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Think College Insight Brief #24 describes the partnership, illustrating key activities with videos and photos that are embedded into the publication. Without a formal program or structure, the State University of New York Delhi and The Arc of Delaware County, NY, a human service agency that serves individuals with developmental disabilities, forged a collaboration. Their partnership creates opportunities that support individuals to reach their goals, share their dreams, and be part of a strong relationship between The Arc participants/staff and SUNY students and faculty members. 

In this Guide, we break down how to engage college students with intellectual disabilities in every step of the research process: finding relevant topics, using new technology to research them, and sharing their findings and recommendations.

This one page infographic shows key characteristics of students attending TPSID programs in 2011-2012 school year, including demographics, courses attended, job and career development activities and housing.

The purpose of this article is to propose an expanded conceptual model, Transition to Community College (TtCC). Based on a review of the literature, the proposed model extends the work of Garrison-Wade and Lehmann as a revised transition framework to be used to guide the development and evaluation of disability policies, practices, and programs. Exemplary changes in the laws, policies, practices, and responsibilities from the secondary to the postsecondary setting are presented. Recommendations for secondary and postsecondary leaders and researchers are offered.

In an effort to support the continued growth in postsecondary options across the country, Think College funded Statewide Strategic Planning grants to 18 University Centers for Excellence in Developmental Disabilities (UCEDDs) in 18 states from 2010 to 2012. These $15,000 grants were funded by the Administration on Intellectual and Developmental Disabilities, U.S. Department of Health and Human Services. This brief provides guidance for others interested in embarking on a strategic planning process to increase PSE options.

Students with intellectual disability (ID) now have opportunities to attend college. In 2014, students with ID accessed college through 221 Postsecondary education (PSE) programs in the United States (Think College, 2014). Students join PSE programs to acquire personal,social, and vocational skills to increase the likelihood of an independent and employed future. This study gave six students with ID, who were accessing college through a PSE program in the 2012-2013 academic year, the opportunity to assess their social experiences in the college community.

This flow chart illustrates the steps to follow when developing jobs for people with disabilities.

Watch as administrators, faculty, program staff, and students share their thoughts about the possibilities and impact of their ACHIEVE program for students with ID at Highline College in Des Moines, Washington.