ERIC Number: ED660308
Record Type: Non-Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
State Vocational Rehabilitation Leaders' Perspectives on Partnering with Higher Education Programs for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 59
Jaclyn Camden; Hannah Ramsey; Dana Yarbrough
Institute for Community Inclusion
At a listening session held by the Employment Partnerships Workgroup, supported by the Think College Inclusive Higher Education Network, five state vocational rehabilitation (VR) agency leaders explored successes and challenges in partnering with higher education programs for students with intellectual disability. This Insight Brief provides an overview of the listening session and discussion of the key issues identified: language barriers, need for better communication, lack of awareness of systems and guidance, funding challenges, and the need for goal alignment and employment-focused programming. The brief includes recommendations for state VR agencies and higher education programs to overcome these challenges, such as improved communication practices, comprehensive training, and policy updates to improve funding and collaboration efforts.
Descriptors: Vocational Rehabilitation, Partnerships in Education, Students with Disabilities, Intellectual Disability, Inclusion, Higher Education, Barriers, Success, Leaders, Employment Opportunities, Education Work Relationship, State Agencies, Attitudes, Financial Support, Alignment (Education)
Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org
Related Records: ED660306
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Office of Postsecondary Education (ED)
Authoring Institution: University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College
Grant or Contract Numbers: P407C210001
Author Affiliations: N/A