Resource Library

Think College Insight Brief #32 focuses on the unique perspective of a rural, large state program. Think College Wyoming has students enrolled multiple campuses, and enjoys the support of multiple national and state agencies to make this program work. To develop the most appropriate program considering the resources available, a survey was sent to potential students, families, educators, and others. This publication describes the program that was developed based on those survey results and highlights strengths and areas for improvement. 

Together with the RRTC on Transitioning Youth and Vocational Rehabilitation, Think College presents this collaborative webinar on vocational rehabilitation. It takes many pieces connected meaningfully in order for a puzzle to be seen for the vision it provides. This webinar is intended to explore examples of partnerships that meaningfully connect various pieces of community resource, resulting in a common vision that assists individuals with Intellectual Disability in achieving independence, careers and community engagement.

This Think College Story from September 2017 features two college students making history.  Holly Sheetz and Joe McNeil were the first students with intellectual disability (ID) to participate in the commencement ceremony at Minot (North Dakota)State University. Students have been attending the ASTEP program since 2011, but this was the first time students with ID were included at commencement. Through mentorship of and interviews with Holly and Joe, staff from the ASTEP program share many of the students' experiences, memories, and dreams in this Think College Story. 

This online Research Summit from February 2017 focused on the topic of mentoring and peer relationships among students with and without intellectual disabilities. The presenters were Cindi May, Ph.D., from College of Charleston and Brian Freedman, Ph.D. & Laura Eisenman, Ph.D. from University of Delaware.

This online Research Summit from June 2017 featured two researchers who recently completed their doctoral dissertations in the area of postsecondary education for students with intellectual disability.  They presented their research and led a discussion on conducting doctoral research during the summit.

In the postsecondary education (PSE) community, the inclusion of individuals with intellectual and developmental disabilities (I/DD) in postsecondary education is viewed as a human right with benefits that extend through campus communities (Jones et al., 2015; Kelty, 2014). Inclusion in a PSE community requires a minimum of two socially engaged partners (e.g., friends, classmates, club members, etc.). Direct accounts from social participants offer insights into the construction, meaning, and perceived impact of social interactions as they relate to PSE for students with I/DD.

To date, there has been limited research on effective programs or practices for supporting young adults with intellectual disability or autism spectrum disorder (ASD) in dual-enrollment post-secondary education (PSE) settings. However, emerging research has suggested that providing individuals with intellectual disability and/or ASD opportunities to participate in PSE programs will greatly influence overall quality of life and self-determination (Hart, Grigal, & Weir, 2010).

A Maryland bill signed May 25, 2017. This bill established a new program to award competitive grants to institutions that create and implement inclusive pilot programs for students with IDD. Recipient institutions need to develop a program that promotes inclusion within all aspects of student life, and ensure that students have inclusive academic access, instruction, career development, campus engagement, self-determination, paid work experience, campus living, and social activities.

Think College REPORTS present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.

The Foundational Skills for the College and Career Learning Plan (CCLP) can be used to structure college experiences, including course work, employment, internships, on campus activities, volunteer and service learning experiences, and more. The CCLP is a goal setting and assessment tool designed to drive learning and productivity on campus, during internships and on the job. It can be used to structure the goal setting and to track and document the achievement of foundational skills.