Resource Library

Across the California State University system, 453 undergraduate and graduate students with and without disabilities provided their feedback on effective teaching strategies in the post secondary classroom. The recommendations listed below represent those strategies that students reported were Very Important in terms of how faculty design and deliver their courses.

This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education.

This is the first Insight Brief published by Think College. The Higher Education Opportunity Act (P.L. 110-315) (HEOA) was enacted on August 14, 2008 and it reauthorized the Higher Education Act of 1965. This law contains a number of important new provisions that will improve access to postsecondary education for students with intellectual disabilities. Of particular note are several provisions that address financial aid and that create a new model demonstration program and coordinating center for students with intellectual disabilities. 

The project described here is Phase 1 of a three part study. The overall purpose of the larger study is to develop an assessment protocol for inclusive postsecondary education in Canada.

This Think College Fast Facts report gives an overview of how postsecondary education experiences can improve employment outcomes for people with intellectual disabilities, based on a secondary analysis of the RSA 911 research data (the Dept. of Vocational Rehabilitation national database)   One role of Vocational Rehabilitation is to support postsecondary education in accordance with student's Individualized Plans for Employment (IPE).

The study examined parent perspectives of transition for 128 young adults with severe intellectual disability, specifically, parent satisfaction with transition. Results suggested that transition satisfaction is related to young adult, family, and environmental characteristics, with environmental characteristics being the strongest predictors of transition satisfaction.

Brief article chronicles the use of peer mentors at the College of New Jersey's College and Community Studies Program.

The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified.

This Fact Sheet offers tips for families as they prepare to help their child with an intellectual disability think about going to college.

This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.

The 411 on Disability Disclosure is a free, downloadable workbook for youth with disabilities to help them discuss the components of disclosure, their rights and responsibilities under the law, postsecondary disclosure, disclosure on the job, and disclosure in social and community settings. Includes worksheets to help students think through and document their thoughts.