The emergence of pre-employment transition services (Pre-ETS) provides an important new avenue for collaboration between VR and institutions of higher education serving students with intellectual disability (ID).
Put simply, Knowledge Translation is taking research and sharing it with a broad audience (or multiple audiences) in ways that will be meaningful to them. So, to researchers, data and statistics and trends are critically important to finding answers. To a layperson, however, just looking at a data report not be very useful. If those data are reformatted into a graphic focused on one meaningful data point, or a practical document to guide practice, it becomes more important to specific audiences.
In a world full of talk about jobs, credentials, apprenticeships, and the expansion of work opportunities, how do higher education programs for students with ID hook into the conversation and increase their capacity to provide access to meaningful credentials. We start with the basics: what are credentials and what are the different types? How do they work? Who offers them? Join Bryan Wilson, Director of the Workforce Data Quality Campaign, a project of the National Skills Coalition, to learn more about credentials and what they can mean for students with intellectual disabilities.
In higher education, credentials are awarded to demonstrate that individuals have achieved the completion a program of studies or mastery of a set of competencies. Currently, there is no standard approach to offering meaningful credentials to students who are attending college through a program for students with intellectual disability (ID). In this session, we present data on the extent to which colleges and universities are offering credentials to students with ID and the types available.
Participants will take a fresh look at family engagement in postsecondary education programs from a parent perspective. Parents and program staff will explore strategies for effective family engagement practices in light of Family Educational Rights and Privacy Act (FERPA) requirements, self-determination, and evidence on the importance of continuing parental involvement and support for young adults with ID/DD.