, Kentucky, Pennsylvania) are provided.  

The National Coordinating Center Accreditation Workgroup submitted this statutorily mandated report to the US Department of Education Secretary in December, 2016, summarizing the work of the Accreditation Work Group and outlining the Model Program Accreditation Standards that were developed. HEOA required the National Coordinating Center to convene a workgroup of experts to develop model standards and identify the key components of higher education programs for students with ID.

Jonathan shares how the Panther LIFE program at Florida International University helped him to gain employment.

In this Think College Story published in 2016, a student at Utah State shares his experiences living on campus in a Living/Learning Community.