Resource Library

The Model Program Accreditation Standards for College Programs for Students with Intellectual Disabilities were finalized in September, 2020, following extensive development, refinement and review by hundreds of community members. A final report to Congress was published in May 2021; it can be found here.

College students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school administrators, and IEP team members, as well as parents and prospective students, that inclusive postsecondary education is not only possible but an effective transition services model.

Developed by the Massachusetts Inclusive Concurrent Education Initiative, or MAICEI, to highlight to special education administrators and IEP team members how college-based transition services meet transition services expectations. Each handout is designed by or with input from the featured student. Each document includes a brief introduction and vision for the future for the student, as well as strengths, accommodations, and other details about the student's personality. Each document also includes important information about the student's high school and college experience. 

Bridgewater State University's EXCEL Program has made great strides in creating and maintaining inclusive postsecondary education experiences for students with IDD. This brief focuses on the work EXCEL program staff have accomplished by building an inclusive model, department by department, on their campus.

In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College 

This article describes how programs responded to meet the needs of students with intellectual disability (ID) in response to campus closures and remote learning. The authors relied on individual experiences as well as notes from the Think College program staff meetings, focusing on academics, social inclusion, and employment, as well as the changing roles of peer mentors and families. The article concludes by looking forward to the Fall semester and beyond, examining the longer-term impact of remote instruction and what this could mean for inclusive higher education. 

This Think College Transition Student Profile features Brendon, a dual enrollment student at Bridgewater State University. Brendon’s positive transition experiences were the result of collaborative planning and supports between BSU, Somerset-Berkley Public Schools, The Nemasket Group (a disability support organization), and his family. Each partner was committed to supporting Brendon’s vision. As a result, Brendon developed greater confidence and self-determination and is now on a path to reaching his career goal of working with animals.

Topic: A discussion about voting

Hosted by: Liz Weintraub and Lauren Blachowiak, Liz’s co-worker

What happened: Liz and Lauren made a presentation on how to how to register to vote and how to vote safely. They also told students good ways to learn about the people running for office and more. You can watch the video to hear what they had to say.

This publication explains the WIOA, or the Workforce Innovation and Opportunity Act of 2014, and why it is important for people with disabilities. Simple language and an easy-to-use question and answer format is used. 

This plain language publication explains the Achieving a Better Life Experience Act, or the ABLE Act, and why it is important for people with disabilities. Simple language and an easy-to-use question and answer format is used.