 Transition to Postsecondary Education Community
of Practice
Welcome
Our mission is to create a venue for participants
to learn from each other about how to ensure that ALL youth with
disabilities, including youth with intellectual disabilities, have
the opportunity to prepare for and participate in postsecondary
education.
The Transition to Postsecondary Education Community of Practice
will create opportunities for participants to identify and reach
consensus on priorities concerning postsecondary education transition,
to identify and disseminate research-based practices, and to identify
ways to improve postsecondary participation for all youth with
disabilities.
This Community will provide members and visitors with:
- Opportunities to learn from each other and build state and
local capacity to improve the postsecondary participation of
all youth;
- Opportunities to learn about how youth with intellectual disabilities
are being supported in gaining access to postsecondary education
options;
- A forum to suggest and develop resources, solutions, and materials;
- Opportunities to collaborate, communicate, and problem-solve
on topics related to postsecondary education transition;
- Opportunities to share best practices;
- Access to colleagues, activities, and current events related
to postsecondary education transition; and
- Links to information
on postsecondary education transition.
E-mail Discussion Forum
One of the basic features of this Community is an e-mail based
discussion forum or listserv. This feature - the only closed section
of our community of practice - allows members to post questions,
comments, and information and to share ideas with other members.
We are open to a wide range of information, questions, opinions,
requests, and news.
To access this section of the community, you must sign up to be
a member of the community listserv. Specific communication guidelines
and ground rules will be provided once individuals subscribe.
To Sign Up
- Address an e-mail message to listserv@lists.umn.edu
- Leave the Subject line blank
- Type subscribe PSE_Transition yourfirstname
yourlastname (insert your actual first and last name)
in the Body of the message. Ex. subscribe PSE_Transition
Jane Doe
- Send the message
You will receive an e-mail requesting you to confirm your subscription
request. Watch for this e-mail and respond within 48 hours or else
your request will not go through. If you have any questions or
need assistance, contact Megan Dushin at dushi001@umn.edu.
Calendar of Events
Please visit the NCSET Events
Calendar and this Community page
for information on upcoming events. A teleconference
will be held on Issues Regarding Finding and Qualifying for Financial
Aid sometime this year. To receive an e-mail announcing
the date, join NCSET E-News,
subscribe to this community listserv, or visit this page again
soon.
Get Involved in the Community
The Transition Community of Practice is made up of a variety of
stakeholders and professionals like you. We are currently
working together on important issues and projects affecting transition
to postsecondary education for students with disabilities. If
you are interested in getting involved, please sign up for the
listserv and/or contact the person(s) listed.
Current Hot Topic(s):
- Finding and Qualifying for Financial Aid
Projects Underway:
- Resource Tool on Finding Financial Aid in Traditional and Non-Traditional
Ways
- To contribute, please e-mail potential resources and information
to Debra Hart at debra.hart@umb.edu
- Teleconference on Issues of Finding and Qualifying for Financial
Aid
Subscribe to community listserv and
revisit this page for updates on these projects.
Resources
NCSET Resources: Web Topics
Preparing for Postsecondary Education
This topic, directed at students, teachers, and parents, provides
an overview of self-advocacy, rights, responsibilities, and other
issues students with disabilities need to think about when considering
a postsecondary education.
Postsecondary Education Supports and Accommodations
This topic explores how the kinds of supports that are currently
being offered in postsecondary education, and the manner in which
they are offered, are different from supports in secondary education,
and may affect outcomes for individuals with disabilities.
Self-Determination for Postsecondary Students
This
Web topic explores how self-determination—the combined
skills of self-awareness, self-advocacy, self-efficacy, decision-making,
independent performance, self-evaluation, and adjustment—can
contribute to an individual’s ability to establish and achieve
his or her own goals during and after higher education experiences.
(See complete list of NCSET
Topics for a variety of other
resources regarding secondary education and transition)
NCSET Resources: Publications
Interagency
Transition Team Development and Facilitation (January 2005)
NCSET Essential Tool
This guide, relevant to national,
state, and local levels, offers instruction on (a) how to build
an effective interagency transition team; (b) how to determine
initial roles, responsibilities, and the team vision; (c) how to
conduct interagency transition team meetings; and (d) how to determine
whether or not your interagency transition team is making progress
and meeting its goals. The manual also includes examples of successful
interagency transition teams, and further resources.
DO-IT:
Helping Students With Disabilities Transition to College and
Careers (September 2003)
NCSET Research to Practice Brief • Volume 2
, Issue 3
Summarizes research on outcomes for students with disabilities in postsecondary
school and describes one program, DO-IT Scholars, that successfully applies
research findings in a cohesive set of interventions for students who have
disabilities. The brief also shares lessons that can be applied to other college
and career preparation programs for youth with disabilities.
An
Effective Model for College Students With Learning Disabilities
and Attention Deficit Hyperactivity Disorders (February
2004)
NCSET Research to Practice Brief • Volume 3
, Issue 1
College students with learning disabilities and attention deficit hyperactivity
disorders who participate in the Virginia Commonwealth University Supported
Education Model tend to stay in school and progress in their educational programs,
according to a study conducted by the Virginia Commonwealth University Rehabilitation
Research and Training Center on Workplace Supports. This brief describes the
VCU Supported Education Model and results of the study.
High
School Graduation Requirements and Students with Disabilities (February
2005)
NCSET Information Brief • Volume 4 , Issue 2
An increasingly common graduation requirement for secondary schools is a passing
score on an exit examination. This brief outlines issues and controversies
surrounding the use of exit examinations, including the reasons proponents
support the use of such exams. The brief also lists some of the intended and
unintended consequences of using such exams.
Social
Security and Undergraduates with Disabilities: An Analysis
of the National Postsecondary Student Aid Survey (October
2004)
NCSET Information Brief • Volume 3 , Issue 4
This brief provides a rich demographic profile of the utilization of postsecondary
education by recipients of Social Security Income (SSI) and Social Security
Disability Insurance (SSDI). The brief summarizes the results of the National
Postsecondary Student Aid Survey and also provides information about resources
for further information.
Addressing
the Needs of Culturally and Linguistically Diverse Students
With Disabilities in Postsecondary Education (February
2004)
NCSET Information Brief • Volume 3 , Issue 1
Persons with disabilities usually must overcome a variety of challenges not
faced by their peers without disabilities in order to gain entry to and succeed
in postsecondary education. These challenges are often especially difficult
for persons with disabilities of culturally and linguistically diverse heritage.
This brief identifies the major challenges of postsecondary education for persons
with disabilities of culturally and linguistically diverse heritage and provides
recommendations to postsecondary institutions for supporting the educational
success of these students.
The
Emergence of Psychiatric Disabilities in Postsecondary Education (September
2004)
NCSET Issue Brief • Volume 3 , Issue 1
An unprecedented and growing number of postsecondary students report psychiatric
disabilities. This brief provides a brief definition of the issue and an outline
of the primary barriers such students face in completing postsecondary education.
The brief also offers strategies for postsecondary professionals, recommendations,
and further resources.
Challenges
in Coordinating Related Services and Supports in Secondary
and Postsecondary Educational Settings (December 2002)
NCSET Issue Brief • Volume 1 , Issue 6
Current practices and policies, including differences between youth and adult
service delivery systems and the lack of interagency collaboration, complicate
service coordination for youth with disabilities. This brief, written for secondary
and postsecondary educational administrators, state policy makers, rehabilitation
counselors, and researchers, identifies the barriers to successfully managing
supports for individuals with disabilities, and provides recommendations for
overcoming these barriers.
Parenting
Postsecondary Students with Disabilities: Becoming the Mentor,
Advocate, and Guide Your Young Adult Needs (March 2002)
NCSET Parent Brief
This brief focuses on the importance of involving parents in the transition
from high school to the post-secondary environment, and provides concrete recommendations
to help parents learn to mentor and advocate for their post-secondary youth.
Includes parent resources and references.
(See the complete listing of NCSET
Briefs and Essential
Tools for more information on these and other topics.)
Other Resources: National Web Sites
ThinkCollege.Net
A new Web site from the Institute on Community Inclusion,
University of Massachusetts-Boston, designed to provide information
to students with cognitive disabilities who are interested in finding
ways to attend college. The site includes information for students,
family members, and professionals, and features a searchable database
of postsecondary education programs, a discussion board designed
by students, a listserv, and links to Web-based resources.
Postsecondary Innovative Transition and Technology Project
(Post-ITT)
The Post-ITT Web Site, funded by OSERS, is
a collection of resources and activities established to aid students,
parents, educators and Disability Services coordinators in the
task of planning for a student's transition from secondary to
postsecondary education. It
includes links to colleges in certain areas, activities and worksheets,
definitions of important terms, legal issues, and more.
DO-IT (Disabilities, Opportunities, Internetworking, and
Technology) Program
DO-IT serves to increase the participation of individuals with
disabilities in challenging academic programs and careers. It promotes
the use of computer and networking technologies to increase independence,
productivity, and participation in education and employment. The
DO-IT Scholars program includes a live-in summer study program
at the University of Washington and work-based learning experiences,
as well as access to peers and mentors through electronic communication.
HEATH Resource Center: National Clearinghouse
on Postsecondary Education for Individuals with Disabilities
Besides a host of publications, links, and resources, this Web
site also includes quick answers to key issues and student voices.
See their Financial Aid for
Students with Disabilities (2005 Edition). HEATH Resource Center's
annual revision of this popular resource guide is now available.
The 2005 edition contains completely updated and revised information
to help individuals with disabilities to seek and obtain financial assistance
for postsecondary education. The guide describes federal financial aid programs,
state vocational rehabilitation services, and regional and local sources. A listing
of nationally awarded grants and a pre-college checklist to organize the search
for funds complete the guide.
Association on Higher Education
And Disability
The Association on Higher Education And Disability (AHEAD)
is an international, multicultural organization of professionals
committed to full participation in higher education for persons
with disabilities. The Association is a vital resource, promoting
excellence through education, communication, and training. While
the main purpose of AHEAD is to serve disability support services
personnel, there are some helpful links, training information,
and publications on their website, including archives of the Journal
of Postsecondary Education and Disability.
On-Campus Outreach
This Web site, intended to support best practices in transition to postsecondary settings for students with significant disabilities, includes fact sheets, journal articles, a discussion forum, helpful links, and training modules. The site also offers the new online training module "Individual Supports to Increase Access to an Inclusive College Experience for Students with Intellectual Disabilities." This self-paced training module provides an overview of the major steps involved in creating individual supports to access postsecondary education and includes step-by-step instructions, downloadable examples and forms, a glossary, list of acronyms, FAQ, and related Web resources.
http://www.education.umd.edu/oco/index.html
Community Contacts
This Community is facilitated by staff of the National Center
on Secondary Education and Transition at the University of Hawaii-Manoa
and the Institute for Community Inclusion at the University of
Massachusetts-Boston. For more information about this community,
contact:
Megan Conway
National Center
on Secondary Education and Transition
University of Hawaii-Manoa
mconway@hawaii.edu
808-956-6166
Debra Hart
Institute for Community Inclusion
University of Massachusetts-Boston
debra.hart@umb.edu
617-287-4341
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