A practice brief: Virtual supports in ACE-IT’s inclusive higher education program

Abstract

BACKGROUND: During the onset of COVID-19, universities across the country shifted to virtual modalities. For inclusive postsecondary education programs, this shift required developing new strategies to continue highly individualized supports for students with ID/DD. Navigating this shift demanded collaboration and communication between program staff and students. OBJECTIVE: The purpose of this practice brief is to share strategies used in the 2020-2021 academic school year for VCU ACE-IT in College. In this practice brief, ACE-IT staff reflect on practices to support virtual work and school so other inclusive postsecondary education programs can replicate innovative supports. METHODS: To prepare this practice brief, program staff reviewed program materials and identified programmatic changes that occurred during the 2020-2021 academic year. Program materials included student academic and career case notes, employment shift notes, staff meeting agendas, communications between staff and college instructors, and program training materials. RESULTS: Program staff implemented a variety of strategies to improve organization and communication between students, program staff, college faculty, and employers. Many of these systems have been retained since the height of the COVID-19 pandemic. CONCLUSION: Alternative formats for work and school continue to evolve. It is critical for inclusive postsecondary education programs to integrate virtual supports into their practices so students can prepare to enter the pandemic and post-pandemic workforce.

Facilitators and barriers of pre-employment transition services implementation: Preliminary findings and recommendations

“…Included in this planning approach, issues related to technology access and skills could also be addressed. Though the level of technology skill attainment may vary between students, it is vital that all students be exposed to technology when preparing for employment, especially in a post-COVID world (Lambert et al, 2022). Considering ways to increase technology exposure and practice is especially important when students with disabilities are not expected to meet the same technology standards as their nondisabled peers, as is the case in Virginia for students earning an applied studies diploma (Virginia Department of Education, n.d.).…”