Resource Library

Introduced in January 2018, this bill would have created the Vermont Promise Scholarship Program to provide tuition-free scholarships for Vermont students who attend the University of Vermont or a Vermont State College. In order to qualify for a Promise Scholarship, students must have been recently accepted or be enrolled fully at such an institution. Recipients must be Vermont residents seeking a certificate, associate's degree or bachelor's degree, and should be enrolled in a minimum of 12 hours a semester with a 2.5 GPA or higher.

The IDE Student Evaluation Tool is focused on seven skill areas that inclusive dually enrolled students are engaged in and which can show growth. These include campus navigation and travel, time management and organization, classroom and campus, self-advocacy and self-awareness, social skills and communication, vocational skills and internships, and life skills. This Tool goes with Grab and Go Practices #5, Documenting Student Growth in Inclusive Dual Enrollment Programs.

This Grab and Go Practices #5 explains why and how to document student skill acquisition and development in the transition process. When transition-age students participate in an inclusive dual enrollment college program, they have built-in opportunities to increase and improve numerous foundation skills. These changes in personal growth are often noted by family, friends, and support personnel, but they are rarely quantified.

This Fast Fact #18 describes the employment outcomes, including rehabilitation rate and wages, of youth with intellectual disability served by VR who participated in postsecondary education as part of their Individualized Plan for Employment (IPE), compared to youth with intellectual disability who did not participate in postsecondary education.

This webinar gives examples and strategies for how to effectively communicate your message on-campus, how you can positively affect the campus community, and what your program can offer to the campus so everyone recognizes the invaluable contribution your program and the students make to the entire campus community. The Power Point is included here, along with the recording of the webinar and the transcript.

Presentation of key research findings related to postsecondary education for students with intellectual disability by Dr. Meg Grigal as part of a panel presentation on Improving Research-Based Practices in Educating Students with Intellectual Disability, presented at the Division on Autism and Developmental Disabilities Conference on January 18, 2018.

College is an ideal setting to develop and expand a person’s social network. Using strategies that maximize social opportunities centered around shared interests and common experiences can often lead to the development of authentic friendships and increased campus membership. Educational coaches are in an ideal position to recognize opportunities for social engagement and to support and encourage students to develop social networks and new friendships. A checklist for educational coaches in included in this publication.

Las habilidades fundamentales para el plan de aprendizaje universitario y profesional (Foundational Skills for the College and Career Learning Plan, CCLP) pueden utilizarse para estructurar las experiencias universitarias, incluyendo el trabajo en el curso, el empleo, las prácticas, las actividades en el campus, las experiencias de aprendizaje voluntario y de servicio, y más. El CCLP es una herramienta de evaluación y establecimiento de metas diseñada para impulsar el aprendizaje y la productividad en el campus, durante las prácticas y en el trabajo.

10 consejos rápidos para que los padres ayuden a los estudiantes con discapacidad de desarrollo e intelectual a pensar en la universidad. Desarrollado por el proyecto del Centro de Investigación de Educación Postsecundaria (Postsecondary Education Research Center, PERC).

Click here for the English version of this resource.

In 2016, Minnesota State was charged with the task of developing a plan for inclusive programming specifically for those individuals with intellectual and developmental disabilities (2016, Chapter 189, Article 1, Section 29). A team of faculty, staff, and community members with interest and expertise in serving students with intellectual and developmental disabilities was convened. Team members represented a variety of functional areas including accessibility/disability services, faculty in occupational skills programs, career services, and student services.