University of Maine Center for Community Inclusion and Disability Studies and Maine EPSCoR
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This publication (191-page PDF) contains a package of evidenced-based transition supports that can be used by educators or instructors with high school students with disabilities who are interested in pursuing STEM-related postsecondary education and careers. The publication contains information and instructional activities related to the following: self-advocacy and self-determination; exploring STEM careers; disability disclosure; the accommodations process in college; identifying assistive technology; mentoring relationships and internships; and using student- and family-centered planning to prepare for college.
Kendrick, Martie; Bragdon-Morneault, Marnie; May, Janet; and Kurtz, Alan, "Increasing Access and Success in the STEM Disciplines: A Model for Supporting the Transition of High School Students with Disabilities into STEM-Related Postsecondary Education" (2014). Transition-Age Resources. 1.
Kendrick, M., Bragdon-Morneault, M., May, J. and Kurtz, A. (2014). Increasing access and success in the STEM disciplines: A model for supporting the transition of high school students with disabilities into STEM-related postsecondary education. Orono: University of Maine Center for Community Inclusion and Disability Studies and Maine EPSCoR.
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