This guide focuses on credentials that are specifically for students with intellectual disability enrolled in inclusive postsecondary programs. Steps are carefully outlined about how to develop a robust and comprehensive course of study that culminates in a meaningful credential approved and awarded by the accredited college or university where the program is located. The process is clearly defined and real life examples and testimonies are provided.
The value of a credential awarded by a college program for students with intellectual disability on a resume may not be clear to a potential employer—yet. But the value is there, even if it is not currently common knowledge. This brief was written to support program staff and others to clearly articulate the value of a program's credential to potential and current employers, students, family and other community members .
This resource provides examples of different kinds of programs of study for a postsecondary education program for students with ID.
Over the course of two years, the ASTEP program at Minot State University developed a university certificate and a stackable AAS degree. In partnership with the North Dakota Impact Consortium, this successful model has been used to develop a university recognized credential at a second university in North Dakota with a third and fourth on their way. Related resources include:
The Co-Op Program at the University of Illinois Chicago (UIC) recently developed and had approved the first pre-baccalaureate certificate offered by the University of Illinois state system. In this slide deck, Kaitlin Stober, Program Coordinator of University Illinois Chicago’s Co-Op Program, outlines her team’s approach to building a meaningful credential for students in inclusive postsecondary education. The Co-Op Program was funded during the 2020 TPSID cycle, and started operating as an official, credit-bearing university certificate in Fall 2022.
During a Student Credentials Affinity Group meeting, Dr. Christi Kasa from University of Colorado Colorado Springs presented on Colorado’s portable credential available at 3 of Colorado’s inclusive postsecondary education (IPSE) programs. The process and philosophy behind this portable credential and the program of study it represents is provided. The presenters also share how the students are able to take courses for credit through a transcript designation of ‘modified course.’ A sample transcript is shared.
This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to ‘discipline’ the HE curriculum to align it more closely with putative labour market requirements.
Dr. Tobey Partch-Davies provides information on microcredentials and explains how they can be used to document formal and informal learning. Dr. Partch-Davies shares examples of how UNH-4U is documenting student competencies using digital badging.
