The library includes carefully selected resources on a wide range of topics related to postsecondary education for people with intellectual disability.
Use the filters on the left to narrow your search by topic, and click on Advanced Filters to refine by project, audience, media type, or publication type. If you are having trouble finding the resources you need, please contact us at thinkcollegeTA@umb.edu
Think College Insight Brief #22 describes how Kentucky postsecondary programs are working with vocational rehabilitation (VR) to provide employment opportunities to students with ID who are participating in postsecondary programs. The partnership between state VR and IHEs is considered crucial to enhancing life opportunities for people with intellectual disabilities in Kentucky.
Think College Insight Brief #21 focuses on peer mentoring, where current students are matched with new students, and the significant impact it can have on the transition occurs. Many colleges that have programs for students with intellectual disabilities (ID) use peer mentoring extensively because of its many benefits. In South Carolina, the College of Charleston (C of C) uses peer mentoring as a fundamental component of its REACH (Realizing Educational and Career Hopes) Program for students with ID.
Think College Insight Brief #20 offers tips for effective communication with key partners when working to establish an inclusive dual enrollment program on a college campus.
This report was developed by the directors and staff of the networks of University Centers for Excellence in Developmental Disabilities Centers and the Leadership Education in Neurodevelopmental Disabilities Programs. Faculty, staff, trainees, individuals with disabilities, and family members can use this as a resource on transition.
Think College Insight Brief #19 describes Winthrop University's dual enrollment program, includes how it began, critical features and benefits of the dual enrollment approach.
A Think College story that describes Silas' experiences as a college student studying art.
A form faculty can use to plan a more accessible and universally designed course syllabus.
This form can be used by faculty to plan and record the objectives, instructions, time line, supplies and evaluation plan for course activities and assignments, and to record both traditional and UCD strategies for instruction and assessment.
Provides ideas for three different kinds of meetings of a campus-based Universal Design for Learning core team.
To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning.
