Postsecondary Education

 

In this NTACT CBVI content session, state teams will: 1) consider the continuum of postsecondary education and training opportunities available in their state; 2) examine their state efforts to improve postsecondary education options for ALL students with disabilities; and, 3) identify specific supports and strategies to promote through professional development, collaborative efforts, and statewide systems.

Watch the State2State Sharing: Developing and Improving Community-based Transition Programs

Watch the State2State Sharing: Preparing for Postsecondary Success

Presenter:  Dana Lattin, Transition Coalition & NTACT, University of Kansas

See all of the CBVI Content Presentations!
Download resources for this Webinar below
  • 6.24.2020 CBVI S2S Preparing for Postsecondary

  • 6.24.2020 CBVI S2S PSE Notes

  • CCR4T Assessment Framework expanded 6.22.20

  • 6.17.2020 Community-based Transition Programs

  • 6.17.2020 IEPs for CBT grabandgo

  • Post Secondary Education Powerpoint

  • CBVI Notetaking Framework May2020

  • Levels of Collaboration Scale_Frey, et al

  • PSETP_Toolkit_FINAL_Full_2018[1]

  • EBPP_Matrix_Links_Updated_11-8-19_0[1]

  • Opening Doors to Postsecondary Education and Training

  • 411 Disability Disclosure

  • SDLMI Teacher's Guide_2.0

  • Join the Discussion!

    What comments or questions do you have about this overview of postsecondary education and training for students with disabilities?

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    Liz Zastrow
    Liz Zastrow
    1 year ago

    Raising expectations and starting the discussion early. Yes! Great session. Thank you for the resources and reminding us of some of them we have already in our toolbox.

    Christina Gushanas
    Christina Gushanas
    1 year ago

    Howdy from Texas,
    Here is Texas, we will be building an 18-21 guide to support LEAs with these programs. I look forward to hearing from other states about program components and guidance.

    Catherine Fowler
    Catherine Fowler
    1 year ago

    I look forward to you all sharing with others about your work in the session on the 17th, Christina. Are others of you working on guidance for your programs for students 18 and older?

    Jeremy W Ford
    Jeremy W Ford
    1 year ago

    One of the points brought up that spoke to me was regarding the involvement of school counselors. When I was a practitioner (school psychologist) I often thought many students with disabilities had transition needs that could be met via general education resources, but this didn’t appear to be an option. This was only in two high schools, so I’m curious about some good examples from the group. Who knows school counselors doing awesome work with students with disabilities and their transition to life after high school?

    Elizabeth Danner
    Elizabeth Danner
    1 year ago

    How do CBTPs (18+ programs) determine how to provide direct instruction in academic skills (reading, writing, math) as part of FAPE after the student has met graduation requirements? Or do most CBTPs emphasize generalizing learned skills to community settings over traditional academic instruction?

    Mary Morningstar
    Admin
    Mary Morningstar
    1 year ago

    Hi Elizabeth! Glad you asked such a great question. I think that academic instruction should continue with the necessary modifications and adaptations required for the student to access the general curriculum. However, in CBTP, access to academics should be occurring in inclusive settings – adult/community education, community colleges, universities. It would be age-inappropriate to continue to have students attend a typical HS setting, where they have been for 4 years… Trying to create age-appropriate engagement is a goal/vision. We know that not every school district has the array of postsecondary settings that are typically academic in nature, but most communities have libraries that offer classes, or arts centers, or other locations where students can be included and continue as life long learners.

    Since you mentioned FAPE – in terms of justifications for a student to continue to be supported by IDEA post-HS, is often to focus on the transition services in the student’s IEP, so your assumption that most CBTPs may shift their focus to more community focused skills (employment and independent living) is probably accurate, however, we know that academic experiences provide excellent opportunities tied to career pathways and integrated employment opportunities, so I would not rule out “academics” when considering the individual planning for a student entering a CBTP. I know many of the CTP programs around me include student access to community college campuses.

    ed amundson
    ed amundson
    1 year ago

    We have no access to comment

    Allison Unruh
    Admin
    1 year ago
    Reply to  ed amundson

    Hi Ed! We see your comment. What access do you believe is limited? This is the spot where the discussion is available.
    Let me know if I can help or clarify more!

    Rebecca Rocha
    Rebecca Rocha
    1 year ago

    Thank you for all the great information. Great ideas for different types of tools… could I please ask to get some sort of proof that I have listened this webinar. My email is [email protected]?

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