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Review the video and instructions for help with Zoom.

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Park in the large parking lot on the west side of campus. Follow the yellow dashed line to the entrance of the courtyard for registration.

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You can find out more information and employment facts from Think College, the clearing-house of information and the national coordinating center for inclusive post-secondary programs.
Finally, we know the data for degree-seeking students:
When you go to college, your health outcomes improve.

Across almost every measurable metric, life is better.
Why wouldn't we want this same possibility for one of our most vulnerable groups in society?

The programs examined served 843 students during the 2017-2018 academic year at two- and four-year colleges from coast to coast. Nearly all of the students had intellectual disability, autism or both and most had already completed high school, though about 1 in 5 were dually enrolled while still receiving special education services from their local school district.

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The UC Davis MIND Institute and Center for Excellence in Developmental Disabilities bring you resources relating to neurodevelopmental disabilities and other conditions.

Along with the online resources we provide on this website, you are welcome to visit the Resource Center located at the MIND Institute (directions) browse our collection of resources, and utilize our computers for research.

We try to make our Resource Center welcoming and user-friendly for people with disabilities and their family members, community advocates, trainees and professionals. We provide parent-to-parent support and create and support connections to resources within the MIND Institute, the UC Davis Medical Center, and in the community. We offer in-person and phone support in both English and Spanish, as well as small-group training and networking opportunities.
Resource Center Hours:

Tuesdays and Wednesdays, 10am - 4:30pm

Mondays, Thursdays, and Fridays, 10am - 2pm

Other times by appointment

Closed on UC Davis holidays

If you'd like to make an appointment, or have questions, please call us at 916-703-0336 (English) or 916-703-0439 (Spanish).

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The UC Davis MIND Institute and Center for Excellence in Developmental Disabilities bring you resources relating to neurodevelopmental disabilities and other conditions. Along with the online resources we provide on this website, you are welcome to visit the Resource Center located at the MIND Institute (directions) browse our collection of resources, and utilize our computers for research.

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The Disability Rights Education and Defense Fund

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The Disability Rights Education and Defense Fund

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Disability Rights Education & Defense Fund

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September 8, 2023
The new provisions show HHS's commitment to reconciling Section 504, the ADA, and key cases that together enable people with various disabilities to achieve consistent and timely access to needed healthcare, so that they can pursue their own life goals and interests. DREDF shares this commitment.

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The Disability Rights Education and Defense Fund

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DREDF is dedicated to improving the lives of people with disabilities through legal advocacy, training, education, and public policy and legislative development.

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A nonprofit 501(c)(3) organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment, leadership development, and inclusive living for individuals with intellectual and developmental disabilities (IDD).

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Stigma, Acceptance and Belonging for People with Intellectual and Developmental Disabilities Across Cultures

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Stigma, Acceptance and Belonging for People with Intellectual and Developmental Disabilities Across Cultures

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Five Steps for Inclusive Health Promotion

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Five Steps for Inclusive Health Promotion

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Think Inclusive | The Official Blog of MCIE

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As the official blog of MCIE, we exist to build bridges between families, educators, and people with disabilities to advocate for inclusive education. We do this by publishing content from disabled advocates, parents of children with disabilities, and educators who are "all-in" for inclusion.

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Advice From Those We Serve: Why Inclusion Matters

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Advice From Those We Serve: Why Inclusion Matters

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Advice From Those We Serve: Why Inclusion Matters

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Past Summer Institute presentations are available for viewing.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel or click on the playlist for each year or the presenters picture below to link to the YouTube video of the presentation.
These webcasts are intended for personal, non-commercial, educational use. Please do not re-broadcast, re-encode, or otherwise distribute these webcasts without prior written permission from the UC Davis MIND Institute.

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UC Davis MIND Institute videos and audio are now exclusively available on YouTube. You can go directly to our YouTube Channel or click on the playlist for each year or the presenters picture below to link to the YouTube video of the presentation. These webcasts are intended for personal, non-commercial, educational use.

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The Institute for Community Inclusion at UMass Boston supports the rights of children and adults with disabilities to participate in all aspects of society.

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MIND Summer Institute Event Terminology List

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MIND Summer Institute Event Terminology List

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10 Reasons to Support Inclusive School Communities for ALL Students

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10 Reasons to Support Inclusive School Communities for ALL Students

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Forget Me Not: Inclusion in the Classroom (2022)

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An intimate account of a family’s fight to have their son with Down syndrome included in the country’s most segregated school system in New York City.

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The UC Davis Redwood SEED Scholars are welcomed to UC Davis as full-time NON-DEGREE students, and supported with peer mentors in academics, social inclusion, health and wellness, residential living and employment. Redwood Seed Scholars take part in internships both on and off campus with the goal of…

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Videos en español que analizan las condiciones, el tratamiento y la promoción del neurodesarrollo.

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Welcome to the Community Life Engagement Toolkit

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Welcome to the Community Life Engagement Toolkit

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Looking to increase community life engagement of the people you support? Not sure where to begin? This toolkit was developed to help service providers develop and improve high quality supports for community life engagement (CLE). Inside you will find guideposts for success, a self-assessment tool, real-world examples of service providers making CLE happen, and other helpful resources and tools.

Not sure where to begin? Looking for more individualized guidance? Contact Jennifer Sulewski to learn more about technical assistance options from ICI Consulting: Jennifer.sulewski@umb.edu or (617) 287-4356.

Community Life Engagement is a project of at the Institute for Community Inclusion at UMass Boston. ThinkWork! is a resource portal offering data, personal stories, and tools related to improving employment outcomes for people with intellectual and developmental disabilities.

Funding for Community Life Engagement is provided in part by The Administration on Intellectual and Developmental Disabilities, Administration for Community Living, U.S. Department of Health and Human Services, under cooperative agreement #90DN0295, and by The National Institute for Disability and Rehabilitation Research, US Department of Education, Field Initiated Program, under grant # H133G140150.

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Looking to increase community life engagement of the people you support? Not sure where to begin? This toolkit was developed to help service providers develop and improve high quality supports for community life engagement (CLE). Inside you will find guideposts for success, a self-assessment tool, real-world examples of service providers making CLE happen, and other helpful resources and tools.

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A Purpose in Life: Why Employment First Matters to Self-Advocates

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A Purpose in Life: Why Employment First Matters to Self-Advocates

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Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study

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Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study

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Inclusion References, links and Resources

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Inclusion References, links and Resources

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Inclusive Health: The inclusion of all people, including people with intellectual disabilities (ID), in mainstream health policies and laws, programming, and services, training programs, research, and funding streams.

People with ID are one of the largest and most medically underserved populations. Because of a range of systemic challenges, including inadequate provider training and inaccessible facilities, they have less access to quality health care and health promotion programs. As a result, people with ID experience dramatically higher rates of preventable disease, chronic pain and suffering, and premature death. Read our FAQ .

People with ID deserve to live happy, healthy lives like anyone else, yet they suffer from greater disparities and lack of services. If we want to make an impact on health equity, this is a group we must include.

Alex Handfinger, Cooking Matters Director, Arkansas Hunger Alliance

Organizations across the public health system can take action to remove barriers and improve access for people with ID to their services, as their patients, customers, beneficiaries, and clients.

The foundational principles of Inclusive Health are: Equitable Access and Full Participation. Equitable Access means ensuring that people have access to the services and resources necessary to achieve their full health potential. Full Participation means that people with ID are fully and meaningfully included in health programs and services.

Here are four strategies to help you start:

Help Grow the Center and Stay Connected

The Center for Inclusive Health is constantly growing and we need your help. Share resources that will help create a more inclusive world.

Do you need help making your practice inclusive or training your staff? We have a number of experts in all areas of heath and wellness. Ask us!

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Inclusive Health: The inclusion of all people, including people with intellectual disabilities (ID), in mainstream health policies and laws, programming, and services, training programs, research, and funding streams. People with ID are one of the largest and most medically underserved populations.

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California MAP to Inclusion and Belonging

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California MAP to Inclusion and Belonging

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"When inclusive [practice] is fully embraced, we abandon the idea that children have to become 'normal' in order to contribute to the world. Instead, we search for and nourish the gifts that are inherent in all people.

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Postsecondary Programs More Inclusive, Report Finds

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Postsecondary Programs More Inclusive, Report Finds

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With an increasing number of colleges offering programs for those with intellectual disabilities, a new report suggests that the programs are becoming more inclusive and leading to better employment outcomes.

For the first time, students attending postsecondary programs spent more than half of their time in inclusive college classes during the 2017-2018 academic year. And among those who exited programs that year, 44 percent had paid employment within 90 days, up 4 percent over the previous year.

The findings come from a report produced by the Think College National Coordinating Center at the University of Massachusetts Boston that offers a look at how postsecondary programs across the country are performing. It's based on data from 48 postsecondary programs that received funding from the U.S. Department of Education.

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The programs examined served 843 students during the 2017-2018 academic year at two- and four-year colleges from coast to coast. Nearly all of the students had intellectual disability, autism or both and most had already completed high school, though about 1 in 5 were dually enrolled while still receiving special education services from their local school district. The cost to attend postsecondary programs ranged from free to $65,206 per year.

Students with disabilities increasingly had the opportunity to live on campus, the report found, with 38 percent of programs offering housing. And, there was a 114 percent rise in the number of students receiving federal Pell Grants to help cover the cost of attending.

Follow-up data was collected from 155 students who exited postsecondary programs during the 2015-2016 and 2016-2017 academic years. One year after leaving the programs, 65 percent said they had paid employment and 91 percent indicated that they were satisfied or very satisfied with their social life. However, the report found that more than two-thirds still lived with family.

"These are very positive figures," Meg Grigal, co-director of Think College and an author of the report, told Disability Scoop. "There are few other programs that have demonstrated such strong outcomes in a relatively brief period of time. But yes, of course there is more to be done."

Currently there are 265 postsecondary programs at colleges and universities for students with intellectual disabilities and Grigal said that pales in comparison to over 7,000 higher education choices for those without disabilities.

"We need to continue to invest in creating the expectation for students that college is possible," Grigal said.

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Postsecondary Programs More Inclusive, Report Finds

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With an increasing number of colleges offering programs for those with intellectual disabilities, a new report suggests that the programs are becoming more inclusive and leading to better employment outcomes. For the first time, students attending postsecondary programs spent more than half of their time in inclusive college classes during the 2017-2018 academic year.

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Center for Excellence in Developmental Disabilities

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Center for Excellence in Developmental Disabilities

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S. Department of Health and Human Services. CEDD brings added resources to expand the activities and impact of the MIND Institute, serving as a resource in the areas of education, research and service, and providing a link between the university and the community to improve the quality of life for individuals with developmental disabilities.

The mission of the Center for Excellence in Developmental Disabilities is to collaborate with individuals with developmental disabilities and their families to improve quality of life and community inclusion. The Center accomplishes this mission through advocacy, community partnerships, interdisciplinary training, and the translation of research into practical applications. We make the personal perspective of disability and cultural/linguistic diversity prominent in all our program activities and strive for an organizational culture that values diversity and inclusion.

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Center for Excellence in Developmental Disabilities (CEDD)

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The Center for Excellence in Developmental Disabilities (CEDD), established in 2006, is one of 67 federally designated university centers (UCEDDs) across the country. These centers are authorized by the Developmental Disabilities Assistance and Bill of Rights Act and funded by the Administration on Intellectual and Developmental Disabilities (AIDD), part of the Administration on Community Living within the U.S.

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Toward a More Inclusive Definition of Diversity in the Disability Community

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Toward a More Inclusive Definition of Diversity in the Disability Community

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As Developmental Disabilities Awareness Month draws to a close, it is important that we take time to reflect on the values embodied within the Developmental Disabilities Assistance and Bill of Rights Act of 2000. The DD Act, as it is commonly known, ensures that people with developmental disabilities in the United States and their families have access to services and supports that promote self-determination, independence, and inclusion in their communities.

The nearly 5 million Americans with developmental disabilities represent a vast diversity of backgrounds, experiences and cultures. This is why the DD Act specifically calls for the services and supports it provides to be delivered "... in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language, and behaviors of individuals who are receiving the services ..."

To make the DD Act's vision a reality, AIDD is actively taking steps to increase the cultural competency of our leaders, staff, and decision makers across the developmental disability network.

Why do cultural competency and diversity matter?

The 2010 census figures vividly illustrate that racial and ethnic minority communities are growing at a much faster pace than the current majority population, white Americans. Trends in immigration and birth rates indicate that by 2050 there will be no majority racial or ethnic group in the nation. We are already seeing this in our schools; this spring, for the first time in U.S. history, more students of color will be graduating from high school than white Americans. And as ethnic diversity in the United States has increased, so too has the number of individuals with disabilities from diverse ethnic backgrounds.

People with developmental disabilities reflect the diversity of the country in many other ways as well; including in regards to gender, socio-economic status and education, just to name a few. Unfortunately, people with developmental disabilities from minority communities can face unique barriers to achieving self-determination, independence and inclusion.

For example, we know that African American and Latino boys with disabilities face school suspension and expulsion at higher rates than their peers. We also know from a project conducted by the University of Minnesota that Somali children in Minneapolis have higher rate of autism spectrum disorder than their peers, however the stigma associated with autism in the Somali community may cause families to miss out on critical early intervention opportunities.

And we know that lesbian, gay, bisexual, and transgender young people who are living with intellectual disabilities have unique sexual health needs. Well-meaning attempts to protect gender and sexual minority youth by limiting their autonomy can inadvertently put this population at risk for a range of negative health consequences.

These sorts of complex issues can only be addressed by building a diverse workforce and weaving inclusion and cultural competency best practices into the fabric of all services provided under and outside of the DD Act.

What is AIDD is doing to increase diversity?

The first step is working to better understand the needs of the communities that we serve to ensure that our programs provide culturally competent services. For the past two years, AIDD has been working to better understand the needs of diverse populations through data collection and research.

We are funding work by the Association of University Centers on Disability (AUCD) to develop a blueprint for cultural and linguistic competence across the nation's 67 University Centers for Excellence in Developmental Disabilities. We have also developed workgroups within the Protection and Advocacy Agencies and Developmental Disability Councils to accomplish the same goal. And, most importantly, we are reaching out to the non-profit communities that serve under-represented groups to learn from and partner with them.

Second, AIDD will work to increase the cultural competency of our workforce. In 2014, for example, we funded a Leadership Institute for Cultural Diversity and Cultural and Linguistic Competence at the Georgetown University Center for Cultural Competence. The Institute will help our leaders to better understand the issues surrounding disability in diverse communities, and recruit a more diverse workforce. The Administration for Community Living has also instituted an agency-wide diversity initiative to strengthen the cultural competency of all programs that impact people with disabilities, older adults, and their caregivers.

Third, we have been working to increase diversity within our workforce. We are working with other agencies within HHS and across the federal government to look for ways to mutually benefit from pipeline grants and other initiatives to increase cultural and ethnic diversity of people working in social services fields (including people with disabilities). In 2016 and 2017, AIDD hopes to fund grants designed to encourage under-represented groups to take on leadership and advocacy roles in the disability community.

Finally, and most importantly, we are working to build the broadest possible definition of diversity in the foundations of all we do at AIDD and across ACL. Only then can we ensure that all people, regardless of age, ability or cultural background, have the opportunity to participate fully in our society-not just during Developmental Disabilities Awareness Month, but every day of the year.
Update: March 1, 2016
Over the past year, people and organizations from across the DD Act network have stepped up to the plate with a renewed focus on diversity and cultural and linguistic competency.

Among the initiatives AIDD has been supporting:

The Georgetown University National Center for Cultural Competence will be hosting its second Leadership Institute this summer. The institute seeks to increase the ability of leaders within the disability network to respond appropriately to the growing diversity among people with disabilities. Once again this year we had far more qualified applicants than available slots and many of last year's participants have shared how much the experience meant to them.

AUCD has published a Diversity and Inclusion Toolkit, which identifies key themes and objectives for increasing cultural and linguistic diversity along with specific strategies and resources to put them into action.

AIDD awarded National Training Initiative grants to 14 University Centers for Excellence in Developmental Disabilities (UCEDDs) to support a one-year diversity fellowship

I am frequently reminded that we are not alone in working towards greater diversity and inclusion. These important, and often difficult, conversations are taking place across the country - in homes, classrooms, boardrooms, and even on the Oscars stage.

I look forward to the progress that lies ahead as we continue to work together and bring the promise of the DD Act to everyone in our community.

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Toward a More Inclusive Definition of Diversity in the Disability Community

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As Developmental Disabilities Awareness Month draws to a close, it is important that we take time to reflect on the values embodied within the Developmental Disabilities Assistance and Bill of Rights Act of 2000.

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Disability Inclusion in the Workplace: Why It Matters

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Disability Inclusion in the Workplace: Why It Matters

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If you're an employer new to understanding the role disability plays in workplace diversity, equity, inclusion, and accessibility (DEIA), you may be looking for guidance and background on the what, why, and how of making your organization more welcoming and accessible to applicants and employees with disabilities.

Consider this your starting point for understanding how hiring workers with disabilities can benefit your business and increase workplace diversity-and how EARN can help.

EARN is on a mission to help employers weave disability into their DEIA plans and efforts. Why? Because people with disabilities are the largest minority group in the world, and recruiting, hiring, retaining, and advancing workers with disabilities is good for America and good for business. If people with disabilities are not included in your organization's DEIA plan, then your plan is incomplete.

Employers everywhere are learning that businesses inclusive of people with disabilities, including veterans with disabilities, benefit from a wider pool of talent, skills, and creative business solutions. They're also recognizing disability diversity as an important way to tap into a growing market, since people with disabilities represent the third largest market segment in the United States. So, by proactively employing people with disabilities, businesses can gain a better understanding of how to meet the needs of this important and expanding customer base.

What does it mean to be disability-inclusive?

There are numerous characteristics associated with disability-inclusive organizations. What is often surprising to employers is that most inclusion practices geared toward employees and job seekers with disabilities have the added bonus of benefiting everyone. Learn more about ensuring your organization's DEIA plan includes people with disabilities.

Accessibility

Disability Inclusion Steps to Success

1. Inclusive Business Culture

4. Accommodations

Frequently Asked Questions about Workplace Disability Inclusion

What skillsets do employees with disabilities bring to the workforce?

What are some other benefits of hiring people with disabilities?

How Can EARN Help?

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Disability Inclusion in the Workplace: Why It Matters

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Learn about the importance of including people with disabilities in company DEIA plans and efforts.

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A Mother's Voice  Technology and Inclusion

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A Mother's Voice  Technology and Inclusion

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A Mother's Voice  Technology and Inclusion

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Director, UC Davis Center for Excellence in Developmental Disabilities (CEDD): Aubyn Stahmer

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Director, UC Davis Center for Excellence in Developmental Disabilities (CEDD): Aubyn Stahmer

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Building Neurodiversity-Inclusive Postsecondary Campuses_ Recommendations for Leaders in Higher Education

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Building Neurodiversity-Inclusive Postsecondary Campuses_ Recommendations for Leaders in Higher Education

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Preparing for a Successful College Experience

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Preparing for a Successful College Experience

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Preparing for a Successful College Experience (2015)

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Centro para la Excelencia en Discapacidades del Desarrollo

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Centro para la Excelencia en Discapacidades del Desarrollo

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país. Estos centros están autorizados por la Ley de Derechos y Asistencia a las Discapacidades del Desarrollo y financiados por la Administración en Discapacidades Intelectuales y del Desarrollo (AIDD por sus siglas en inglés), parte de la Administración en Vida en la Comunidad dentro de la Secretaria de Salud y Servicios Humanos de los Estados Unidos. CEDD aumenta los recursos para ampliar las actividades y el impacto del MIND Institute, sirviendo como un recurso en las áreas de educación, investigación y servicio; y proporcionan la unión entre la Universidad y la comunidad para mejorar la calidad de vida de las personas con discapacidades del desarrollo.

La misión del Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), es colaborar con personas con discapacidades del desarrollo y sus familias para mejorar la calidad de vida y la inclusión a la comunidad. El Centro cumple esta misión a través de abogacía, colaboración en la comunidad, entrenamiento interdisciplinario y la conversión de investigaciones en aplicaciones prácticas.

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El Centro para la Excelencia en Discapacidades del Desarrollo (CEDD), establecido en el 2006, es uno de 67 centros universitarios federalmente designados (UCEDDs) en todo el país.

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Participation of People with Disabilities in Online Groups and Activities

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Participation of People with Disabilities in Online Groups and Activities

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LIFE SKILLS INVENTORY INDEPENDENT LIVING SKILLS ASSESSMENT TOOL 

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LIFE SKILLS INVENTORY INDEPENDENT LIVING SKILLS ASSESSMENT TOOL 

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The Communication Bill of Rights for AAC

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The Communication Bill of Rights for AAC

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CTEC Communication Technology Education Center

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STAR Issue 1.1 The Communication Bill of Rights for AAC

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afitzgerald@ucdavis.edu

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College Resources For Students With Disabilities | Affordable Colleges Online

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College Resources For Students With Disabilities | Affordable Colleges Online

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Students with disabilities often require additional support to succeed in college. While many postsecondary institutions offer various college disability resources, not every school offers robust support services. However, most colleges and universities remain committed to providing their enrollees with disabilities with adequate assistance to reach their academic objectives.

This guide outlines some college disability resources and how students with disabilities can benefit from them.

Attention Deficit Disorder

What is ADHD or ADD?
Attention deficit/hyperactivity disorder is a mental disorder commonly diagnosed in children. ADHD/ADD can also affect adults. This disorder is characterized by a continuing pattern of inattention or hyperactivity-impulsivity. According to the American Psychiatric Association (APA), up to 8.5% of children and 2.5% of adults in America have ADHD. An ADD diagnosis means the attention deficit disorder does not include hyperactive behavior.

How Can Students With ADHD/ADD Succeed in College?
Institutions offer various college disability resources for students diagnosed with ADHD/ADD, including application assistance, counseling, academic support, and financial aid. Students can choose to share their diagnosis with their school. Most colleges and universities strive to support and accommodate the special needs of students diagnosed with ADHD/ADD.

Why Are ADHD/ADD Accommodations Important in College?
Colleges and universities can support ADHD/ADD students in several ways. Some schools employ simple measures such as allowing students with ADHD/ADD to enroll in one class at a time or offering self-paced online courses. Other schools give learners with ADHD/ADD priority enrollment for classes with a low teacher-to-student ratio so they can receive the attention they need.

Resources for Students With ADHD/ADD
The website contains several current and archived articles with practical advice from adults with ADHD/ADD and parents of children with the disorder. The site also features the latest research from field professionals. ADDA unites adults with ADHD/ADD for mutual support, socialization, and networking opportunities. The association offers educational workshops, workplace resources, and volunteer opportunities. Individuals with ADHD/ADD or those living with someone with the disorder manage this site. Website visitors can explore various resources and purchase videos and books on living with ADHD/ADD.
Autism

Resources for Students With Autism

Cognitive Disabilities
Why Are Cognitive Disability Accommodations Important in College?
Transition programs allow students with intellectual disabilities to develop the skills and knowledge required for various jobs. These programs also prepare students for the application process, from writing a resume and preparing for an interview to negotiating salary and benefits.

Resources for Students With Cognitive Disabilities

Hearing Impairments

Resources for Students With Hearing Impairments
AHRF provides financial support for research focused on understanding and overcoming hearing impairment and balance disorders. The organization also promotes initiatives that educate the general population about the capabilities of hearing-impaired individuals and the support they need to reach their full potential and improve their quality of life. ASHA publishes several journals on various topics relevant to hearing-impaired individuals, including a publication that focuses on language, speech, and hearing services in schools. The association offers certifications, participates in advocacy efforts, and conducts independent and collaborative research in the field. This organization provides hearing-impaired individuals with the latest research and product innovations in hearing aids and other assistive-listening devices. BHI also advocates for patient safety and education. The institute supports various initiatives to influence public policy on improving the academic and professional opportunities for hearing-impaired individuals.

Learning Disabilities

What Are Learning Disabilities?
Individuals with a learning disability display altered brain functioning that impedes one or several cognitive processes related to learning. Examples of learning disabilities include dyslexia, dysgraphia, and dyscalculia, which refer to difficulties in reading, writing, and performing mathematical functions, respectively. Some individuals with a learning disability can also experience difficulty with higher functions, such as organization, time management, and planning.

How Can Students With Learning Disabilities Succeed in College?
The government mandates that all publicly funded schools at the elementary and secondary levels provide special education services for students who require it. In college, students with learning disabilities must be proactive in ensuring teachers and school administrators know about their diagnosis. Working together, they can identify the necessary support services and resources.

Why Are Learning Disability Accommodations Important in College?
Services and resources for college students with learning disabilities help them manage their condition and cope with academic and social repercussions early. This awareness and ability can contribute much to their success in school and in the workplace.

Resources for Students With Learning Disabilities
An international organization, CLD works to improve the quality of life and enhance the educational and professional opportunities for individuals with learning disabilities. The council shares research findings and promotes the inclusion of evidence-based practice at all educational levels for students with learning disabilities. LDA's website contains an extensive list of services and resources for individuals with learning disabilities from private nonprofits, government agencies, state offices, and professional organizations. The organization's website contains information, research data, merchandise, and a directory of practitioners specializing in the learning disability field. College students can access articles on how to apply, choose, get into, and succeed in college.

Physical Disabilities

Resources for Students With Physical Disabilities

Speech Disorders

What Are Speech Disorders?
A speech and language disorder refers to difficulties in communication and other oral-motor functions. The disorder can be mild (slurring or sound substitution) to profound (inability to understand or use language). Individuals with this disorder may also experience problems with eating and swallowing.

How Can Students With Speech Disorders Succeed in College?
Students' level and type of speech and language impairment often determines the services and resources their school can offer to help them succeed. Accommodations may include augmentative and alternative communication devices, extended scheduling, note-takers, and speech and hearing clinics.

Why Are Speech Disorder Accommodations Important in College?
The inability to communicate clearly impedes learning and hampers social interactions, which can lead to feelings of isolation and depression. Resources for college students with speech and language disorders can help them participate more fully in the academic and social life on campus.

Resources for Students With Speech Disorders
ASHA supports various advocacy initiatives that break down education, social, and occupational barriers for individuals with speech and language disorders. The organization's website includes information on Medicaid, private insurance, and Medicare issues related to speech and language disorders. CHC serves individuals with speech and language disorders by providing free hearing screenings, various professional audiological services, and many educational support resources. This society provides research, academic, and scientific support to the community of individuals with speech and language disorders and the different practitioners who work with them.

Visual Disabilities

Resources for Students With Visual Disabilities
A national organization governed by blind and visually impaired individuals, ACB supports privately and federally funded programs and initiatives that help people with visual disabilities to live independent, productive, and secure lives. AFB supports research and advocacy activities that expand the educational and professional opportunities of individuals with visual disabilities. The organization also supports programs for individuals who are losing their vision due to aging. The organization mainly supports the parents and families of young children diagnosed with cortical visual impairment. The website includes a directory of practitioners who specialize in this field, various educational resources, and reviews of laws and regulations impacting visually impaired individuals.

Emma Yenko

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College Resources For Students With Disabilities | Affordable Colleges Online

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Students with disabilities often require additional support to succeed in college. While many postsecondary institutions offer various college disability resources, not every school offers robust support services. However, most colleges and universities remain committed to providing their enrollees with disabilities with adequate assistance to reach their academic objectives.

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United States Office of Disability Employment Policy

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United States Office of Disability Employment Policy

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September 2023 Disability Employment Statistics Ages 16 years and over:Labor Force Participation RatePeople with disabilities: 24.2%People without disabilities: 68.3%Unemployment RatePeople with disabilities: 7.3%People without disabilities: 3.4%More Disability Employment Statistics , To develop and influence disability employment-related policies and practices, ODEP sponsors the following six policy development and technical assistance resources: , Growing up in Monterrey, Mexico, Diego Mariscal learned the importance of advocacy at a young age.View More Policies in Practice

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Secondary Transition Planning: The Basics

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Secondary Transition Planning: The Basics

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CTEC Communication Technology Education Center

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STAR Issue 1.2 The AAC Total Communication Toolbox

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Summer Institute Co-coordinator: Kelly Heung

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Summer Institute Co-coordinator: Kelly Heung

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kaheung@ucdavis.edu

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Inclusive Health Principles and Strategies

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Inclusive Health Principles and Strategies

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Winning: A College Guide for Students with Disabilities

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Winning: A College Guide for Students with Disabilities

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Winning: A College Guide for Students with Disabilities

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This guide explains your legal rights as a student with disabilities, both physical and learning disabilities, and the campus resources that can provide you with assistive services and tools. Additionally, we list a number of scholarships, sites, apps, and software resources designed to aid students with specific types of disabilities, be they physical impairments or learning disabilities.

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COMMUNITY INCLUSION -Illinois Department of Human Services

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COMMUNITY INCLUSION -Illinois Department of Human Services

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United States Office of Special Education and Rehabilitative Services

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United States Office of Special Education and Rehabilitative Services

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Earlier Spotlight Items

Sign Up for OSERS Newsletters and Listservs

OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources.

OSERS Mission

To improve early childhood, educational, and employment outcomes and raise expectations
for all people with disabilities, their families, their communities, and the nation.

In implementing this mission, OSERS supports programs that help educate children and youth with disabilities and provides for the rehabilitation of youth and adults with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in two main areas-special education and vocational rehabilitation-through its two main components: OSEP andRSA.

OSERS Vision

All Americans with disabilities will live and thrive with their disabilities in their own communities.

Connect to OSERS

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Office of Special Education and Rehabilitative Services (OSERS) - Home Page

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Sign Up for OSERS Newsletters and Listservs OSERS produces and disseminates a wide range of newsletters and topical listservs. Please take the opportunity to sign up for and read these great resources. To improve early childhood, educational, and employment outcomes and raise expectations for all people with disabilities, their families, their communities, and the nation.

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State Council’s Self-Determination Program (SDP) 

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State Council’s Self-Determination Program (SDP) 

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The Self-Determination Program is all about your choice and control over the services you receive through your regional center and the money that pays for your services. For many, the Self-Determination Program has been life changing because it provides more independence, freedom and control to regional center clients and their families.

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Communication Technology Education Center (CTEC)

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Communication Technology Education Center (CTEC)

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Communication Technology Education Center (CTEC)

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The mission of the Communication Technology Education Center (CTEC) is to connect people of all abilities through augmentative & alternative communication (AAC), so that they can give voice to their own journey.

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Twelve Tips for Inclusive Practice in Healthcare Settings

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Twelve Tips for Inclusive Practice in Healthcare Settings

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Centers for Disease Control and Prevention

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What is Disability Inclusion?

Including people with disabilities in everyday activities and encouraging them to have roles similar to their peers who do not have a disability is disability inclusion. This involves more than simply encouraging people; it requires making sure that adequate policies and practices are in effect in a community or organization.

Inclusion should lead to increased participation in socially expected life roles and activities-such as being a student, worker, friend, community member, patient, spouse, partner, or parent.

Socially expected activities may also include engaging in social activities, using public resources such as transportation and libraries, moving about within communities, receiving adequate health care, having relationships, and enjoying other day-to-day activities.

Disability Inclusion and the Health of People with Disabilities

Disability inclusion allows for people with disabilities to take advantage of the benefits of the same health promotion and prevention activities experienced by people who do not have a disability. Examples of these activities include:

Education and counselling programs that promote physical activity, improve nutrition or reduce the use of tobacco, alcohol or drugs; and

Blood pressure and cholesterol assessment during annual health exams, and screening for illnesses such as cancer, diabetes, and heart disease.

Including people with disabilities in these activities begins with identifying and eliminating barriers to their participation.

Why is This Important?

Disability affects approximate 61 million, or nearly 1 in 4 (26%) people in the United States living in communities. Disability affects more than one billion people worldwide. According to the United Nations Convention on the Rights of Persons with Disabilities, people ". . . with disabilities include those who have long-term physical, mental, intellectual or sensory [such as hearing or vision] impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others."

People with disabilities experience significant disadvantages when it comes to health such as:

Adults with disabilities are three times more likely to have heart disease, stroke, diabetes, or cancer than adults without disabilities;

Adults with disabilities are more likely than adults without disabilities to be current smokers; and

Women with disabilities are less likely than women without disabilities to have received a breast cancer X-ray test (mammogram) during the past 2 years.

Although disability is associated with health conditions (such as arthritis, mental, or emotional conditions) or events (such as injuries), the functioning, health, independence, and engagement in society of people with disabilities can vary depending on several factors:

Severity of the underlying impairment

Social, political, and cultural influences and expectations

Aspects of natural and built surroundings

Availability of assistive technology and devices

Family and community support and engagement

Disability inclusion means understanding the relationship between the way people function and how they participate in society, and making sure everybody has the same opportunities to participate in every aspect of life to the best of their abilities and desires.

References

1. Okoro CA, Hollis ND, Cyrus AC, Griffin-Blake S. Prevalence of Disabilities and Health Care Access by Disability Status and Type Among Adults - United States, 2016. MMWR Morb Mortal Wkly Rep 2018;67:882-887. DOI: http://dx.doi.org/10.15585/mmwr.mm6732a3external icon .

2. UN World Health Organization (WHO), World Report on Disability : Summary, 2011,WHO/NMH/VIP/11.01,available at: http://www.refworld.org/docid/50854a322.htmlexternal icon ; accessed January 7, 2015

3. United Nations. United Nations Convention on the Rights of Persons with Disabilities. Article 1 - Purpose. Available at http://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf pdf icon [244 KB, 28 pages] external icon ; accessed January 7, 2015.

4. Carroll D, Courtney-Long E, Stevens A, Sloan M, Lullo C, Visser S, Fox M, Armour B, Campbell V, Brown D, and Dorn, J. Disability and Physical Activity - United States, 2009-2012. Morbidity and Mortality Weekly Report. 2014.

5. Courtney-Long E, Stevens A, Caraballo R, Ramon I, Armour BS. Disparities in Current Cigarette Smoking Prevalence by Type of Disability. Public Health Reports. 2014 May/June; 129(3):252-60.

6. Courtney-Long E, Armour B, Frammartino B, Miller J. Factors associated with self-reported mammography use for women with and women without a disability. Journal of Women's Health. 2011; 20:1279-1286

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Including people with disabilities in everyday activities and encouraging them to have roles similar to their peers who do not have a disability is disability inclusion. This involves more than simply encouraging people; it requires making sure that adequate policies and practices are in effect in a community or organization.

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History of Inclusion & Improvement in Educating Students with Disabilities

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History of Inclusion & Improvement in Educating Students with Disabilities

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A Legal History of Inclusion

Educators continue to debate and determine the best ways to teach students with disabilities. As more children with physical, intellectual, emotional, and other impairments learn alongside typical children, teachers continue to discover how to include these students in their classroom. Challenges, as well as benefits, of inclusion continue to emerge for educators, children with disabilities, and their non-disabled peers. However, nearly everyone agrees that education for students with disabilities has improved greatly. Taking a look at the legal history of inclusion in special education shows just how much progress has been made and how much more is needed.
The Beginning of Special Education
As recent as a hundred years ago, children with disabilities received little, if any, formal education. In the tradition of segregating students during the middle to late 19 th century, special schools for those with disabilities continued to be created in the early 1900s. These schools claimed to educate children; however, they primarily served as residential facilities and institutions. Even in 1918, as states began creating a nationwide public school system, children with disabilities were usually excluded.

Between 1850 and 1950, special classes with people trained to care for individuals with disabilities began to develop as teachers noted differences among students. During these years, groups of parents of children with developmental disabilities started schools and programs. Although these developments were sporadic, they began to positively change ideas about teaching these children. Attitudes continued to change in the mid-1920s as educators began to see the value of education and community involvement for individuals with disabilities. Still, children continued being placed in institutions as many parents believed these facilities offered the only educational opportunity available to their child. Special education was typically only offered in large cities.
Improved Educational Opportunities
While the Supreme Court ruled in 1954 that students could not be separated in schools because of race, the parents' movement worked to change the belief that individuals with disabilities could not be taught. The movement additionally improved conditions in state institutions, created educational and employment opportunities, and proposed legislation. In public schools, however, more than a million students were excluded and another 3.5 million did not receive appropriate services. As many laws specifically exclude children with certain disabilities, only one in five have the right to an education.
IDEA
Beginning with the Rehabilitation Act of 1973 and its amendments of 1986 and 1992, employment and educational rights of people with disabilities were guaranteed from institutions receiving federal funding. Then, with the passage of the Individuals with Disabilities Education Act (IDEA) in 1990, all school districts were required to develop and provide a free, appropriate public education for all children. The first major legislation of its kind, IDEA required that education be provided in the least restrictive environment for each child, meaning that students with disabilities should be taught in neighborhood schools in general education classes.

The U.S. Court of Appeals ruling, with Timothy v. Rochester School District, established that all school districts have the responsibility for educating every child, including those with disabilities. The Americans with Disabilities Act of 1990 further protected school-aged children with disabilities outside of education in employment and access to public and private services.
Inclusion: Another Way to Educate
Although still rare in many school districts, real special education inclusion began in the 1990s when children with physical disabilities gained access to neighborhood schools. For children with developmental disabilities in 1993, though, separate classes remain the norm. The re-authorization of IDEA in 1997 guaranteed more than access to education for students with disabilities; it ensured the rights to a quality education and quality outcomes. Another re-authorization of IDEA occurred in 2004 to align it more closely with the general education No Child Left Behind Act of 2001, while retaining, expanding, and clarifying important elements of the 1997 law.

The onset of inclusion has resulted in over 90% of students with disabilities receiving education in typical schools and almost half were included in the general classroom 80% of the day during the 1999-2000 school year. An increasing number of students with disabilities are graduating from high school, with over half earning a diploma. Full inclusion is still years away, though, as millions with disabilities learn in special education classrooms.

References

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History of Inclusion & Improvement in Educating Students with Disabilities

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Educators continue to debate and determine the best ways to teach students with disabilities. As more children with physical, intellectual, emotional, and other impairments learn alongside typical children, teachers continue to discover how to include these students in their classroom. Challenges, as well as benefits, of inclusion continue to emerge for educators, children with disabilities, and their non-disabled peers.

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Success in College: Advice and Strategies from College Students and Graduates

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Success in College: Advice and Strategies from College Students and Graduates

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Join Disability Voices United’s mailing list to stay informed of our events and advocacy activities.

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Rowell Family Empowerment Center:Age 13-26 Resources

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Rowell Family Empowerment Center:Age 13-26 Resources

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Resources and information abound on the internet. Below is a list of organizations along with a brief description and a link to each. We hope you find some of these links helpful.

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Disabling segregation: Dan Habib at TEDxAmoskeag Millyard

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Disabling segregation: Dan Habib at TEDxAmoskeag Millyard

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Disabling segregation: Dan Habib at TEDxAmoskeagMillyard

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. In fact, IDEA requires it.
Quick-Jump Index
A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood.

Transition planning begins during high school at the latest.

IDEA requires that transition planning start by the time the student reaches age 16.

Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing the student's Individualized Education Program (IEP).

The IEP team (which includes the student and the parents) develops the transition plan.

The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.

In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.

Transition services must be a coordinated set of activities oriented toward producing results.

Transition services are based on the student's needs and must take into account his or her preferences and interests.

Not enough detail? We can fix that! Keep reading...

IDEA's Definition of Transition Services

Any discussion of transition services must begin with its definition in law. IDEA's definition of transition services appears at §300.43. It's rather long but see it in its entirety first, and then we'll discuss it in parts.
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

Considering the Definition

A number of key words in the definition above capture important concepts about transition services:

Activities need to be coordinated with each other.

The process focuses on results.

Activities must address the child's academic and functional achievement.

Activities are intended to smooth the young person's movement into the post-school world.

You can also see that the definition mentions the domains of independent and adult living. The community.... employment.... adult services... daily living skills... vocational... postsecondary education. This clearly acknowledges that adulthood involves a wide range of skills areas and activities. It also makes clear that preparing a child with a disability to perform functionally across this spectrum of areas and activities may involve considerable planning, attention, and focused, coordinated services.

Note that word-coordinated. We italicised it above because it's very important. Transition activities should not be haphazard or scattershot. Services are to be planned as in sync with one another in order to drive toward a result.

What result might that be? From a federal perspective, the result being sought can be found in the very first finding of Congress in IDEA, which refers to "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." [20 U.S.C. 1400(c)(1)] Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible" is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]

Students at the Heart of Planning Their Transition

For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must take into account his or her interests, preferences, needs, and strengths. To make sure of this, the school:

must invite the youth with a disability to attend IEP team meeting "if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)," and

"must take other steps to ensure that the child's preferences and interests are considered" if the child is not able to attend [§300.321(b)].

As you keep reading below, keep the importance of student involvement in mind, because there are many excellent materials and guides available to help students become involved in their own transition planning...and many good reasons to do so. To connect with that info:

When Must Transition Services Be Included in the IEP?

What's not apparent in IDEA's definition of transition services but nonetheless critical to mention is the timing of transition-related planning and services: When must transition planning begin?

The answer lies in a different provision related to the content of the IEP. From §300.320(b):

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

So, the IEP must include transition goals by the time the student is 16. That age frame, though, is not cast in concrete. Note that, in keeping with the individualized nature of the IEP, the IEP team has the authority to begin transition-related considerations earlier in a student's life, if team members (which include the parent and the student with a disability) think it is appropriate, given the student's needs and preferences.

A Closer Look at What to Include in the IEP

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. This is also where the rubber meets the road, so to speak, because what's included in the IEP must:

state the student's postsecondary goals (what he or she hopes to achieve after leaving high school);

be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for achieving the postsecondary goals after high school; and

detail the transition services that the student will receive to support his or her achieving the IEP goals.

Writing goal statements can be a challenging business, because it's not always obvious what needs to be included in a goal statement. Goal-writing is a topic worthy of an entire discussion on its own. To shed light on how to write transition-related goals statements--both postsecondary goals and the corresponding IEP goals--we prepared just such a page.

To connect with info and examples on writing transition goal statements:

The Domains of Adulthood to Consider

The definition of transition services mentions specific domains of adulthood to be addressed during transition planning. To recap, these are:

postsecondary education,

vocational education,

integrated employment (including supported employment),

continuing and adult education,

adult services,

independent living, or

community participation.

These are the areas to be explored by the IEP team to determine what types of transition-related support and services a student with a disability needs. It's easy to see how planning ahead in each of these areas, and developing goal statements and corresponding services for the student, can greatly assist that student in preparing for life after high school.

Need more info about any one or all of these domains?

Try our separate pages on:

Types of Activities to Consider

Remember that IDEA's definition of transition services states that these are a "coordinated set of activities" designed within a results-oriented process? Specific activities are also mentioned, which gives the IEP team insight into the range of activities to be considered in each of the domains above:

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

Confused by all these lists? Putting them together, what we have is this: The IEP team must discuss and decide whether the student needs transition services and activities (e.g., instruction, related services, community experiences, etc.) to prepare for the different domains of adulthood (postsecondary education, vocational education, employment, adult services, independent living, etc.) That's a lot of ground to cover!

But it's essential ground, if the student's transition to the adult world is to be facilitated. A spectrum of adult activities is evident here, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.

Resources of More Information

Transition is a huge topic. Its treatment here is necessarily brief, given all that can be said on the subject. Perhaps it would be most useful now to connect you with the "transition experts"-the organizations and centers that focus with great purpose on transition planning for students with disabilities. You'll find those experts identified throughout the transition pages listed below.

Where would you like to go next-employment connections, education/training connections, independent living? Pick your path below!

Transition "Starters" for Everyone
Start with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.

Transition Goals in the IEP
What kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.

Students Get Involved!
Very important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.

Adult Services: What Are They? Where Are They?
Representatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category-other players and groups you may want to involve, too.

Potential Consultants to the Transition Team
In addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?

Education/Training Connections
Learn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.

Employment Connections
What about work? What about preparing for a career? What career? Who can help? Find out here.

Independent Living Connections
Independent living involves so very much--making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for!

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition.