Fiscal Resources for Post-Secondary Students with Intellectual Disabilities (ID)
Financial aide
Program approval process
Student financial aid (FAFSA)
Private funding
Endowments
Resource Mapping
Leadership and Sustainability
Promotion of change within a university
Aligning with infrastructure and other systems at the college or university: for example, working with the registrar's office, admissions, student life, University administration leadership
Students and program included in all aspects of the IHE
Services obtained at university, from program staff, disability services office, etc.
Long term- sustainability: how to sustain funding
Promoting Systemic Change
Building state-wide coalitions including state agencies, advocacy organizations, higher education, and the business community to promote postsecondary education (PSE) for students with ID
Developing state policy and legislation to provide support and funding
Developing Memorandums of Understanding (MOUs) among agencies such as schools, IHE, vocational rehabilitation, ID/DD and workforce agencies, etc.
Successful state-wide efforts to develop multiple programs within a state to grow PSE for students with ID
Positive change for students with ID within a state-wide system of IHEs that involves multiple campuses or community colleges
Systems change at the regional level involving multiple states
Program Development and Evaluation
Key components of program development
Person-centered planning
Recruitment
Capacity building
Credentialing
Establishing standards of quality
Evaluation
Transition to College
Preparation in K-12 for PSE
Preparing in middle and high school to go to college
Access to the general curriculum and universal design for learning
Individualized supports to access curriculum, participate in employment training, work experiences, internships, etc.
Collaboration of secondary education and vocational rehabilitation
Professional development for general and special education staff, school counselors, administrators, etc.
Focusing on secondary education academics
Person-centered-planning, self-advocacy and self-determination
Service learning
Strands for Day 2:
Research
Evidence-Based Practice
Participatory research involving IHE faculty, program staff, students and family members
Determining needed data
Evaluation methods
Outcome measurements
Establishing standards of quality
Definitions and classifications
Academic
Individualized instruction
Effective inclusion strategies
Universal design for learning
Use of technology
STEM
Language and literacy
Educational coaches and peer mentors
Media and academics
Alternative ways of learning/conversations/expressions and strategies to improve written and oral communication
Impact on faculty development and teacher education which may focus on experiences of licensure, internship, mentors, and volunteer activities
Social
Strategies and support for social inclusion
Peer mentors
Sports and recreation
Using technology/ social networking
Improving communication skills
Friendships & lasting relationships
Understanding social cues
Environment in Higher Ed to support/promote/offer strategies
College life with a focus on campus community
Independent Living
Transition/ways to prepare to live as independently as possible, including mastering activities of daily living
Technology to support independence
Support methods
Effective inclusion strategies
Independent living on and off campus
Housing
Person-centered-planning
Transportation access and travel training
Employment
Opportunities available
Ways to facilitate transition to employment based on person-centered planning
Ongoing employment supports
Transition from college to work
Service learning
Sustainability of employment
Developing portfolios and resumes
Career planning
Job search/job development, including using technology
Collaboration with college career services
Collaboration with employment service agencies and other adult agencies
Building a relationship with the business community
