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, 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
Accessibility Commons, Counselor Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Inequality and Stratification Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Public Affairs, Public Policy and Public Administration Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons