Inclusive Academics: Working with Faculty and Instructors to Support Academic Access

Inclusive Academics: Working with Faculty and Instructors to Support Academic Access

This webinar will explore strategies to engage with faculty, and activities including fostering awareness of inclusive postsecondary programs and students and adapting course content for students with intellectual disabilities who are auditing courses. Participants will receive insights and practices to promote meaningful collaborations with faculty and instructors.

Presenter: Chelsea Stinnett, PhD

DATE: April 18, 2024. 3:00-4:00 pm. EST.

This webinar is offered by Think College National Coordinating Center.


Western Kentucky CTP Approved

Western Kentucky CTP Approved

Western Kentucky University’s application to the US Dept of Ed to establish a CTP has been approved. WKU’s program is the 6th Comprehensive Transition Program that has been approved in the Commonwealth.

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Upcoming Webinar: Flexible Supports for College Success

Upcoming Webinar: Flexible Supports for College Success

Webinar date: March 6, 2024, 3:00 pm – 4:00 pm.

This webinar will discuss supports available on a college campus for students with intellectual disabilities. Presenters will explore the comprehensive supports available and will shed light on the range of resources and strategies families can use to access these supports for their student. Key topics include Supported Education, Camus Resources and Student Perspectives. Invited: educator, administrators, parents, families and students. Sponsored by Think College. webinar will be presented by Zoom.

Register Here


Ashley Luce, MA, Program Manager, Postsecondary Education, Institute for Community Inclusion, UMass Boston 

Maria Paiewonsky, EdD, Project Director, Institute for Community Inclusion, UMass Boston 

Special guest: Luke Saint Amour, Student, UMass Boston 

Resource: The Center for Transition to Adult Health Care for Youth with Disabilities

Resource: The Center for Transition to Adult Health Care for Youth with Disabilities

The Center for Transition to Adult Health Care for Youth with Disabilities website is an online resource center that can be used by youth and young adults with disabilities between the ages of 12-26 and their families and caregivers to learn about how to move (transition) from pediatric health care to adult health care. Pediatric health care is medical care for children ages birth to age 18.  Once children reach age 18, they are most often referred to an adult healthcare provider. This website provides resources that empower youth with intellectual and developmental disabilities to become self-advocates in the transition process without gaps in health care service. The website provides videos for youth with disabilities to view that help them to understand their healthcare transition. Youth can listen to the real-life story of Hunter, who is a young adult with a disability, and his healthcare transition journey. In the video, Hunter describes the helpful tools he used to navigate a change in his own health care. Two additional videos show a young man with epilepsy named Kobe, who makes a healthcare transition, and Katie, who lives with cerebral palsy and other health issues who transitions from a pediatrician to an adult neurologist (a medical doctor who specializes in treating disorders of the brain and nervous system).  Youth can interact with toolkits, quizzes, and workbooks on these topics.

The website also provides a comprehensive listing of resources for parents and caregivers, clinicians, and direct service providers. Those resources include topics such as changes in insurance and legal rights, interactive videos, toolkits, quick guides, and infographics.

Center for Transition to Adult Health Care for Youth with Disabilities

This center is supported by the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) as part of an award.

Inclusive Higher Education Timeline

Inclusive Higher Education Timeline

Kentucky has a rich history in its commitment to inclusive spaces in post-secondary education. Over the last twenty years, multiple projects and initiatives have supported students with developmental disabilities as they engage in post-secondary education. The timeline below highlights some of the work that has gone into supporting students with their educational goals.


Postsecondary Opportunities Workgroup
(POW) is launched by families, young adults with intellectual disabilities, and Kentucky organizations.


Postsecondary Inclusion Partnership
PIP begins a three-year grant funded by the Commonwealth Council on Developmental Disabilities.


The University of Kentucky Human Development Institute is awarded a five-year $2.1 million federal grant Supported Higher Education Project, SHEP.


A pilot between SHEP and the Office of Vocational Rehabilitation provides support services on college campuses around Kentucky.


SHEP staff and students with intellectual disabilities present to the Kentucky Legislative Subcommittee on Postsecondary Education.

A group from Murray State University, led by a parent advocate, expresses interest in starting a program on campus.

Representative Carl Rollins attends the POW meeting and hears concerns that SHEP students cannot utilize Kentucky Educational Excellence Scholarship Program money.


Kentucky’s first U.S. Department of Education approved Comprehensive Transition and Postsecondary (CTP) program was established at Murray State University.

Kentucky Legislature unanimously passes a bill to allow students with alternate diplomas to access their KEES money.


Bluegrass Community & Technical College Comprehensive Transition Program (CTP) program approved.

SHEP, POW, and stakeholders explore expansion and sustainability options.

Spalding University Comprehensive Transition Program (CTP) program approved.


Northern Kentucky University Comprehensive Transition Program (CTP) program approved.


Partnerships in Employment State Systems Change grant.

Legislative action to increase KEES funding available to students with intellectual disabilities enrolled in Kentucky CTP programs.


Inclusive Higher Education Webinar series.


Kentucky State Budget addresses Supported Higher Education.


Kentucky Supported Higher Education Partnership.


University of Kentucky Comprehensive Transition Program (CTP) program approved.

Legislative action expands the Work Ready Kentucky Scholarship to include students with ID enrolled in Kentucky CTP programs.


Owensboro Community and Technical College Comprehensive Transition Program (CTP) program approved.


Western Kentucky University Comprehensive Transition program approved.

Will CCS students have one-on-one support at all times while on campus? 

A: We cannot ensure that a program support person or peer mentor will be with a CCS student at all times while on campus. Part of the college experience is gaining more autonomy and independence and learning new things. However, we work with each student to make sure they have the support they need to navigate campus and course work.   

At the beginning of a new student’s time on campus, we try to arrange extra support as they get to know their routes, classes, and expectations. Once these become more familiar, students generally become comfortable doing more things on their own.   

We stay in close contact with students, whether in person or by phone or text. It is expected that CCS students be able to use a cell phone in order to communicate with us, as needed.  

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What kind of academic supports can CCS students request? 

A: Courses are selected through a person-centered process with the support of a full-time Program Coordinator, who is available to the student and faculty. The Program Coordinator maintains contact with students throughout their two-year program, from application to completion.   

For audited classes, course materials and assignments may be modified to align with students’ learning styles and goals. Learning Agreements are developed in collaboration between students, faculty, and the Program Coordinator.  

Course syllabi and assignments are not modified for students taking courses for credit.  

Program support staff can also help students with assignments and help connect them with existing campus resources such as tutoring, career exploration, and writing help.   In addition to the supports described above, students can request accommodations through the Disability Resource Center. Program staff assist students with this process, as needed, at the beginning of the program, and at the beginning of each academic year. 

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