Resource Library

Since 2019, college students and recent graduates have participated in a program called Think College Policy Advocates (TCPA) where they receive training to learn the basics of advocacy, get updates on the latest issues, and contact their representatives in Congress to advocate in person in Washington, D.C.

Signed September 2020, this directed the University of North Carolina (UNC) Board of Governors to allocate funds to UNC institutions for up to 100 resident full-time students enrolled in CTPs. The funding begins with FY 2021-2022, with direction to allocate funds each year thereafter. This is the state match for in-state students, which until this bill passed were not included in the FTE calculation. If there are more than 100 resident full-time students enrolled at UNC system CTPs in any academic year, the UNC Board of Governors must allocate funds to each institution on a pro rata basis.

Lesbian, gay, bisexual, transgender and queer (LGBTQ) students with disabilities face unique challenges as a result of their disability status and potential bias related to their sexual orientation, gender identity and/or gender expression. Educators, counselors, parents/guardians and other adult allies play an important role in ensuring the safety, inclusion and well-being of these students, all of which are essential to academic and social-emotional growth in the classroom and school communities.

Researchers explored 11 of Florida’s inclusive postsecondary education (IPSE) programs for individuals with intellectual disability (ID), during the 2016 and 2017 academic years. The researchers sought to explore, the nature of academic access as well as the programs of study available to students with ID within Florida’s IPSE programs. Researchers found the majority (73%; n=8) of IPSE programs in this study (n=11) housed at three universities, three community and state colleges, and two career technical colleges.

The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education.

This 4-page booklet was created by Self Advocates Becoming Empowered for people with intellectual disabilities. It is written in plain language. It includes basic information people need to know about the COVID-19 vaccine.

This booklet can be downloaded from this page and it is also located on the SARTAC (Self Advocacy Resource and Technical Assistance Center) website along with many other helpful resources.

In addition to academic programming, Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) have a directive to ensure that enrolled students with intellectual disability (ID) are prepared for gainful employment. One study found students with ID who obtained a paid job while enrolled in a college or university program were almost 15 times more likely to have a paid job at exit than those who did not obtain a paid job while enrolled (Grigal, Papay, Smith, Hart, & Verbeck, 2018).

This college-based transition services timeline was created by Think College, in partnership with the Massachusetts Inclusive Concurrent Enrollment Initiative, for teachers, families, and students preparing for dual enrollment. It includes tasks that should be considered by all members of the transition team from recruitment through new student orientation.

This presentation, delivered virtually for the 2020 DCDT Annual Conference, is the first presentation in a series from the Moving Transition Forward project, which will examine the composition and impact of existing transition practices via secondary analysis of two national datasets: NLTS 2012 and TPSID data.