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Inclusive Advising: Strategies to Facilitate Academic Advising for Dually Enrolled Students with Intellectual Disability

Inclusive Advising: Strategies to Facilitate Academic Advising for Dually Enrolled Students with Intellectual Disability

This Insight Brief #35 provides an overview of academic advising strategies to support dually enrolled students with intellectual disability (ID) in higher education while addressing some advising challenges. Effectively advising students with ID involves a comprehensive understanding of the student’s goals, preferences, strengths, and interests, as well as the student’s disability. It also requires recognition of some institutional obstacles that may impact student access to desired classes. In addition, advisors must also be familiar with the resources and services at the college that can support students in pursuing their academic, personal, and career goals.

APA Citation: 

Hanson, T., Nunes, L., Hojnacki, A., and Raeke, C. (2017). Inclusive Advising: Strategies to Facilitate Academic Advising for Dually Enrolled Students with Intellectual Disability. Think College Insight Brief, Issue No. 35. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

Year of Publication: 
2017
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