Affiliations: Rehabilitation Research and Training Center (RRTC), Center on Transition Innovations, Virginia Commonwealth University, Richmond, VA, USA
Correspondence:
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Correspondence to: Aliza Lambert, M.Ed., CRC, Career Support Specialist, Transition RRTC, School of Education, Virginia Commonwealth University, Richmond, VA 23284-2011, USA. E-mail: ahweiss@vcu.edu.
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.
