Resource Library

Think College Insight Brief #31 explains the Family Educational Rights and Privacy Act, and describes how it affects family communication related to college students.  It shares how "parent" is defined in the Act, as well as educational record and other key terms.  It also offers advice to families and students as they negotiate this change in status from a high school students to a college student and the new role that family plays.

Eligible students with intellectual disabilities are able to access federal financial aid when they attend inclusive postsecondary education programs that have been approved as Comprehensive Transition and Postsecondary (CTP) programs. This webinar from 2017 covered what a CTP program is and why programs should consider applying for this approval. It shares practical advice on the application process and tips on how to write a successful application to become a CTP. Resource includes the Power Point presentation slides and webinar transcript.

This Fast Fact summarizes a recent study by Anthony Plotner and Cindi May that focuses on exploring the perspectives of students with ID about college, including their motivations for going to college and their perceptions of academic, social, and residential life. We also examined their perceptions of on- and off-campus support and their sense of belonging on campus, and compared the experiences of students with and without ID.

This is a tool that students, parents, school counselors and teachers can use to help a student to determine how he/she performs at some of the critical skills needed to succeed in a postsecondary setting (career school, community college, college, university).

This Grab and Go Fact Sheet summarizes best practices for coaches and mentors who support dually enrolled students with intellectual disabilities and autism on college campuses. Students who receive transition services and attend college have many opportunities throughout the day to develop and use life skills. In fact, the more students stay on campus, the more opportunities they have to use these skills in natural contexts and with natural cues. Sometimes, IEP teams are tempted to address learning goals in high school settings where these skills were traditionally taught.

This guide from the Connecticut State Department of Education/Transition Task Force compares different tools, supports and federal requirements for serving students with disabilities or medical conditions.

Enacted in June 2016, this legislation mandates that the Governor’s Workforce Board create and expand job and career opportunities for individuals with intellectual, developmental, or other significant disabilities while producing a strategic statewide employment and training plan for the state. The law directs the Board to structure the plan over a period of two fiscal years and produce a comprehensive analysis of all workforce development activities in Rhode Island in order to identify strategies to improve statewide employment, including for individuals with IDD.

This resource can be used to determine if a course attended by students in college programs for students with ID meets criteria to be considered a fully inclusive class.

This is an easy guide on managing employment and benefits.  The document includes the what, why, and how, of benefits planning, and how to connect to a benefits planner.  Included is a brief glossary of helpful benefits terms, and internet resources.  This is a useful guide even if you do not live in Missouri.

This brief (2 minute) video shares the perspectives of college professors who have included students with intellectual disability in college classes.  It is an excerpt from "Rethinking College", the 30 minute film created by Think College.