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Full-Text Articles in Education
Provider Organizational Transformation And Integrated Employment, Jaimie Ciulla Timmons, Wally Tablit, Thinkwork! At The Institute For Community Inclusion At Umass Boston
Provider Organizational Transformation And Integrated Employment, Jaimie Ciulla Timmons, Wally Tablit, Thinkwork! At The Institute For Community Inclusion At Umass Boston
All Institute for Community Inclusion Publications
This webinar was so popular, we decided to run it again! Provider agencies across the country are transitioning from segregated “sheltered” workshop options to supporting integrated community careers for people with disabilities. This process of organizational transformation can be both exciting and challenging for provider staff and the people they serve. In this webinar, ICI researcher Jaimie Timmons shared findings from the RRTC on Advancing Employment for People with Intellectual and Developmental Disabilities. Jaimie shared the results of a Delphi panel of experts who examined 6 characteristics considered essential for provider transformation. Wally Tablit from AtWork in Washington state co-presented …
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
All Institute for Community Inclusion Publications
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
All Institute for Community Inclusion Publications
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
All Institute for Community Inclusion Publications
This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs.
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
All Institute for Community Inclusion Publications
This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs.
Partnerships In Employment: State Self-Assessment Toolkit For Systems Change In The Transition Of Youth And Young Adults With Intellectual And Developmental Disabilities From High School, Cady Landa, Thinkwork! At The Institute For Community Inclusion At Umass Boston
Partnerships In Employment: State Self-Assessment Toolkit For Systems Change In The Transition Of Youth And Young Adults With Intellectual And Developmental Disabilities From High School, Cady Landa, Thinkwork! At The Institute For Community Inclusion At Umass Boston
All Institute for Community Inclusion Publications
This self-assessment tool was developed for those who wish to embark on state-wide governmental systems change to improve high school transition and employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD). Its purpose is to aid in the development of a work plan that is based on a review of the state policies, practices, and strategies that impact transition from school and opportunities for competitive integrated employment of youth and young adults with IDD.
This tool incorporates research identifying elements of state government that support high rates of participation in integrated employment (Hall et al., 2007), …