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We know how important it is to stay updated on the best practices in inclusive higher education for people with intellectual disability. Think College offers a variety of kinds of learning opportunities to keep people well informed.
July 23, 2012
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Dr. Meg Grigal is a Senior Research Fellow at University of Massachusetts Boston at the Institute for Community Inclusion where she Co-Directs Think College. Dr. Grigal is the Co-Principal Investigator for the NIDRR funded Center on Postsecondary Education for Individuals with Intellectual Disabilities, the Office of Postsecondary Education funded National Coordinating Center and the Administration on Developmental Disabilities funded Consortium for Postsecondary Education for People with IDD. Prior to joining ICI, Meg was Senior Research Associate at TransCen, Inc. where she served as the Principal Investigator of the Postsecondary Education Research Center (PERC) project, conducting research on the efficacy and outcomes of college based dual enrollment programs for students with intellectual disability. Dr. Grigal also previously directed On-Campus Outreach (OCO) at the University of Maryland. She has provided technical assistance and training across the country, conducted research studies on the provision of postsecondary education services for students with intellectual disability and has coauthored two books and published numerous journal articles on the topic.
March 12, 2012
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Amy Dwyre, Senior Associate at TransCen, Inc., provides training and technical assistance in the area of job development and customized employment for people with intellectual disabilities for a variety of national and local projects. Ms. Dwyre is a national trainer for TransCen in the areas of transition, marketing and job development, special education, community classroom models, and self-determination. She has a Masters in Rehabilitation Counseling with a focus on Transition and Supported Employment from the University of Illinois at Urbana-Champaign.Email: adwyre@transcen.org
March 12, 2012
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We provide an overview of FAFSA, highlighting information that is unique to students with ID. This includes how FAFSA works when attending a Comprehensive Transition and Postsecondary (CTP) Programs and answers to questions about financial aid and Social Security.
October 24, 2011
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Example for Credential Offered
Students who successfully complete 8 semesters of the professional internship experience, and who complete inclusive courses (courses offered in the regular course catalogue published by the College) that total 48 credit hours with an overall GPA of 2.0 will earn a Certificate of Completion from the program.
As noted in the program description, there are several key outcomes for students as they progress through the program. These include:
Continued academic advancement, as indicated by success in inclusive academic college courses (minimum GPA of 2.0 upon graduation), and improvement on standardized measures of reading, writing proficiency, language proficiency, and math skills (e.g., Woodcock Johnson).
Significant advances in independent life skills, with the goal of complete independent living upon graduation. Life skills include personal finance, time management, nutrition, health, hygiene, transportation, basic computing, personal safety, human sexuality, cooking, and laundry. These skills are assessed through standardized measures (e.g., Supports Intensity Scale), self-report, and evaluations by the Director and peer mentors.
Success in meaningful, paid employment, as indicated not only in the acquisition of a paid position that aligns with personal interests, but also the long-term retention of that position. Professional development is assessed through standardized assessments and evaluations (e.g., Work Keys), but the ultimate benchmark for success in this component is sustained paid employment in which both the employer and employee report high levels of satisfaction.
Meaningful and fulfilling social interaction, as assessed by standardized measures, self-report, and peer report. students will have the social skills, peer support, and access to all campus activities so that they can develop natural friendships and an active social network.
Promotion of a more diverse, informed, and inclusive campus community and to provision the support that faculty, staff and administrators need to succeed in this inclusive endeavor.
August 25, 2011
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An example outlining the instructional time a student completes during one semester of a college program for students with ID.
August 25, 2011
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A sample of a satisfactory academic progress plan that programs can use with students and families.
August 24, 2011
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This section contains documents that will be helpful when accessing disability services.
July 26, 2011
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ACCESSING DISABILITY SERVICES
Publications
In this section, you will find literature and publications that relate to accessing disability services.
Articles or materials included in this section: AHEAD white paper (Word doc) AHEAD proclamation (PDF)
For more information on a variety of topics for professionals and families, search our Literature Database
July 26, 2011
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Accessing Disability Services
Jayme Finstein, Learning Specialist, MassBay Community College
For Discussion: This video emphasizes the need for students to self-advocate for disability services. What are the challenges specific to students with ID in accessing student services? What strategies do you have to help support them?
Follow this link to discuss this question in the TC Exchange.
July 26, 2011