Resource Library

Included in this resource is the Power Point, recording, and transcript for the #includemeincollege: How One Girl’s Dream of College Changed Others’ Ways of Thinking webinar, featuring Jennifer & Chloe Farmer, held December 7, 2017.

This Insight Brief #35 provides an overview of academic advising strategies to support dually enrolled students with intellectual disability (ID) in higher education while addressing some advising challenges. Effectively advising students with ID involves a comprehensive understanding of the student’s goals, preferences, strengths, and interests, as well as the student’s disability. It also requires recognition of some institutional obstacles that may impact student access to desired classes.

These are the handouts and publications related to the Fall 2017 Research Summit, Research-based Strategies for Success in Class and on Campus for Students with Intellectual Disability in Postsecondary Education, December 7, 2017.

A greater number of individuals with disabilities are pursuing a postsecondary education than ever before. One barrier that substantially limits postsecondary opportunities for students with intellectual disability is a lack of academic preparation, particularly in the area of reading. Unfortunately, a scarcity of research exists studying effective reading interventions for individuals with intellectual disability, especially in postsecondary education.

In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.

This practical guide can be used by colleges, universities, and other institutions of higher education interested in developing inclusive living opportunities for students with intellectual disability (ID) on college campuses. It offers suggestions on weighing potential benefits and risks, minimizing liability concerns for individuals with and without ID living and learning together, making connections with various campus partners, and conceptualizing how to proactively meet the individualized student support needs in college residence halls.

Think College staff presented several sessions at the November 2017 State of the Art Conference on Postsecondary Education for Students with Intellectual Disability in Syracuse, NY.  Here you can download PPT slides from each session.

The Think College Transition (TCT) project is an inclusive dual-enrollment transition model designed to improve post-school outcomes for students aged 18-22 years who have intellectual disability and autism. The key feature of this model is assisting students to be involved with college classes, work experiences, and social networking opportunities on a college campus with their same-age peers, rather than having typical transition services in a high school.

Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism. 

Data on student outcomes is critical for program evaluation and advocacy. In this webinar, we present a process and strategies and that can be used to collect student outcome data. We share examples of tools that are used to document student outcomes from one program as well as the TPSID follow-up data tool. Ideas of how to use outcome data will be shared. The webinar is designed for programs that are not currently collecting data through the TPSID Data Network.