Staff and students from the University of Oklahoma Sooner Works and University of Alabama CrossingPoints programs describe their approaches to support student living on campus in this informative webinar. The University of Oklahoma (UO) describes how they support students in living on campus including individualized strategies and supports as students grow in their independence.
This channel features video resources and recorded webinars on topics related to postsecondary education for students with intellectual disability, produced by Think College National Coordinating Center. Topics include academic support, credentials, campus housing, family engagement, program development, and more.
This webinar introduces the inclusive living component of the Succeed Program and how it was developed. An inclusive residential program for students with intellectual and developmental disabilities comes with unique support needs and requires partnerships across the University. The webinar focuses on the University partnerships needed to maintain an inclusive community which include, Residential Life, Campus Police, Health Wellness and Counseling, Student Conduct, and Student Involvement.
This practical guide can be used by colleges, universities, and other institutions of higher education interested in developing inclusive living opportunities for students with intellectual disability (ID) on college campuses. It offers suggestions on weighing potential benefits and risks, minimizing liability concerns for individuals with and without ID living and learning together, making connections with various campus partners, and conceptualizing how to proactively meet the individualized student support needs in college residence halls.
In this Think College Story published in 2016, a student at Utah State shares his experiences living on campus in a Living/Learning Community.
This report, funded by the South Carolina College Transition Connection, includes a literature review and information related to housing options for individuals withi intellectual disabilities, including funding information and independent living assessment and intervention resources.
This study evaluates the impact of a college-based dormitory program on transitioning youth with intellectual disabilities. A qualitative study, with interviews at pre and post, was conducted to evaluate the program’s impact. Data were collected with semistructured interviews from young adults with intellectual disabilities who participated in a college-based residential program and their parents or guardians.
An article about a young man's dream and his fight to live in the dorms at the University he was attending, written by his mother. This article reviews his journey and the lessons learned.
