Resource Library

Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagement (NSSE), similarly to other first-year college students. These results provide preliminary evidence of the feasibility and value of educating students with cognitive challenges on university campuses.

This law, enacted in June 2015, requires the Texas Higher Education Coordinating Board to publicize information about PSE programs for students with IDD online and update it completely at least once every two years. The THECB must keep an online inventory of all such programs, and must also share those resources with the Texas Education Agency, which will use it to publish a guide on transition and employment.

Enacted in 2015, this legislation created a committee which conducted a study into PSE and employment needs for individuals with IDD from September to November 2015. It recommended that the Georgia legislature create an Employment First Georgia Council under the Georgia VR Agency.

Issued in March 2015, this report calls for the creation of a data collection system that will track students with intellectual/developmental disabilities in California so that information therein can be used to monitor and evaluate existing postsecondary education options.  Calls for more state collaboration and urges inclusive postsecondary education curriculum developers to place greater emphasis upon preparing students with intellectual/developmental disabilities for adult independent living.

The purpose of this study was to explore the perceptions and experiences of peer mentors who served in a mentor role for students with intellectual disabilities in a university-level educational program. The study used face-to-face interviews with eleven general-population students who had worked at least one semester as a peer mentor with students with intellectual disabilities. The interview transcripts and participant characteristics formed the study data. The qualitative transcript data was analyzed using the constant comparative method of joint coding and analysis.

Project UNITE emerged out of the partnership between the South Carolina Vocational Rehabilitation Department (SCVRD) and the CarolinaLIFE program. This partnership has been extremely strong; however, both entities believe that this collaboration could be strengthened by formalizing and outlining roles and activities of these critical partners as student transition into independent living environments.

This report, funded by the South Carolina College Transition Connection, includes a literature review and information related to housing options for individuals withi intellectual disabilities, including funding information and independent living assessment and intervention resources.

A biblography of research published or in process of being published as of June 2015, compiled for the June 2015 Capacity Building Institute, held in Boston, MA.

This STAR PCP webinar recording shares the vision and goals of the process as well as describes the participant roles, steps, and related documents used throughout the process. The STAR PCP was designed to ensure students with disabilities who are transitioning into postsecondary programs have the opportunity to plan their own future with the support and encouragement of other adults in their lives.

This table outlines seven critical areas where Disability Services and program staff need to work together, and lists appropriate roles and responsibilities for each office.