Resource Library

This video shows effective accommodations for disabilities that include learning disabilities, attention deficits, autism, and others that are not readily apparent.

Example of a form that a parent can sign to documnt that they claim their son/daughter as a dependent on their federal tax return, thereby providing them with view elements of their child's educational record.

Example of a form that a college would ask a student to sign in order to release educational records to their parents.

The FY2014 annual report of data from the The Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects.  These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes. 

In this Think College Stories publication, Scott shares his experiences at college where he developed his skills as an anime artist.

Think College Insight Brief #26 provides a framework for inclusion of students with intellectual disabilities (ID) in higher education. It was developed by members of the Think College Special Interest Group Building Inclusive Campus Communities and collaborating partners from the Institute for Community Inclusion (ICI). To support implementation of this inclusive higher education framework, a series of reflective questions are provided for practitioners and administrators that they can consider when designing new or evaluating existing programs at institutions of higher education.

Postsecondary education for students with intellectual disabilities is almost unheard of in the Nordic countries, but several colleges in America, Australia and Europe offer such programmes. These colleges seldom offer inclusive education services; since 2007, however, the University of Iceland has offered a Vocational Diploma in inclusive settings for students with intellectual disabilities.

Financial, legislative, and philosophical support for postsecondary education (PSE) programs for individuals with intellectual disability has resulted in great increases in the number of such programs across the country. Directors of new PSE programs have few research-based guidelines to provide direction for integrating programs within colleges or universities. In this study, we survey administrators of PSE programs for individuals with intellectual disability across the United States in order to identify perceptions of supports and barriers encountered during program development.

In this comparative case report, graduates from two types of PSE programs for individuals with ID are surveyed regarding employment outcomes and other personal developments. The results from each postsecondary program are compared with one another and also with a comparison group of individuals with IDs who did not attend a postsecondary program (utilizing the 2009 National Longitudinal Transition Study 2).

This study examines the effect of college or university training on earnings of individuals with disabilities receiving services through the public vocational rehabilitation system. The study results may indicate that individuals who received college/university training had higher weekly earnings than those who did not, and had the greatest benefit for young adults; White, Asian, or Native American women with physical impairments; and people with mental impairments.