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Articles 31 - 36 of 36
Full-Text Articles in Education
Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo
Year Four Annual Report Of The Tpsid Model Demonstration Projects (2018-2019), Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin, Rebecca Lazo
All Institute for Community Inclusion Publications
Think College Reports present descriptive data in narrative or 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 2018-2019 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 fourth year of FY 2016–2020 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …
The Importance Of Formal And Informal Communication Strategies In Maintaining Effective Partnerships Between Vocational Rehabilitation And Inclusive Higher Education Programs, Meg Grigal, Jennifer Sulewski, Nerlie Blackburn
The Importance Of Formal And Informal Communication Strategies In Maintaining Effective Partnerships Between Vocational Rehabilitation And Inclusive Higher Education Programs, Meg Grigal, Jennifer Sulewski, Nerlie Blackburn
All Institute for Community Inclusion Publications
Over the past decade, the field of inclusive higher education has expanded considerably, offering a growing number of options for students with intellectual disabilities and/or autism (ID/A) to access college experiences that include career development and employment (Grigal & Smith, 2016; Grigal, Hart, Smith, Domin, Weir, & Sulewski, 2016). This focus on employment spurs many of these programs to partner with state vocational rehabilitation (VR) agencies (Grigal & Smith, 2016; Plotner & Marshall 2015). However, these partnerships require staff from both entities to develop an understanding about each partner’s role to work together effectively. A recent survey of higher education …
A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal
A Review Of The Literature On Postsecondary Education For Students With Intellectual Disability 2010-2016: Examining The Influence Of Federal Funding And Alignment With Research In Disability And Postsecondary Education, Clare Papay, Meg Grigal
All Institute for Community Inclusion Publications
Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies …
Meeting The New Requirements Of Wioa Through Partnerships With Institutions Of Higher Education Enrolling Students With Intellectual And Developmental Disabilities, Meg Grigal, Russ Thelin
Meeting The New Requirements Of Wioa Through Partnerships With Institutions Of Higher Education Enrolling Students With Intellectual And Developmental Disabilities, Meg Grigal, Russ Thelin
All Institute for Community Inclusion Publications
Significant changes were made to the state vocational rehabilitation (VR) agency services program with passage of the 2014 Workforce Innovation and Opportunity Act (WIOA). These changes, which include specific resources to help individuals with disabilities find, obtain, and maintain meaningful competitive integrated employment, may lead to more optimal employment outcomes for youth and young adults with intellectual and developmental disabilities (IDD), who are often faced with under- or unemployment in adulthood (Siperstein, Parker & Drascher, 2013). WIOA also increased the emphasis on the area of postsecondary education, possibly due to some of the recent advancements around inclusive higher education in …
Summarizing Pre-Employment Transition Services And The Potential Role Of Higher Education, Meg Grigal
Summarizing Pre-Employment Transition Services And The Potential Role Of Higher Education, Meg Grigal
All Institute for Community Inclusion Publications
In 2014, the Workforce Innovation and Opportunity Act (WIOA) mandated significant changes to the workforce development and vocational rehabilitation (VR) systems. One of these changes was a requirement that state vocational rehabilitation agencies set aside at least 15% of theirfederal funds to provide pre-employment transition services (Pre-ETS) to students with disabilities who are eligible or potentially eligible for VR services. Early evidence indicates that state VR agencies are providing these services through a mix of direct service provision by VR staff, contracts with community rehabilitation providers, and contracts with other entities such as high schools, community colleges, teachers, and social …
Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart
Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart
All Institute for Community Inclusion Publications
Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will …