The MI Postsecondary Education Alliance meeting is a capacity-building event focused on bringing colleges and universities, as well as parents and students, together to create and expand postsecondary education options for students with intellectual disability in the state of Michigan.
Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagement (NSSE), similarly to other first-year college students. These results provide preliminary evidence of the feasibility and value of educating students with cognitive challenges on university campuses.
This journal article highlights the growth in college programs for students with ID and shares strategies for program development.
Think College Insight Brief #30 features information gleaned from interviews with parents of youth with intellectual and developmental disabilities. The parents' answers to 10 questions, and additional thoughts and guidance are shared with the reader. These parents had played key leadership roles in establishing postsecondary education (PSE) programs for students with IDD. Five parent leaders, from five different states, participated.
Financial, legislative, and philosophical support for postsecondary education (PSE) programs for individuals with intellectual disability has resulted in great increases in the number of such programs across the country. Directors of new PSE programs have few research-based guidelines to provide direction for integrating programs within colleges or universities. In this study, we survey administrators of PSE programs for individuals with intellectual disability across the United States in order to identify perceptions of supports and barriers encountered during program development.
Think College Insight Brief #20 offers tips for effective communication with key partners when working to establish an inclusive dual enrollment program on a college campus.
This curriculum and assessment guide was created for college and university staff who are developing inclusive programs for individuals with significant disabilities in higher education.
This brief describes the fiscal, policy, and environmental contexts of the state of practice and research in the field of inclusive higher education for students with intellectual disability (ID) at the time it was written, in 2011. It also introduces a validated, standards-based conceptual framework that provides a foundation for future research and practice in this field.
The project described here is Phase 1 of a three part study. The overall purpose of the larger study is to develop an assessment protocol for inclusive postsecondary education in Canada.
Recent studies of innovative supports and services in postsecondary education reveal more effective and cooperative mechanisms with which to provide supports to individuals with disabilities (Stodden, Jones, & Chang, 2003; Whelley, Hart, & Zafft, 2003). Colleges and universities can design supports that permit consumer choice while avoiding establishment of isolating parallel "service systems." Providing individual supports for students with significant disabilities will establish new and creative alliances driven by wishes and dreams of the students.
