Strands and Topics

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Strands for Day 1:

Under the strand, to include but not limited to:

Promotion of change within a university or college
Aligning with infrastructure and other systems at the college or university: for example, working with the registrar's office, admissions, student life
Student financial aid (FAFSA)
University or community college administration leadership
Students and program included in all aspects of the IHE
Services obtained at university/college, from program staff, disability services office, etc.
Long term- sustainability: how to sustain funding

Under the strand, to include but not limited to:

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, and the role of national associations/organizations
Systems change as relates to funding

Under the strand, to include but not limited to:

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

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
Outcome measurements
Establishing standards of quality
Definitions and classifications

Under the strand, to include but not limited to:

Individualized instruction
Effective inclusion strategies
Universal design for learning
Use of technology
Language and literacy
Educational coaches and peer mentors
Media and academics
Impact on faculty development and teacher education which may focus on experiences of licensure, internship, mentors, and volunteer activities
Person-centered planning

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
Promoting self-determination and student involvement
Improving social and communication skills
Friendships and lasting relationships
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
Self-advocacy/self-disclosure/disability identity

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