Education Commons^™

Program Of Study Examples, Cate Weir, Kathy Becht

All Institute for Community Inclusion Publications

This resource provides examples of different kinds of programs of study for a postsecondary education program for students with ID.

Starting A Statewide Inclusive Postsecondary Education Alliance, Susanna Miller-Raines

All Institute for Community Inclusion Publications

This practical publication explains the benefits of forming an inclusive postsecondary education state alliance and provides lessons learned and tips for starting or expanding state alliances. Included are ten tips to get started, different possible models to consider, lessons learned, and related resources.

Scholarships For Students With Intellectual Disabilities, Shelby Bates, Cate Weir

All Institute for Community Inclusion Publications

Paying for college is hard. However, there are scholarships available for students with intellectual disability who want to go to college. This resource was created to help families and others locate scholarship money to help pay for college. There are scholarships listed that any student is eligible for, and many that are for students with specific disabilities. The information included in this document is up-to-date as of January 2023. The information will be reviewed and updated every year.

Exploring College For Students With Intellectual Disability: Families Make It Happen!, Sara Pound, Meg Grigal, Danielle Roberts-Dahm

All Institute for Community Inclusion Publications

Families play an important role in making college possible for students with intellectual disability (ID)! This resource provides information on college options for students with ID and steps families can take to learn more and support students in exploring the option of college.

Family Communication Worksheet And Plan Sample, Chelsea Stinnett, Cate Weir

All Institute for Community Inclusion Publications

This worksheet template provides postsecondary education program staff with examples of policy and practices related to communicating with families and to support students in understanding how and if information will be shared with their families.

Community Life Engagement On The College Campus, Ashley Luce, Lindsay Krech, Jennifer Sulewski, Kathleen Becht

All Institute for Community Inclusion Publications

As colleges and universities open their doors to students with intellectual disabilities (ID), it is essential that students are afforded opportunities and the support necessary to authentically engage in their campus communities. Community life engagement (CLE) refers to people accessing and participating in their communities outside of employment. This resource shares how college and university staff can use the four CLE guideposts to facilitate the development of natural campus connections and support for students with ID on college campuses

A Resource Guide For Inclusive Postsecondary Education For Students With Intellectual Disability, Chelsea Stinnett, Rebecca Lazo, Sara Pound

All Institute for Community Inclusion Publications

This guide is designed to introduce you to inclusive postsecondary education (IPSE), or college options for students with intellectual disability (ID). In this guide, you’ll find everything you need to know about IPSE in an easy-to-read format, with helpful tips, information, and resources from the Think College website. You will learn about what IPSE is, how colleges include students with ID, and how to find and apply to college, as well as pay for it.

Higher Education Leaders Make College Possible For Students With Intellectual Disability, Chelsea Stinnett, Sara Pound, Meg Grigal, Cate Weir, Danielle Roberts-Dahm

All Institute for Community Inclusion Publications

Administrators in higher education play an important role in making college possible for students with intellectual disability (ID). This resource is designed for higher education professionals and contains the perspectives of experienced leaders in higher education who have developed college programs for students with ID. There are also resources for professionals to explore developing an inclusive postsecondary education (IPSE) program and welcoming students with ID on college campuses.

Collaborating With Employers: Tips For Successful Partnerships, Jaclyn Camden

All Institute for Community Inclusion Publications

While supporting students in getting a job is important, support doesn’t stop once the student gets a job. Once students are hired, it is necessary to provide on-the-job support through job coaches or staff that provide on the job support. In addition to supporting students, a key component of job coaching is supporting employers. This resource explains the various roles of job coaches and tips on how to build collaborative partnerships with employers.

The Tpsid Initiative: Opening Doors To Learning And Better Outcomes For Students With Intellectual Disability, Cate Weir, Meg Grigal

All Institute for Community Inclusion Publications

This handout provides information on how the TPSID initiative supports the development and expansion of programs for students with intellectual disability, and the impact those programs have on students, faculty and the field of higher education.

Think College Inclusive Higher Education Network: Building Awareness And Capacity For Higher Education And Employment For People With Intellectual Disability, Cate Weir, Meg Grigal

All Institute for Community Inclusion Publications

This document gives an overview of the work of the Think College National Coordinating Center (NCC) to expand college opportunities for individuals with intellectual disability (ID) through: coordination and evaluation of Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) programs; technical assistance; and resource development and dissemination. Outcomes of NCC work from 2010 - 2023 are also included.

The Think College Inclusive Higher Education Network: Building Awareness And Capacity For Higher Education And Employment For People With Intellectual Disability, Danie Dahm, Clare Papay

All Institute for Community Inclusion Publications

This document gives an overview of the work of the Think College Inclusive Higher Education Network (IHEN) which seeks to build awareness and capacity for college options for students with intellectual disability (ID) through: public awareness campaign activities; translating research into practice; and creating strategic partnerships.

Paying For College: Exploring Funding Sources For An Inclusive Postsecondary Education Program, Cate Weir

All Institute for Community Inclusion Publications

Any student preparing for college must have a plan to pay for college and students with intellectual disability (ID) are likely to use many of the same resources as other college students to pay for college. There are some resources specific to individuals with disabilities to consider, as well. Students are using numerous approaches to pay for college, often braiding together several different funding sources to cover the costs. This brief reviews some information about a variety of possible funding sources that students and their families can consider as they determine what will work for their specific situations:

• Federal financial …

I Was A Think College Policy Advocate!, Arthur Moreira

All Institute for Community Inclusion Publications

Arthur Moreira shares about his experience as a Think College Policy Advocate in 2022. Arthur, a student at College of Alameda, had the opportunity to learn about advocacy and disability policy from experts at AUCD and Think College, and then travel to Washington, DC, where he visited representatives and talked with them about issues important to people with disabilities, including education, the Americans with Disabilities Act, and more.

Locations Of Inclusive Postsecondary Education Programs In Institutions’ Administrative Structures, Kathleen Becht, Cate Weir, Caitlyn Bukaty

All Institute for Community Inclusion Publications

All inclusive postsecondary education (IPSE) programs are "housed" in a particular department, school, institute, or other administrative center on a college or university campus. This decision is unique to each institution and IPSE program. This publication shares the locations of current programs based on a survey and data from Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) projects.

Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Debra Hart, Clare Papay, Belkis Choiseul-Praslin, Rebecca Lazo

All Institute for Community Inclusion Publications

Think College REPORTS present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …

Executive Summary Of The Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Debra Hart, Clare Papay, Belkis Choiseul-Praslin, Rebecca Lazo

All Institute for Community Inclusion Publications

This Executive Summary provides a brief overview of the entire Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020–2021). Information is provided about the TPSID projects about program characteristics, students characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment.

Highlights Of Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Think College National Coordinating Center Staff

All Institute for Community Inclusion Publications

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.

Highlights Of Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Think College National Coordinating Center Staff

All Institute for Community Inclusion Publications

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.

Profile Of Students Attending Cohort 2 Tpsid Programs: Enrollment And Completion By Gender, Race, And Ethnicity, Belkis Choiseul-Praslin, Clare Papay, Meg Grigal

All Institute for Community Inclusion Publications

Postsecondary education opportunities for students with intellectual disability (ID) steadily increased between 2015 and 2020, in part due to a federal model demonstration program called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID). This program, implemented by the Office of Postsecondary Education, commenced in 2010 and was funded again in 2015, when 25 grants were awarded to institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences leading to positive outcomes for individuals with ID. This report highlights student-level characteristic data from Cohort 2 TPSID programs between 2015 and 2020.

Individualized Education Plan (Iep) Goal Ideas To Support College Readiness, Kathleen Becht

All Institute for Community Inclusion Publications

This resource includes over 100 ideas for possible IEP goals to help prepare students for college. The ideas fall into four categories: education, career and employment, community engagement and services, and independence. Educators and families are encouraged to use this resource once students have identified personal strengths and interests, goals, and areas for improvement.

Paid Employment Of Transition-Age Youth With Intellectual Disability And Autism Compared With Other Youth, Belkis Choiseul-Praslin, Clare K. Papay, Meg Grigal, Alberto Migliore, Jie Chen

All Institute for Community Inclusion Publications

Employment is one of the most significant markers of independence and success for a person. One’s ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability. Our understanding of national employment trends and outcomes for youth with disabilities has been heavily informed by the National Longitudinal Transition Study (NLTS) and NLTS2, with data gathered in 1987–1991 and 2001–2009 …

Matching In-School Predictors Of Post-School Success To Variables In The National Longitudinal Transition Study 2012, Clare Papay, Meg Grigal, Alberto Migliore

All Institute for Community Inclusion Publications

Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors. Implications for research are also discussed.

Profile Of Students Attending Cohort 2 Tpsid Programs: Enrollment And Completion By Gender, Race, And Ethnicity, Belkis Choiseul-Praslin, Clare Papay, Meg Grigal

All Institute for Community Inclusion Publications

Postsecondary education opportunities for students with intellectual disability (ID) steadily increased between 2015 and 2020, in part due to a federal model demonstration program called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID). This program, implemented by the Office of Postsecondary Education, commenced in 2010 and was funded again in 2015, when 25 grants were awarded to institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences leading to positive outcomes for individuals with ID. This report highlights student-level characteristic data from Cohort 2 TPSID programs between 2015 and 2020.

Comparing Access To In-School Predictors Of Post-School Success For Students With Intellectual Disability In Conventional And College-Based Transition Services, Clare Papay, Meg Grigal, Alberto Migliore, Jie Chen, Belkis Choiseul-Praslin, Frank Smith

All Institute for Community Inclusion Publications

College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance …

Developing Registered Apprenticeships Within Inclusive Postsecondary Education, Megan Macon

All Institute for Community Inclusion Publications

One of the main goals for students attending college is to provide opportunities for career exploration and ultimately, to secure paid work. One way to do that is through apprenticeships. In this brief, you will learn about the key components of apprenticeships, the reasons why apprenticeships are a promising practice in inclusive postsecondary education (IPSE), and the steps to develop registered apprenticeship programs. Information about the Early Childhood Education pilot apprenticeship program at Next Steps at Vanderbilt is shared as an example of the use of apprenticeships in IPSE.

Developing A College Program For Students With Intellectual Disability, Brian Freedman, Julie Lackey, Kathleen Becht

All Institute for Community Inclusion Publications

This resource is intended to provide an initial list of areas to consider when developing an inclusive postsecondary education (IPSE) program with a robust course of study, a meaningful certificate, and improved employment and quality of life outcomes for non-degree seeking college students with intellectual disability (ID). There is a list of six program development areas with helpful tips, guiding questions, and many resources to support the process.

A Model For Intentional College And Career Learning Inside And Outside The Classroom, Kathryn Burke, Kathleen Becht

All Institute for Community Inclusion Publications

In this Insight Brief, the authors present a five component model of student-directed learning for use by college programs to teach and track student specific college and career academic, social, and independence, skills without segregated courses. The five components include, 1) the foundational use of person-centered planning, 2) a set of college and career skills divided into four domains (academic and career habits, community engagement, balance of multiple roles, and self-direction), 3) a goal setting and monitoring process supported by 4) circles of support, and 5) intentionally planned college and career experiences. Three worksheets are a included and facilitate both …

Executive Summary Of The Annual Report Of The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Xiaoying Wu, Rebecca Lazo, Frank Smith, Daria Domin

All Institute for Community Inclusion Publications

This Fast Fact provides a summary of the findings shared in the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. Additionally, there is information about impact of COVID-19 on the data. Conclusions drawn suggest the TPSID model demonstration program has shown that students with intellectual disability can enroll in college, attend courses, and work for competitive wages. The quality of the services provided to students while enrolled in IHEs implementing …

Highlights Of Annual Report Of The Cohort 2 Tpsid Model Demonstration Projects (Year 5, 2019–2020), Meg Grigal, Think College National Coordinating Center Staff

All Institute for Community Inclusion Publications

This Highlights document was created with data from the Annual Report of the Cohort 2 TPSID Model Demonstration Projects (Year 5, 2019–2020) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes. The full Annual Report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2019-20 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program …