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To ensure academic success in inclusive coursework, effective collaboration with faculty and instructors is essential. This webinar, presented by Chelsea Vanhorn Stinnet, explored strategies to engage with faculty, encompassing activities like fostering awareness throughout the campus for inclusive postsecondary education and adapting coursework for students with intellectual disabilities auditing academic classes. Participants acquired valuable insights and practices to promote meaningful collaboration with faculty and instructors on their campuses.

Presented by Chelsea VanHorn Stinnett, Think College National Coordinating Center, and Lee Burdette Williams, College Autism Network, led an informative conversation tailored for families and prospective students. The session explored the unique differences between college programs designed for individuals with intellectual disability and autism. From eligibility requirements to the diverse array of support services available, the details needed to make informed decisions about postsecondary education were delved into.

VR state agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability at a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network. This concise brief summarizes the key issues discussed and offers VR state leaders' recommendations for enhancing partnerships between state VR agencies and higher education programs to improve access and opportunities for paid employment for students with intellectual disability.

At a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network, five state VR agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability. This Insight Brief provides an overview of the listening session and discussion of the key issues identified: language barriers, need for better communication, lack of awareness of systems and guidance, funding challenges, and the need for goal alignment and employment-focused programming.

Through secondary analyses of data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database of model demonstration sites in Florida, this study examined components of inclusive postsecondary education programs for students with intellectual disabilities correlated with employment upon program exit. Inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit.

Reporting and sharing program graduate achievements is an important part of the continued success and improvement of inclusive postsecondary education (IPSE). The Think College National Coordinating Center (NCC) held an information-sharing session where staff from Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) shared ideas on how to stay in touch with these graduates and collect follow-up data.

This webinar, hosted by NTACT:C, highlights effective strategies and skills to help your students Think College. A panel moderated by Dan Habib and composed of K-12 transition specialists, a program director from an inclusive postsecondary education program, and a vocational rehabilitation (VR) administrator shares effective strategies and skills to help your students on a variety of relevant topics: 

A continuación se muestra la descripción del seminario web y la grabación, que también está disponible en inglés.

This webinar, hosted by RAISE and moderated by Dan Habib, was held on March 18, 2024. Two college students, Will Johnson and Kaylie L., shared with Dan about their experiences in college, how they got there, and what they're doing now. Below is the description of the webinar and the recording, which is also available in Spanish. 

This article appeared as a special introduction in the Journal of Inclusive Postsecondary Education (JIPE), Volume 5, Issue 2. Written by Meg Grigal, it highlights the influential professional contributions of Debra Hart, a leader in inclusive postsecondary education for over 50 years. Debra's early work created the foundation for current practices such as college-based transition services and person-centered planning. Her efforts also led to initiatives such as the Massachusetts Inclusive Concurrent Enrollment Initiative and the establishment of Think College.