Impact on faculty development and teacher education which may focus on experiences of licensure, internship, mentors, and volunteer activities
Person-centered planning
Recreation and Social
Under the strand, to include but not limited to:
Strategies and support for social and independent living inclusion
Peer mentors and social networking
Sports and recreation
Improving social and communication skills
Friendships and lasting relationships
Self-advocacy/self-disclosure/disability identity
Independent Living
Under the strand, to include but not limited to:
Strategies and support for independent living inclusion
Promoting self-determination and student involvement
Transition/ways to prepare to live as independently as possible, including mastering activities of daily living
Support methods, such as technology
Transportation access and travel training
Time-management
Self-help skills
Daily living/self-regulation
Mental health (including self-determination and self-regulation)
Employment
Under the strand, to include but not limited to:
Opportunities available
Student Internships
Ways to facilitate transition to employment based on person-centered planning
Ongoing employment supports
Transition from college to work
Aligning education content and career readiness
Service learning
Sustainability of employment
Developing portfolios and resumes
Career planning
Job search/job development, including using technology
Collaboration with college career services, employment service agencies and other adult agencies
Building a relationship with the business community
Strands for Day 2:
Promoting Policy and Systemic Change
Under the strand, to include but not limited to:
Building state-wide and national coalitions including state agencies, advocacy organizations, higher education, and the business community to promote postsecondary education (PSE) for students with ID
Developing federal and 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 efforts to develop multiple programs 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, and the role of national associations/organizations
Systems change as relates to funding
Promotion of change within a university or college
Affecting positive attitude change at every level
Program Development and Evaluation
Under the strand, to include but not limited to:
Key components of program development (and evaluation)
Funding for students and programs
Person-centered planning
Recruitment
Capacity building
Strategies for initiating and expanding high quality inclusive programs
Credentialing & model accreditation standards
Residential and housing options
Transition to College
Under the strand, to include but not limited to:
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
Promoting self-determination and student involvement
Family support/family involvement
Student financial aid (FAFSA)
Research and Evaluation
Under the strand, to include but not limited to:
Evidence-Based Practice
Participatory research involving IHE faculty, program staff, students and family members
Determining needed data
Evaluation methods and results
Student progress and outcome measurements
Establishing standards of quality
Definitions and classifications
Changes across the institution (institutional, administrative or organizational processes) as a result of the PSE program
Descriptions and empirical evidence related to changes for students without disabilities and/or faculty (attitudes, awareness, skill, and pedagogy)
Changes in relationships with community organizations, human services, and businesses
Strand to span both days:
Family and Community Support/Student Participation
Under the strand, to include but not limited to:
Continuous family support prior, during, and post-higher education
Natural support through neighbors, friends, paid services, agencies, peer companions
Professional/parent relationship
Model of community service
Aging population/Guardianship
Parent readiness
Proposals to engage and educate attending self-advocates in:
