Kellar Institute for Human DisAbilities (KIHd) - College of Education and Human Development - George Mason University
About Us

The Kellar Institute for Human DisAbilities (KIHd) is an interdisciplinary campus-based organization focusing on improving the lives and productivity of children and adults with disabilities. KIHd combines the resources of the university with local, state, regional, national, public, and private sector agencies and organizations to develop products, services, and programs for persons with disabilities.

Strands for Day 1:

Leadership and Sustainability

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

Promoting Systemic Change

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

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

Strands for Day 2:

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
  • 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

Social and Independent Living

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