Document Type



University of Maine Center for Community Inclusion and Disability Studies and Maine EPSCoR

Rights and Access Note

This item is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s).

Publication Date


Publisher location

Orono, ME

Abstract/ Summary

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.

Citation/Publisher Attribution

Kendrick, M., Bragdon-Morneault, M., May, J. and Kurtz, A. (2014, 2019). 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.


publisher's version of the published document



Rights Statement

In Copyright - Educational Use Permitted.