This webinar has concluded. The recording and handouts are now available.
Managing risk is a crucial aspect of creating and sustaining inclusive college programs for students with intellectual disability. This webinar will explore the principles of risk management and their application to inclusive programs, focusing on how a well-structured admissions process can help mitigate common challenges.
What You’ll Learn:
Centers for Independent Living (CILs) are organizations mandated to be led by people with disabilities to serve people with disabilities and make systems change. CILs provide support to people of all ages, with all types of disabilities, to equip them with the skills to live independently in their communities, advocate for their needs, and develop disability pride. They work to make sure communities are built and operate with people with disabilities in mind.
The C of IDEAS (Collaborative of Ingenuity and Discovery through Education, Alliances and Scholarship) Summit 2017: Enhancing Lives, Creating Community focuses on advancing interdisciplinary education and aims to develop solutions that enhance the quality of life of individuals with disabilities. The C of IDEAS is a collaboration with SVSU and community partners including individuals with disabilities and family members, educators, and community organization representatives from Bay-Arenac, Midland, Genesee, and Saginaw counties.
This presentation was delivered as a Plenary Panel Address at the 2016 State of the Art Conference for Inclusive Higher Education, featuring Barry Whaley (University of Kentucky), Ed James & D'Arcy Robb (Georgia VR Agency), Jordan Knab (University of South Florida-St. Petersburg), and Dana Baccanti (PA Department of Labor & Industry). Each presenter shared information from his or her state about the role of VR in inclusive higher education programs and addressed topics such as funding streams, interagency collaboration, building capacity, and more.
Project UNITE emerged out of the partnership between the South Carolina Vocational Rehabilitation Department (SCVRD) and the CarolinaLIFE program. This partnership has been extremely strong; however, both entities believe that this collaboration could be strengthened by formalizing and outlining roles and activities of these critical partners as student transition into independent living environments.
Think College Insight Brief #24 describes the partnership, illustrating key activities with videos and photos that are embedded into the publication. Without a formal program or structure, the State University of New York Delhi and The Arc of Delaware County, NY, a human service agency that serves individuals with developmental disabilities, forged a collaboration. Their partnership creates opportunities that support individuals to reach their goals, share their dreams, and be part of a strong relationship between The Arc participants/staff and SUNY students and faculty members.
Think College Insight Brief #22 describes how Kentucky postsecondary programs are working with vocational rehabilitation (VR) to provide employment opportunities to students with ID who are participating in postsecondary programs. The partnership between state VR and IHEs is considered crucial to enhancing life opportunities for people with intellectual disabilities in Kentucky.
This paper addresses the question of how interagency service coordination for youth with disabilities can be more flexible, youth centered, and culturally responsive. Poor interagency service coordination creates barriers to postsecondary educational access. These barriers are even more prominent for students with significant disabilities. The authors identify four models of service coordination represented in the literature and four major barriers to effective service coordination and management of supports. Recommendations for resolving major barriers are presented.
