Archived Resource Papers

  • Doing It the Company Way: Employer Perspectives on Workplace Supports

    Significant advances in the identification and application of accommodations and supports have enabled people with various disabilities to succeed in the workplace. Such advances include an array of technologies and methodologies, including, but not limited to, assistive devices, alternative and augmentative communication strategies, architectural modifications, telecommuting, re-structured job assignments, mentors and coaches, flexed time and other scheduling accommodations, and employee assistance and other employer human resource management programs.

  • Getting Ready for College: Advising High School Students with Learning Disabilities

    Increasing numbers of students with learning disabilities are enrolling in two- and four year colleges and universities. Since 1985, among first-time, full-time freshmen who reported having any disability, the percentage of those with learning disabilities doubled from 15 percent to 32 percent. Currently nearly a third of all freshmen with disabilities report having learning disabilities.

  • Mentoring Partnership Project: Exploring Mentoring Practices for Students with Disabilities in Postsecondary

    The Mentoring Partnership Project (MPP) team began with dual hypotheses that (a) mentoring can be an essential component of higher education and, (b) particularly in the case of students with disabilities; students can serve as mentors to faculty providing insight into the disability experience within, and outside of, postsecondary education. Mentoring, in the form of programs for new students, relationships with professors, and alliances with peers can help develop a support system in the too-often impersonal world of postsecondary education. While these programs and relationships exist for all students, MPP staff sought to investigate how, or if, these partnerships translate to students with disabilities.

  • Planning for Post School Outcomes and Emerging into Adulthood: A Resource Guide for Parents of Youth ‚Äč

    Along with their graduating classmates, many youth with intellectual disabilities are ready to launch into their adulthood with plans for continued postsecondary learning, expectations of personal choice in meaningful employment, and the anticipation of establishing a home in their community. This article suggests goals for young adults with disabilities and their families that will guide them towards their adulthood. These suggested goals may help keep the bar of expectations high for young adults with intellectual disabilities as they strive to have a life like ours. At the end of the article a listing of online resources provides added information and guidance.

  • Students Who Are Blind Or Visually Impaired In Postsecondary Education

    Students who are blind or visually impaired are seeking and successfully completing postsecondary education as educational and employment opportunities for people with disabilities become increasingly available. In a recent survey of first time, full-time freshmen attending four-year institutions, 16 percent of students reporting a disability identified themselves as being either partially sighted or blind. (College Freshmen with Disabilities, 2001). An untold number of students with visual impairments also attend two-year and vocational programs.

  • The Picture of College Freshmen in Greater Focus: An Analysis of Selected Characteristics by Types

    In this data report, HEATH takes an in-depth look at the college freshmen with disabilities based on some of the more significant findings from student responses to the question of disability in the 2004 College Freshmen Survey, the last year for which a question about disability was included. This snapshot provides us a better picture of who these young people are and what characteristics are necessary for a successful postsecondary experience.

  • Young Adults with Learning Disabilities and Other Special Needs

    This resource paper provides information about postsecondary programs for young adults with substantial learning disabilities and other special needs. The paper has been written in response to inquiries to HEATH from professionals and parents. On the basis of their descriptions of these young adults, the introductory section of the paper gives the characteristics of the population, as well as components of selected educational and training programs that seem to be successful.