Think College Insight Brief #7 provides some background on IDEA, describes the connection between IDEA and postsecondary education for students with ID, and shares strategies that advocates can use to influence the next reauthorization.
Think College Insight Brief #6 gives an overview of the impact of students with intellectual disabilities in postsecondary education opportunities on teacher education programs. Peer mentoring programs at four universities are described and discussed.
Think College Insight Brief #4 provides an overview of the supported education model and some of the challenges associated with using educational coaches in college. Explains how to use the Student/Coach Agreement Form.
Think College Insight Brief #5 describes a Participatory Action Research project conducted by students with intellectual disabilities attending college in Massachusetts. The brief outlines the 5-step process the students went through to document their college experiences.
This Think College Insight Brief discusses the philosophy behind offering postsecondary education opportunities to students with intellectual disabilities.
Think College Insight Brief #3 reports findings of a 5 year research and technical assistance grant related to the paid employment outcomes of students who attended dual enrollment postsecondary programs for students with intellectual disabilities on college campuses in Maryland and Connecticut.
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.
This brief informs readers about models of postsecondary programs for students with ID, describing them in terms of level of inclusion: substantially separate, mixed/hybrid and inclusive. It also provides information on program funding and includes a list of resources.
