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The purpose of this survey is to identify areas of need for high school students with disabilities planning to attend college. The scoring grid will provide a score for each section to help students identify specific areas of need. The Activity Guide provides suggested activities to help the students attain proficiency in each specific areas of need.

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A 25 Question assessment to determine if a student is ready for the demands of college including: Academic demands, self-advocacy, self-understanding, executive functioning, and motivation and confidence.

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The “Think Higher. Think College.” campaign is designed to build awareness and expand access to higher education for students with intellectual disability.

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These modules focus on organization and planning as skills needed to experience success in college. Self-assessment to identify what the student is already doing well when it comes to organization and planning, followed by strategies for each module in each area.

Modules for Executive Functioning

The questionnaire includes a self-rating scale where the student checks the extent to which they agree or disagree with how well each statement describes them in areas of executive functioning.

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College Readiness Assessment (Perkins School for the Blind)

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College Readiness Assessment (Perkins School for the Blind)

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As of October 2021, 25 of 29 graduates are engaged in competitive integrated employment. This is approximately 86%, down slightly from 88% prior to the COVID-19 pandemic. In contrast, using most recent available sources:

The average post-graduation employment rate for TPSID program graduates is 59%.

The employment rate for adults with disabilities in general is 31.4%.

The employment rate for adults with intellectual and developmental disabilities is 18%.

In addition, about 35% of our graduates have earned associate's and/or bachelor's degrees, or are actively in progress.

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As of October 2021, 25 of 29 graduates are engaged in competitive integrated employment. This is approximately 86%, down slightly from 88% prior to the COVID-19 pandemic. In contrast, using most recent available sources: The average post-graduation employment rate for TPSID program graduates is 59%.

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Wolverines Elevated is a three-year certificate program for young adults with intellectual disabilities. The program is in its first year as a model TPSID (Transition & Postsecondary Programs for Students with Intellectual Disabilities) program, with funding from the United States Department of Education.

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Assessing Gaps in Adult Resources for Transition Services- A Planning Tool for College-Bound Students with Disabilities & Parent/Guardian 

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Assessing Gaps in Adult Resources for Transition Services- A Planning Tool for College-Bound Students with Disabilities & Parent/Guardian 

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Accessible Technology Center Open Hours

Drop in to get all of your AT questions answered, including:

Installing and using Read & Write, Equatio and Native Accessibility Tools

Submitting Alternative Text requests (audio books) in Clockwork

Determining appropriate accessible document formats for each individual

Answering any AT questions you may have!

Please bring your own preferred device(s) so we can show you how to use the technology using the device(s) you use every day.

May

ATC open hours are hosted in FL 111

Wednesday, May 1 8:00 AM - 11:00 AM

Monday, May 6 1:00 PM - 3:00 PM

Tuesday, May 7 9:00 AM - 11:00 AM

Monday, May 13 9:00 AM - 11:00 AM

Tuesday, May 21 1:00 PM - 3:00 PM

For more information about the ATC, please visit their website.

Are you unable to attend open hours but still AT need help? Book a one-on-one appointment today!
ATC Support Appointment

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Accessibility Services (AS) offers programs beyond accommodations to our students. We run several programs and workshops each year to help students adjust to college life, gain valuable study skills, and connect with other like-minded students.

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SUU Disability Resource Center- Additional Support Services 

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SUU Disability Resource Center- Additional Support Services 

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DRC Additional Support Services

Personalized weekly peer mentoring

DRC student meets one-on-one weekly with a fellow SUU student peer mentor to receive instruction on study strategies, time management, balancing university life and career and job resources.

Placement of student's interest/major in Utah.

Pre-internship professional development workshops and one-on-one instruction

DRC students that are interested in seeking an internship attend monthly career training workshops and meet with DRC staff for specialized communication, interview, resume and job training and preparation prior to an internship.

In partnership with the Department of Workforce Services for all DRC students between ages 17-21, please read about the grant mentee agreement.

'

Contact our Grant Coordinator, Susan Hunter, at susanhunter@suu.edu or at 435-586-7846 for more information.

Otter AI

For students who have certain limitations connected to their disability, taking notes in class is a challenge. Many services and products have been on the market for years to help these students. After much investigation our department has partnered with Otter.AI, an app that is accessible, powerful, and easy for students to pick up and use in a variety of classes.
If you are a student who has this accommodation, or you are interested in learning about this
Otter.ai is a voice meeting recording application powered by data and machine learning technology. With this application, you can use your phone, computer, tablet or other device to not only record classes but also generate full transcripts that can be printed or integrated into your own notes. The real power comes from the machine learning algorithm that allows you to search, highlight, crop, or target any aspect of your class lectures for the information you need. The features of this tool are vast, and we can help you learn how to discover and use the varied features to access your courses more effectively. application for your own use , please use the link below to schedule a training session with one of our team members, we will be happy to teach you about this great tool.
A Bit about the App:

Schedule an Otter Training Otter 101

Mission Statement
Information and Technical Assistance on the Americans with Disabilities Act
The Disability Resource Center at Southern Utah University continuously provides support and services to students with disabilities who are overcoming different educational difficulties because of their individual challenges. Reasonable accommodations are offered to participants in the program, giving them access to services requested by law. We encourage self-direction, resourcefulness, academic skill development and personal advancement. Cooperation between faculty, students and community assures an atmosphere of understanding and acceptance. To achieve its Mission, the Southern Utah University Disability Resource Center focuses on the following goals:

Guide potential and qualified students to our services

Increase and maintain student enrollment and retention

Provide means to empower students in their education to enhance independence.

Provide academic and learning access, focusing on students' current documentation connected to their condition.

Contact Information

Building and Office Location: Student Support Center (ST) Suite 206 F-I
Phone: 435-865-8042
Office Hours: Monday - Friday 8am-5pm

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Personalized weekly peer mentoring DRC student meets one-on-one weekly with a fellow SUU student peer mentor to receive instruction on study strategies, time management, balancing university life and career and job resources. Placement of student's interest/major in Utah.

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UREACH Peer Mentoring Program University of Utah 

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UREACH Peer Mentoring Program University of Utah 

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20 Powerful Strategies to Prepare Students for Inclusive Higher Education Programs 

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20 Powerful Strategies to Prepare Students for Inclusive Higher Education Programs 

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CATT (Creating Achievement Through Transition) is a student-run organization that strives to help create a supportive learning environment where students with disabilities can come and learn the necessary skills to succeed in college courses and after college. Peer mentors help teach these skills and provide an environment of support and understanding to help motivate students.

CATT is a volunteer organization facilitated by students with disabilities, transitioning students will become peer guides for future participants.

If you have questions or are interested in participating with CATT, please email CATT@weber.edu or call Disability Services at 801-626-6413

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CATT (Creating Achievement Through Transition) is a student-run organization that strives to help create a supportive learning environment where students with disabilities can come and learn the necessary skills to succeed in college courses and after college. Peer mentors help teach these skills and provide an environment of support and understanding to help motivate students.

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About: The USBE in partnership with Utah's institutions of higher education strive to prepare and provide opportunities for students with disabilities to access and succeed in postsecondary educational settings. 

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About: The USBE in partnership with Utah's institutions of higher education strive to prepare and provide opportunities for students with disabilities to access and succeed in postsecondary educational settings. 

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This Padlet provides resources and information for practitioners and families involved in supporting students with disabilities as they prepare for postsecondary programs. The Padlet was created as part of the Utah State Board of Education Meaningful Inclusion Conference which held its inaugural conference in the summer of 2023.
Each area is aligned with components of Utah's Portrait of a Graduate and is specific to the skills to be developed in each grade level category, related to preparing for postsecondary programs.

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The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

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The purpose of this website is to improve post-school outcomes for students with disabilities by providing a platform for sharing resources, information, and tools for collaboration and coordination of services for students, families, educators, and providers.

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USBE Meaningful Inclusion for Students with Disabilities PRINT (2023)

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Postsecondary Transition Flowchart with Definitions 

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Postsecondary Transition Flowchart with Definitions 

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Transition Process Flow Chart with Definitions

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Utah Higher Education Inclusion Alliance (UHEIA)

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Utah Higher Education Inclusion Alliance (UHEIA)

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UHEIA seeks to create campuses of belonging and opportunity for all.

Increase statewide collaboration to expand educational options for Utah's diverse learners.

Provide resources and information about Utah's educational offerings for transition-aged students with unique learning needs.

Organize advocacy efforts that lead to meaningful support of higher education pursuits for all.

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Utah Higher Education Inclusion Alliance home page.

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Here you will find curated resources on some of the most critical topics in inclusive postsecondary education. Each page features selected key resources, a link to additional resources we have on the topic in our Resource Library, related external links and Frequently Asked Questions on the topic.

Click any state on the map to see information on activities related to postsecondary education for students with intellectual disability (ID) in that state. If there are policies and/or legislation related to postsecondary education for students with ID, we provide a link to that policy/legislation. If there is a statewide organization for inclusive PSE in your state, a link to information about that organization is provided. We also include contact information for someone in the state who can talk to you about postsecondary education for students with ID.

Think College is dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. We conduct and extend our work through several specific grant funded projects. Click the project logo to learn more about that project and its key activities, staff and resources.

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Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability. It is based at the Institute for Community Inclusion, University of Massachusetts Boston.

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National Center for College Students with Disabilities

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National Center for College Students with Disabilities

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Welcome to the only federally-funded
national center in the U.S.
for college and graduate students with any type of disability,
chronic health condition, or mental or emotional illness.

. Text 741741 when you are feeling depressed or suicidal. A crisis worker will text you back immediately and continue to text with you. It's free to ANYONE living in the U.S. and run by the Crisis Text Line.
If you are in crisis, visit our list of crisis resources

News & Updates!

The impact of COVID-19 is widespread in the US and around the world. Find timely resources about going to school and more on our Coronavirus Information page.

Quick Facts on Students with Disabilities in College - Percent and Top 5 Types Reported

Several students have lost their savings to an "AHEAD" internship scam. AHEAD will not ask you to send any money for an internship. If the scammers offer to pay you, they are trying to get your bank account info. All AHEAD emails are from an ahead.org address, not gmail. If you wonder if something is legit, please contact us before you send (or accept) money.
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National Center for College Students with Disabilities (NCCSD)

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Welcome to the only federally-fundednational center in the U.S.for college and graduate students with any type of disability,chronic health condition, or mental or emotional illness. . Text 741741 when you are feeling depressed or suicidal. A crisis worker will text you back immediately and continue to text with you.

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Preparing Students with Disabilities for Success in Postsecondary Programs

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FAQs about College Programs for Students with Intellectual Disabilities 

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FAQs about College Programs for Students with Intellectual Disabilities 

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IEP Goal Ideas to Support College Readiness 

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IEP Goal Ideas to Support College Readiness 

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Backwards Planning Chart- Transition Planning Aligned with Postsecondary Goals 

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Backwards Planning Chart- Transition Planning Aligned with Postsecondary Goals 

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Social Mapping and Planning for Community Membership 

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Social Mapping and Planning for Community Membership 

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Foundational Skills for College and Career Learning Plan

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Foundational Skills for College and Career Learning Plan

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Utah Systems of Higher Education- Utah College & University Disability Resource Centers 

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Utah Systems of Higher Education- Utah College & University Disability Resource Centers 

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Utah System of Higher Education 2022-23 Facts At a Glance 

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Utah System of Higher Education 2022-23 Facts At a Glance 

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Senior Year Timeline to College Readiness

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Senior Year Timeline to College Readiness

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Costs of attendance at college programs for students with intellectual disability vary considerably. Costs for tuition, fees, and room and board are typically the same as for other students. There may also be additional program-specific fees.
Costs for college-based transition services (sometimes referred to as dual enrollment programs) which are for students who are receiving transition services from their high school, are typically covered by the school district.

Many students are using funding from vocational rehabilitation (VR) and/or Medicaid to help pay for college. If your child has these services, it is very worthwhile to discuss how those services and supports can help pay for college attendance. In some states, VR is very supportive of these initiatives, while other states are still determining if they will support college for students with intellectual disability. The same is true of Medicaid funding for developmental disability services. Currently, in most states, Medicaid cannot be used to pay for tuition, but it can be used for other college expenses. The details of that must be discussed with your developmental disabilities agency.

Waivers are a set of additional Medicaid benefits designed to support individuals with disabilities in their communities. The most commonly used are Home and Community Based Services (HCBS). Overall, waivers cannot be used for tuition and fees but can be used to pay for student support services such as educational coaches, independent living, mentors, physical or occupational therapy, transportation and supported employment. It is important to note that every state waiver has defined what services and supports can be funded and it varies from state to state so it will be important to first review your state's waiver to determine the services and supports that can be paid for by waiver funds. For a full overview of using waivers in college, check out our Medicaid Waivers Insight Brief.

Vocational Rehabilitation provides individualized services to individuals with disabilities to support them to reach their job goals. VR agencies may cover a range of services including tuition, fees, books, and vocational assessments. However, what is covered varies by student, as each case is different. Find your state VR agency.

For those that qualify, Medicaid Waivers and VR can be great resources for adults with disabilities, whether you are in college or not.

There are relatively few college scholarship programs specifically for students with intellectual disability. We provide links to some of these scholarship programs in our Scholarship Guide. College programs may have their own scholarship programs, so ask about those when you are contacting them for information. Also, seek out scholarships that are offered to college-bound students through your town or school, such as Rotary Club. They may have never considered offering a scholarship to students with intellectual disability, but you never know until you ask!

There is a category of programs called Comprehensive Transition Postsecondary Programs, or CTP programs. View a complete list of Comprehensive Transition Postsecondary Programs. Students with intellectual disability who attend one of these approved programs can apply for federal student aid through the Free Application for Federal Student Aid (FAFSA), and may be determined eligible for Pell Grants, Supplemental Education Grants, or work-study. Income eligibility guidelines will still apply. Learn more about each type of federal financial aid.

At this time, students with intellectual disability who are attending non-degree college programs are not eligible for federal student loans.

Financial aid packages can vary widely based on a number of factors. For federal financial aid, students with intellectual disability are eligible for grants and work-study programs, but not loans. The current limit (2022-2023) for the Pell Grant award is $6,895. The amount a student is eligible for is determined by financial need, and parent income is typically counted. A small number of students may be eligible for the Federal Supplemental Educational Opportunity Grant (FSEOG), which can range from $100-$4,000. Work-study awards will vary based on how many hours a student works each week. For more information on how federal student aid is determined, visit the Federal Student Aid website. In additional to federal aid, students may also access state and college specific financial aid. To learn more about these, reach out to the programs you are considering.

The first place to discuss ways to pay for college is with the staff of the programs you are interested in. Ask them what strategies other students are using to pay for the program: are there scholarships, does VR support any students, are there ways to use Medicaid-funded services to cover some of the costs, how much are families typically paying, and so on. Once you have determined the college your son or daughter will be attending, then that financial aid office may also have some information, so you should be sure to discuss your needs with them. In some cases, the program may be able to suggest a contact in the financial aid office who is familiar with working with students with ID.

Typically, yes. This is also true for most college students. If a student is claimed as a dependent on the family's tax return, then it is likely that parent income will be counted. In this area, the rules for considering parent income do not differ from the rules that apply to all college students applying for aid.

Probably nothing. No federal financial aid you receive is counted as income or resources, regardless of use. No other non-federal forms of financial aid - including grants, scholarships, fellowships, or gifts - are counted as income or resources so long as they are used to offset educational expenses. For more on SSI and Social Security and Financial Aid, see our Federal Financial Aid Insight Brief.

Now that many states have passed ABLE Act legislation, families and students are allowed to save for college and other expenses without impacting their benefits. This offers a way for families to set aside money for college for their child with disabilities, just as they might do for their other children.

ABLE accounts are not included as investment assets for the parent or the student when completing the FAFSA. You can find this information in writing in the explanatory notes to the FAFSA. For the 2021/2022 FAFSA PDF this is on page 9 in the right‑hand column.

College tuition pre-payment plans or college savings plans known as 529 Plans may be a way to pay for college attendance for a student attending a college program for students with ID. The specifics of fund use vary between states, so you should read the regulations and speak to a financial advisor to determine the specifics for your situation. The issue may be that college programs for students with ID do not offer a degree, so check with the 529 account rules that apply to you to assure that is not an issue. Families have been allowed to use 529 savings accounts to pay for attendance in these programs. For more info, visit this 529 Plan FAQ page.

On this page, we outline the most common resources students with ID and their families use to pay for college. In addition to these, there may be other resources specific to a state, region or local area, or for a specific type of student. Examples include veteran dependent benefits, tribal grants, and financial aid specific to undocumented students. When reviewing possible funding sources to support attendance at a college program for students with ID, one important factor is to determine if non-degree seeking students are eligible for the funds you are considering
Additionally, a pillar of college programs for students with ID is that students will gain work experience. Some students work part-time during the school year and/or during summer break to help pay for college.

Thinking about college often brings up conversations about starting to work. For individuals who receive SSI or SSDI, this can raise a lot of questions. Benefits counseling is a service to explain how working will affect your federal and state benefits. A benefits counselor can help your family make a plan.
Learn more about benefits counseling and how to find a counselor.

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Curated resources about ways to fund postsecondary education opportunities for students with intellectual disability

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Creative Ways to Afford Higher Education 

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Creative Ways to Afford Higher Education 

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Disability Resource Centers at Institutes of high Learning 

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Disability Resource Centers at Institutes of high Learning 

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The mission of the Disability Resource Centers at Institutions of Higher Learning is to allow equal access to college programs, services, and activities for students with disabilities under the American with Disabilities Act and the Rehabilitation Act of 1973. Services may include interpreters, taped text books, a note taker, untimed tests, tests in a separate classroom, and many other accommodations for students with disabilities. Students need to check with the Center and present current testing to see if they qualify for services. To qualify, students must have a DSM-IV diagnosis (psychologist or psychiatrist) and current testing within the last 3 years for certain disabilities.

Snow College
Accessibility Resource Center
Greenwood Student Center Room 241
Ephraim, UT 84627
435-283-7321
Website: https://www.snow.edu/general/ADA/index.html

Southern Utah University
Student Support Services
351 West University Boulevard
Cedar City, UT 84720
435-865-8022
Website: https://www.suu.edu/disabilityservic es/

Utah Valley University
Accessibility Services Department
MS 190
800 W. University Parkway
Orem, UT 84058
801-863-8747
Website: https://www.uvu.edu/accessibility-services/

Weber State University
Services for Students with Disabilities
Student Services Center Room 181
Ogden, UT 84408
801-626-6413 or 801-626-7283
Website: view website weber.edu/ssd

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Disability Resource Centers at Institutes of Higher Learning - Utah Parent Center

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The mission of the Disability Resource Centers at Institutions of Higher Learning is to allow equal access to college programs, services, and activities for students with disabilities under the American with Disabilities Act and the Rehabilitation Act of 1973.

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Disability Resource Centers at Utah Colleges 

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Disability Resource Centers at Utah Colleges 

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Disability Resource Centers in Utah Colleges

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Accessing Accommodations in Higher Education

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Accessing Accommodations in Higher Education

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Accessing Accommodations in Higher Education

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Postsecondary Transition Skills Mapping Tool -     A guide for K-12+ educators & parents to teach essential skills to students with disabilities for success in postsecondary settings.                           (to download this document, click on the document, then go to the 3 dots on the right side and select "download attachment")

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Postsecondary Transition Skills Mapping Tool -     A guide for K-12+ educators & parents to teach essential skills to students with disabilities for success in postsecondary settings.                           (to download this document, click on the document, then go to the 3 dots on the right side and select "download attachment")