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Articulating the Value of a Credential from a Postsecondary Education Program for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 61

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Title: Articulating the Value of a Credential from a Postsecondary Education Program for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 61
Language: English
Authors: Cate Weir, University of Massachusetts Boston, Institute for Community Inclusion, University of Massachusetts Boston, Think College
Source: Institute for Community Inclusion. 2024.
Availability: 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
Peer Reviewed: N
Page Count: 4
Publication Date: 2024
Sponsoring Agency: Office of Postsecondary Education (ED)
Contract Number: P407B200001
Document Type: Reports - Descriptive
Education Level: Postsecondary Education
Descriptors: College Credits, Postsecondary Education, Students with Disabilities, Intellectual Disability, Noncredit Courses, Individualized Transition Plans, Employment Potential, Professional Development, Lifelong Learning, Independent Living, Self Efficacy, Academic Degrees, Individual Development
Abstract: Non-degree credentials awarded by higher education programs for students with intellectual disability are a relatively new type of postsecondary education credential. While the requirements of associate, bachelor's or master's degrees are widely understood, many people are not as familiar with the educational pathway leading toward these non-degree credentials and may underestimate their value. This report presents the following six important facts about these nondegree credentials that can help employers and others understand the value of this type of credential: (1) Comprehensive transition and postsecondary (CTP) programs are a specific type of postsecondary program that include academics, career development, personal skill development, and work experiences; (2) Non-degree credentials are not new and have a track record of being valuable; (3) Higher education programs for students with intellectual disability offer a robust and comprehensive course of study leading to the credential; (4) Graduates have a wide variety of experiences that support success in employment; (5) Graduates are ready for continued learning and professional development; and (6) Graduates are likely to be more independent and self-reliant.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED660376
Database: ERIC
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  Data: Articulating the Value of a Credential from a Postsecondary Education Program for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, & Practice. Issue No. 61
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  Data: 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
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  Data: Non-degree credentials awarded by higher education programs for students with intellectual disability are a relatively new type of postsecondary education credential. While the requirements of associate, bachelor's or master's degrees are widely understood, many people are not as familiar with the educational pathway leading toward these non-degree credentials and may underestimate their value. This report presents the following six important facts about these nondegree credentials that can help employers and others understand the value of this type of credential: (1) Comprehensive transition and postsecondary (CTP) programs are a specific type of postsecondary program that include academics, career development, personal skill development, and work experiences; (2) Non-degree credentials are not new and have a track record of being valuable; (3) Higher education programs for students with intellectual disability offer a robust and comprehensive course of study leading to the credential; (4) Graduates have a wide variety of experiences that support success in employment; (5) Graduates are ready for continued learning and professional development; and (6) Graduates are likely to be more independent and self-reliant.
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      – SubjectFull: Students with Disabilities
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