The Think College Inclusive Higher Education Network is excited to share a series of resources designed to bridge the gap between research and practice in inclusive higher education. Opportunities for students with intellectual disability to access higher education continue to grow, and with this growth comes the need for evidence-based practices that ensure student success. This new series of resources for program staff and those developing college programs for students with intellectual disability is intended to ensure both new and existing programs are informed by what we know from research.
Each publication in the series begins by reviewing findings from peer-reviewed research. These findings are then translated into actionable guidance, with links to useful Think College resources. Whether you are in the process of establishing a new program or looking to strengthen an existing one, this series is designed to provide the foundation you need to make informed decisions.
Read on to learn more about each resource in the new Research to Practice series.
“Realize that Students are Capable”: Perspectives of Students with Intellectual Disability on Their College Experiences shares the voices and perspectives of college students or college graduates with intellectual disability, emphasizing the need for programs to support student autonomy, career preparation, and meaningful social connections.
“Part of What We Do”: Perspectives of Faculty Teaching College Courses to Students with Intellectual Disability explores faculty perspectives on teaching students with intellectual disability in college or university courses, offering strategies for supporting faculty and instructors in creating or enhancing inclusive learning environments.
Perspectives of Peer Mentors Supporting College Students with Intellectual Disability: Findings and Recommendations from a Systematic Review summarizes the findings from a literature review by Carter and McCabe (2021) and provides recommendations for current or developing higher education programs for students with intellectual disability in implementing best practices for students and peer mentors.
The Importance of Naming your Program examines how program names can shape perceptions and influence student belonging, offering recommendations for selecting program names that highlight the academic or program focus.
Navigating Independence: What Works to Teach Campus Navigation reviews research on effective methods for teaching campus navigation, showcasing how selecting the right technology tools can empower students to navigate their environments independently.
For more information on the work of the Think College Inclusive Higher Education Network, visit https://thinkcollege.net/projects/tcn.