Resource Library

This webinar shares details on the strategies used by KU TPE staff who offer training and support to course instructors to facilitate inclusive and challenging college experiences, collaborate with the disability services office to identify accommodations, and provide individualized coursework adaptations as needed. Examples of adaptations, instructor feedback, student engagement, and instructor UDL training will be provided. Resources included here are the PowerPoint presentation from the webinar, two handouts used in trainings, the recording of the webinar, and the transcript.

Expired in 2019, this bill would have required the trustees of the State University of New York (SUNY) and the City University of New York (CUNY) to create regulations that would establish a two-year college experience program for students with developmental disabilities at each SUNY and CUNY postsecondary education institution. The college experience programs the schools develop must include practical living skills in its academic curriculum, including but not limited to cooking, personal finance, health and wellness, and interpersonal communications.

In this short video, students talk about being enrolled in a college program and how different college life is from high school.  Produced by Colorado Inclusive Higher Education.

This flow chart illustrates the complete process for applying to become a comprehensive transition and postsecondary (CPT) programs and can be used during meetings with financial aid to review the entire application process.

Esta historia de Think College, escrita por Lucy Balthazaar, destaca la conexión que Lucy siente con su origen y su herencia, y cómo esto influyó en su deseo de ir a la universidad. Lucy comparte cómo decidió solicitar a la universidad, qué cursos ha tomado y sus planes para el futuro.

Click here for the English version of this resource.

Los estudiantes que se preparan para ingresar a la universidad necesitan planificar las formas en que la educación superior será diferente de la escuela secundaria. Estas diferencias incluyen mayores expectativas académicas, mayor independencia y nuevos entornos sociales. Una diferencia clave es que los estudiantes deben defenderse a sí mismos en la educación postsecundaria. En la escuela secundaria, los estudiantes suelen depender de sus padres, familiares y maestros para obtener los servicios que necesitan.

This book chapter outlines the experiences in developing CarolinaLIFE, an inclusive postsecondary education (IPSE) program at the University of South Carolina. The authors reflect upon the challenges and outcomes of program development, including the initial challenges of starting an IPSE certificate program at a Carnegie Research Level One institution, the shifting roles of parents, and policies and procedures that have been refined since the program's inception.

The Minnesota State Legislature, in its 2017 session, requested that the Board of Regents of the University of Minnesota provide a two-year residential academic program for students with intellectual and developmental disabilities (IDD) at the University of Minnesota Morris effective with the 2018-2019 academic year. This report was written in response to the legislative request, providing a preliminary outline of the program as it would be designed and implemented on the Morris campus.

Este calendario de planificación universitaria fue creado por el equipo de transición de Think College para ayudar a profesores, familias y alumnos a prepararse para la universidad. Incluye actividades que deben tenerse en cuenta durante la escuela secundaria y en niveles de grado específicos.

Click here for the English version of this resource.

This week, Liz Weintraub provides an overview of what public comments on rules and regulations are, and how you can make them.