Program Development

Universal Design for Learning for Postsecondary Education (UDL) is a new online module developed using UDL principles to teach postsecondary educators the concepts, strategies, and benefits of UDL.

The module was written by Mary Ann Gorman, a UDL expert and doctoral student in Special Education and Disability Studies, designed and developed by Lezlie Cline and the Florida Center for Interactive Media (FCIM) at Florida State University and developed in partnership with the Ohio State University Universal Design for Learning FAME module. This unique module has been intentionally written and designed using UDL principles to teach postsecondary educators the concepts, strategies, and benefits of UDL.

This presentation outlines the plan to begin building your post-secondary program using continuing education as the primary support.

This presentation discusses summer orientations that serve to acclimate new students to the two programs offered by both institutions.

The Center for Applied Special Technology, CAST, is a nonprofit research organization dedicated to improving education through Universal Design for Learning (UDL). The website includes learning tools and professional development in the area of UDL.

The Florida Consortium on Postsecondary Education and Intellectual Disabilities developed a 25 minute webinar detailing the Students Transitioning to Adult Roles (STAR) Person-Center Planning (PCP) process.

This session will detail how Project STING RAY utilizes student portfolios to streamline programmatic processes. Using results from person-centered planning, the student portfolio is at the center of a student’s program and drives goal setting, progress monitoring, decision-making and planning of the program of study, internship placement, and more.

During this session, participants will learn how vocational evaluations for persons with disabilities are completed by evaluators from Stand Among Friends. Through their unique combination of both psychological and situational assessments, they assist adults with developmental disabilities to find their strengths and connect those strengths with corresponding vocational and educational goals. Participants will also learn how assistive technology can be incorporated into the evaluation process.

“Skills to Pay the Bills: Mastering Soft Skills for Workplace Success,” is a curriculum developed by ODEP focused on teaching “soft” or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments.

The 411 on Disability Disclosure: A Workbook for Youth with Disabilities is designed for youth and adults working with them to learn about disability disclosure.

Discover how LCE can help you better prepare your students for independent and rewarding lives after they finish school.

The FDIC’s new Money Smart for Young People series features four free age-appropriate curriculums that are designed to promote financial understanding in young people.

Website contains all Destination Knowledge resources.

Ascend Math was created to provide that individualized assistance so badly needed by these students.  With individualized sequenced study plans focused on each student’s gaps, plus interactive instruction, multi-modal learning and ongoing assessment students often gain two or more grade levels in a semester.

Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability.

The creation of the Mentoring Guide is rooted in the U.S. Department of Labor’s Office of Disability Employment Policy’s (ODEP) charge to find and promote the most effective research-based policies and practices to improve transition outcomes for youth with disabilities. Mentoring is recognized as one of the most important strategies for assisting youth in making a positive transition into adulthood. Both caring adults and peers may play a key role in mentoring.

Think College LEARN provides self-paced modules using multimedia tools such as videos, publications, interactive learning activities and podcasts to share information on topics related to postsecondary education for students with intellectual disabilities.

The Vertical Training (VT) program at Florida State College at Jacksonville offers students with intellectual disabilities the opportunity to enroll in career and technical postsecondary adult vocational (PSAV) classes.  The VT program also includes employment readiness training domains and competencies in its curriculum.

Course Objectives for Vertical Program

The Model for the Consortium, Existing Programs, and Future IHE Model Sites.

Curriculum Framework with objectives and specific focuses.

Sample competencies surrounding domain clusters.

Project 10 STING RAY Competencies

The STING RAY curriculum is individulalized, person-centered, and adaptive, based on the student’s individual needs, strengths, and interests, while providing instruction.

STING RAY uses a research-based individualized, person-centered, adaptive curriculum built upon the student’s individual needs, strengths, and interests.  The curriculum is a “clock hour” structure with 5 Domain Clusters: Career Development and Employment, Academic Enrichment, Campus and Community Engagement, Independent Living, and Self-Determination.

This chart is used to track student curriculum clock hours for the STING RAY program.  The design is built using an excel spreadsheet that enables the user to add or remove competences as needed.

For this inclusive postsecondary career and technical education program for students with intellectual and developmental disabilities, this two section guide gives a program overview of Project Achieve (also called Project Vertical) and information on replicating this program at a public state college.  There are two accompanying webinars.

The Student Progress Report for Faculty Advisors was developed by Panther Life FIU to be used at the end of the semester.

This study from a major American university explores key components for creating and improving postsecondary mentoring including training, communication, relationships, expectations, natural supports, independence, social needs, and inclusion.

This Web site has been designed for faculty, by faculty, to help you learn about Higher Education’s Universal Course Design (UCD) and includes tutorials, strategies, tools, resources, and examples.

The National Center on Universal Design for Learning provides guidelines, examples, and resources supporting Universal Design for Learning for all ages.

This checklist was developed by Think College as a tool for programs to use when completing the Comprehensive Transition and Postsecondary (CTP) program application for federal student aid (Title IV).

This form is the Panther Life Communication and Activity Log used by peer coaches to identify and reflect upon accomplished and pending activities between the peer coach and the students.

Sample supplemental form for academic mentors to log activities.

Sample Time Report form for community mentors.

Intern Evaluation Form

Survey for professors/instructors upon completion of the student’s class.

Evaluation for students to complete at the conclusion of their class.

The On Campus Transition (OCT) Mentoring Handbook includes an explanation of the difference types of mentors at the University of North Florida OCT program.

The “Academic Mentoring and Peer Coaching Orientation and Training” provides a view of Project Panther Life and the importance of mentoring for the students.

The Course Instructor Packet for Florida International University’s Project Panther LIFE: Panther Learning is for Everyone contains an assortment of documents including a program abstract, introductory letter, student accommodations, and additional forms needed by faculty.

The Letter of Introduction for Florida International University’s Project Panther LIFE: Panther Learning is for Everyone contains a brief explanation of the program, the course and section number with the Panther LIFE student, and follow up contact information for faculty.

Sample Letter of Introduction to Professors

This presentation will provide a big picture perspective on the current landscape of postsecondary education options for students with intellectual disabilities.

This presentation from the 2014 Florida CASE 17th Annual Summer Leadership Institute details the consortium objectives as well as provides an update of existing programs and student outcome data collected in Florida. 

This presentation outlines the plan to begin building your post-secondary program using continuing education as the primary support.

This presentation highlights legislation dealing with requirements for career education program basic skills.

This presentation discusses summer orientations that serve to acclimate new students to the two programs offered by both institutions.

This session provided information on financial support for students with intellectual disabilities. Specifically, Foss details how students in CTP programs can receive financial aid, including eligibility requirements for both programs and students.

This presentation offers practical solutions to assist mentors in open discussions on how to address certain situations.

This session is designed to share helpful strategies used to identify, connect, and secure appropriate supports for students of Project Achieve and the VERTICAL program who were struggling in their vocational classes.

This form is the Panther Life Communication and Activity Log used by peer coaches to identify and reflect upon accomplished and pending activities between the peer coach and the students.

This Hartwick Symposium session captures how the ACCESS Program at Lynn University has integrated with the campus and supported each ACCESS student on their own personal journey to attain maximum potential as workers, learners and people.

Universal Design for Learning for Postsecondary Education (UDL) is a new online module developed through a team effort led by Mickie Hayes, Director of the Florida Consortium on Postsecondary Education and Intellectual Disabilities.

This VISIONS Conference presentation provides the viewer with a statewide perspective of Florida’s inclusive postsecondary programs, including types of coursework and individualized and systemic student supports. Viewers will also learn about travel and grant funding, technical assistance, and site visitation resources available from FCIHE to Florida’s technical and state colleges, and universities.

This VISIONS Conference presentation provides the viewer with 4 examples of differing Programs of Study, program lengths, and career foci for Inclusive Postsecondary Education programs in Florida.

This presentation provides educators with detailed resources available through the FCIHE and a quick view of the components of inclusive postsecondary education.

This presentation describes a preliminary look at a literature review on the topic of students’ (with ID) access to and measured progress in inclusive course content. Then the presenters describe one inclusive postsecondary program’s strategies used to access and measure students’ course content progress.

IRSC’s Project STAGE program offers a sequence of courses to provide specialized career education for students with Intellectual Disabilities who require accommodations to the Career and Technical Education (ECT) program to meet individual interest, abilities, and learning needs. The goal is competitive employment in the student’s chosen occupation. Standards of Academic Progress can be viewed here:  Indian River State College Standards of Academic Progress

ThinkCollege webinar with Bryan Wilson, Director of the Workforce Data Quality Campaign, about credentials and what they can mean for students with intellectual disabilities.

This booklet includes ten breakout sessions that were presented at the 2017 Building Institute.