Learning Is For Everyone™ (LIFE™) Program
CarolinaLIFE is a two-year post-secondary program for students with intellectual or cognitive disabilities. It offers students with intellectual or cognitive disabilities the opportunity to experience college life through inclusive participation in academic, social, vocational and independent living activities.
The University LIFE™ Program is a four year post-secondary education program for students with intellectual disabilities. The LIFE Program is designed to promote a smooth and effective transition from secondary schools to a four-year higher education institution, as well as provide post-secondary opportunities on a college campus. The program will allow students with intellectual disabilities the educational and social development opportunity to address four key primary areas: (1) academic enrichment, (2) socialization, (3) independent living skills, and (4) competitive or supported employment.
The ClemsonLIFE™ Program at Clemson University is designed for students with intellectual disabilities who desire a postsecondary experience on a college campus. The mission of the program is to provide a coordinated course of study that includes career exploration and preparation along with self-awareness, discovery, and personal improvement through a framework of courses, job internships, and community participation.
College of Charleston R.E.A.C.H. Program
(formerly called LIFE*)
The R.E.A.C.H. (Realizing Educational and Career Hopes) program at the College of Charleston is a four-year inclusive program for students with mild to moderate intellectual disabilities. The purpose of the program is to provide the opportunity for all students to realize their intellectual and personal potential, and to become responsible, productive members of society. REACH students will participate in the academic, residential, social, and cultural experiences offered by the College, with appropriate support for success.
High School/High Tech (HS/HT) promotes technology-based careers and education for youth with disabilities. It creatively exposes students to a variety of technology-based career opportunities, encouraging them to achieve long-term success.
South Carolina HS/HT projects incorporate research-based design features that focus on what youth with disabilities can do to prepare for their future. This research is important because of the increasing pressure to invest public dollars in projects that show results and incorporate promising practices. A typical South Carolina HS/HT project includes:
- Preparatory Experiences: Services conducted in environments where youth feel accepted and nurtured and include career assessment, opportunity awareness, and work-readiness skills.
- Connecting Activities: Activities featuring in-project and post-project support designed to benefit each individual participant.
- Work-based Experiences: Experiences which build on-the-job experiences.
- Youth Leadership and Development: Activities that assist the young person to become self-sufficient and productive.
The South Carolina Youth Leadership Forum (YLF) for students with disabilities is an annual career leadership program for high school juniors and seniors (or high school students between the ages of 17-21) who have leadership potential in both their school and community. Students selected each summer to attend the YLF learn about disability history, community and academic resources, career options and resources that can help them face challenges that arise in becoming participating members of their communities. They take part in activities enabling them to network, learn from each other and build lasting friendships.
Vocational Rehabilitation is dedicated to helping those with disabilities about to graduate achieve a smooth transition from education to employment, with the same employment opportunities as people without disabilities.
If you’re eligible for VR services, VR will provide a counselor who will help you develop a plan to achieve successful employment. The plan will include helping you explore different career opportunities, giving you information about the work skills, abilities and training you need for a specific job, and arranging for you to use the nearest Vocational Rehabilitation Training Center during the summer before your senior year to strengthen your ability to meet work requirements.
Wisconsin Assistive Technology Initiative (WATI) Portfolios
The Teacher and Student Transition Portfolio is a two-portfolio system designed to help teachers
assist students in developing a personally tailored portfolio of the student's transition information. Together, teachers and students begin preparing the student portfolio at age 14. This portfolio moves with the student year to year. The teacher houses the portfolio and adds information as it is developed. Upon graduation, the teacher wraps it up and gives it to the student for graduation to bring to their post school setting. The intent is for the student to use the portfolio as a framework for pursuing post secondary goals, adding materials under each category as needed.
As teachers attend transition-related workshops and collect information they need a place to store it. Thus the teacher portfolio was developed to mirror the student portfolio.back to top