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Higher Education: Moving from Good Ideas to Great Outcomes was coordinated by Think College, in partnership with the Association of University Centers on Disabilities and the UCLA Tarjan Center.  Over 200 professionals, parents and students attended this event.  We would like to thank  the conference presenters and plenary speakers for sharing their knowledge and expertise with us and for allowing their presentation materials to be posted here. This page provides links to download presentations and other resources that were shared with conference participants.  Contact Think College if you have any questions or need more information.

Conference Presentation Descriptions and Materials

Higher education for students with ID has evolved from an array of disconnected grassroots effort to a more cohesive national movement. In some colleges, the focus has moved from getting on campus to creating sustainable programmatic and policy infrastructure. To ensure future expansion of inclusive higher education options we must respond to issues related to credentials, financial aid, residential access, and student outcomes. This session will explore these and other 2nd Generation issues.
Debra Hart and Meg Grigal, Think College, Institute for Community Inclusion, UMass Boston download PDF
Students with intellectual disabilities living in campus housing present a unique set of issues when it comes to sexuality and intimate relationships. Staff and programs supporting students with ID residentially are at the nexus of supporting a full college experience while also contending with the differing expectations of university personnel, parents and students. This session will explore the benefits and challenges and the impact on future policy and programmatic issues.
Eric Latham, Pathway at UCLA Extension download PDF
This session will share results of a survey to determine the 'readiness' factor of parents whose children attend a postsecondary education program for young adults with intellectual disabilities. Results point toward a growing pessimism among parents of fourth year students while parents of first year students seem more eager to relinquish responsibilities. Updated data from incoming freshmen parents and from additional institutions will also be presented.
Heidi Graff, Melissa Ainsworth and David Lojkovic, George Mason University download PDF
Many students (with and without disabilities) struggle in postsecondary settings because of limited executive function skills. In this session, participants will learn how organization, time management, initiative, self-monitoring, theory of mind, and inhibitory control are essential skills on a college campus. Tools will be described that assess an individual's skills and that support development of same.
Joe Timmons, Institute for Community Integration, University of Minnesota download PDF
How do you make PSE for students with ID an integral part of the mission of a college or university?  One strategy is to focus on the ways in which the goals of inclusion dovetail with, support, and enhance the goals of the institution.  This strategy was employed in two different initiatives at the College of Charleston, and we discuss these initiatives as models for team building and sustainability.
Cindi May and Matthew Raczka, College of Charleston download PDF
This session will describe the history and evolution of post-secondary options for people with an intellectual disability in Ireland. It will discuss the wide variety of possibilities that are now available across the whole country and will detail the increased collaborations that are emerging. Finally, it will provide a description of two such post-secondary options.
Saranne Magennis, National University of Ireland, Maynooth download PDF
C2C are new, 3-year community college programs for students with ID.  Participants will gain an understanding of the roles, responsibilities and partnership between California's VR agency, community colleges and UCEDD to provide inclusive college education to improve employment outcomes for these youth.
Olivia Raynor, Catherine Campisi and Wilbert Francis, Tarjan Center at UCLA download PDF
How can students with ID engage in the evaluation of inclusive postsecondary education initiatives? When staff promote the same principles that led students to college in the first place- self-determination, universal design, inclusive policies, and supported education. This session provides examples of methods students are using to participate in research, policy and dissemination activities, including storytelling, digital technologies and public testimonies and the impact it is having on state and local policy. 
Maria Paiewonsky, Think College, Institute for Community Inclusion, UMass Boston Matilda Simeone, UMass Boston download PDF
A. Syracuse University, through the Access program and the OnCampus program, has experimented with creating more individualized experiences by creating relationships and processes at the university that make creative use of available resources and are responsive to students' goals and interests.  We will discuss several principles, founded on critical ideas from disability studies, that can be practiced at colleges and universities across the country seeking to increase student belonging. B.  ACE-IT in College is an academic program for students with significant disabilities attending Virginia Commonwealth University.  Session participants will learn about this fully inclusive academic program on campus, including course work, part-time jobs and internships experiences of students, education coaches and their roles and responsibilities, and the achievements of currently enrolled students.  Participants will also learn about what key partners and components are needed to build a strong program infrastructure.
Bud Buckhout and Diana Katovich Syracuse University download PDF
The Higher Education Opportunity Act of 2008 requires an Accreditation Workgroup of national experts to develop model accreditation standards for postsecondary programs for students with intellectual disabilities. A brief overview will be provided of the requirements in the law, the accreditation landscape regarding programs for students with ID, and the current status of draft model standards. An opportunity will be provided for discussion and input into the draft model standards development.
Stephanie Smith Lee, Chair of the Accreditation Workgroup and a national expert and consultant download PDF
As more students with intellectual disabilities seek postsecondary education, programs are also considering how to best engage students’ families. In this presentation, we will discuss the dynamics related to parents’ changing roles during the postsecondary transition process, strategies for successful engagement, common challenges faced by colleges and families, and suggested steps for developing comprehensive policies that will lead to increased student independence and self-determination.
Brian Freedman, University of Delaware download PDF
Panel presenters will share how UCEDDs are taking an active role in promoting employment for college students with ID in their communities, as well as share national statistics that demonstrate encouraging results with customized employment efforts and supporting employment at college. Two UCEDDs, along with a college student with ID, and a national consultant in customized employment will reflect on recent practices to increase employment outcomes for college students.
  Martha Mock, Strong Center for Developmental Disabilities, University of Rochester Amy Dwyre, TransCen, Inc. Branden Martin, Monroe Community College download PDF
This panel will discuss Georgia, Kentucky, and Tennessee's experiences passing legislation that supports inclusive post-secondary education. Panelists will provide an overview of their requests, actions plans, what worked, what did not work, and next steps. 
Susanna Miller, Center for Leadership in Disability, Georgia State University Barry Whaley, Human Development Institute, University of Kentucky Elise MacMillan, Vanderbilt Kennedy Center, Vanderbilt University download PDF  download PDF  download PDF
The session will focus on a pilot inclusion program for individuals with developmental and intellectual disabilities at a major metropolitan university.  The features of the program involving individuals as students with mentor students and networked professors will be highlighted in "a day in the life at the university" in the session.  This session will benefit attendees in learning critical success factors in fruitfully initiating inclusion partnership programs in academic and extra-curricular settings.
  James Lawler, Pace University /AHRC New York City
This session explores an online standards-based curriculum tool, Future Quest Island, funded by a Stepping-Up to Technology grant through the Office of Special Education (OSEP) and created in partnership with Boston Public Middle School educators and students. Participants will discover the many ways that Future Quest Island aligns 21st century technology skills with college and career readiness goals to promote self-awareness, self-knowledge, self-advocacy, organization, and transition planning with engaging teaching and learning activities. (no file available)
Lori Cooney and Meg Grigal, Think College, Institute for Community Inclusion, UMass Boston
This session highlights a dual enrollment initiative at UMass Boston. A checklist for students and families will be provided to help them develop inclusive dual enrollment opportunities in partnership with their transition team. The checklist includes tips, strategies, information, and resources from transition teams who have moved from an initial “Why should we do this?” phase to an “It just makes sense” phase. Information on funding, staffing, training, and course access will also be provided. (no file available)
  Maria Paiewonsky and Debra Hart, Think College, Institute for Community Inclusion, UMass Boston Felicia Wilczenski, College of Education and Human Development, UMass Boston Matilda Simeone, UMass Boston download PDF    Financing Higher Education handout 
Part 1: Universal Design for Learning
Molly Boyle, Think College, Institute for Community Inclusion, UMass Boston download PDF
Part 2: iPads, Apps, and Gadgets, Oh MY! Using Technology in Inclusive Higher Education This session explores how mobile technology is used by college students with disabilities to reduce barriers to communication, academic content, social connection, and independence. Three college programs will share their best practices and experiences with the use of mobile devices with college students with disabilities to increase self-determination. Participants are encouraged to bring their mobile technology devices to the session.
Lori Cooney, Think College, Institute for Community Inclusion, UMass Boston Eric Folk, Center for Disability Studies, University of Hawaii  download PDF
Martha Mock, Strong Center for Developmental Disabilities, University of Rochester  download PDF

Transcript of Plenary Sessions

Morning Plenary with Michael Yudin, acting Assistant Secretary for the Office of Special Education and Rehabilitative Services,US Departmpment of Education
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Afternoon Plenary with Madeleine Will, Chief Policy Officer and co-founder, Coalition for Self Determination, Andrew Imparato, Executive Director, Association of University Centers on Disabilities and Sharon Lewis, Principal Deputy Administrator and Senior Advisor on Disability Policy, Administration for Community Living (ACL), moderated by Olivia Raynor, Director, UCLA Tarjan Center
download PDF