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Weir, Cate; Boyle, M. – Institute for Community Inclusion, 2020
Provisions in the Higher Education Opportunity Act (HEOA), passed in 2008, make it possible for students with intellectual disability (ID) who demonstrate financial need to take advantage of some kinds of federal financial aid to help pay for college. The HEOA describes a new type of college program, called a Comprehensive Transition Program…
Descriptors: Student Financial Aid, Federal Legislation, Higher Education, Educational Legislation
Hanson, Ty; Paiewonsky, Maria – Institute for Community Inclusion, 2020
Since 2007, when the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) was launched, college students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school…
Descriptors: College Students, Students with Disabilities, Intellectual Disability, Developmental Disabilities
Raeke, Tina; Paiewonsky, Maria; Sajadi, Shahrzad – Institute for Community Inclusion, 2020
Since 2011, Bridgewater State University (BSU) has received funds through the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) to support students with intellectual and developmental disabilities (IDD) to attend college. This BSU-MAICEI partnership, named EXCEL (Extraordinary Expectations for Career, Education and Life), offers up…
Descriptors: Students with Disabilities, Access to Education, Inclusion, Intellectual Disability
Wilt, Courtney L.; Morningstar, Mary E. – Institute for Community Inclusion, 2020
Inclusive postsecondary education (IPSE) programs for youth with intellectual disability recognize students with intellectual disability as contributing members of the broader campus community through academic engagement, career development, and social activities (Grigal & Papay, 2018; Jones et. al, 2015). An established strategy for promoting…
Descriptors: Postsecondary Education, College Students, Students with Disabilities, Student Experience
Migliore, Alberto; Butterworth, John – Institute for Community Inclusion, 2020
The Workforce Innovation and Opportunity Act (WIOA) of 2014 requires that vocational rehabilitation (VR) agencies set aside at least 15% of their federal VR services grant funds to assist students with disabilities. These students are entitled to receiving pre-employment transition services (Pre-ETS). Pre-ETS include job exploration counseling,…
Descriptors: Students with Disabilities, Intellectual Disability, Vocational Rehabilitation, Transitional Programs
Haines, Kelly; Domin, Daria – Institute for Community Inclusion, 2020
This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the…
Descriptors: Career Development, Student Employment, Students with Disabilities, Intellectual Disability
Paiewonsky, Maria; Sajadi, Shahrzad – Institute for Community Inclusion, 2020
In this brief, the perspectives of special education administrators from Massachusetts and Indiana, who have been engaged in college-based transition services (CBTS), are shared. It summarizes the conversations they had during a fall 2019 Think College webinar and a follow-up discussion in summer 2020. Each administrator has had extensive…
Descriptors: Special Education, Administrator Attitudes, Transitional Programs, Students with Disabilities
Grigal, Meg; Hart, Debra; Papay, Clare; Smith, Frank; Domin, Daria; Lazo, Rebecca – Institute for Community Inclusion, 2020
This Fast Fact provides a summary of the findings shared in the Year Four Annual Report of the TPSID Model Demonstration Projects (2018-2019). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential…
Descriptors: Higher Education, Postsecondary Education, Intellectual Disability, Students with Disabilities
Shepard, John – Institute for Community Inclusion, 2019
Data show that people with disabilities are consistently less likely to be working than their non-disabled counterparts. In this Data Note, the employment rate for working-age people is compared across disability types, as well as those without disabilities. While employment rates across disability subpopulation groups vary, all disability groups…
Descriptors: Disabilities, Employment Patterns, Daily Living Skills, Hearing Impairments
Leuchovius, Deborah; Ziemke, Barb – Institute for Community Inclusion, 2019
As youth with intellectual and developmental disabilities (IDD) are making plans to attend college, it is more important than ever that families become fully informed about guardianship as well as less-limiting alternatives. This brief defines some of the options and possible ramifications. It also presents special circumstances for consideration,…
Descriptors: Decision Making, Self Determination, Intellectual Disability, Developmental Disabilities
Grigal, Meg; Hart, Debra; Papay, Clare; Smith, Frank; Domin, Daria; Lazo, Rebecca – Institute for Community Inclusion, 2019
Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) during the…
Descriptors: Higher Education, Postsecondary Education, Intellectual Disability, Students with Disabilities
Grigal, Meg; Hart, Debra; Smith, Frank; Papay, Clare; Domin, Daria – Institute for Community Inclusion, 2019
This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential…
Descriptors: Higher Education, Postsecondary Education, Intellectual Disability, Students with Disabilities
Kennedy-Lizotte, Rie; Sass, Adam; Zlockie, Jeanine – Institute for Community Inclusion, 2018
To meet current federal regulations and provide the opportunity for individuals to receive services in the least restrictive environments, states are focusing on providing day habilitation services in inclusive community environments, rather than traditional congregate facility-based programs. The two main services of day habilitation focus on…
Descriptors: Day Programs, Community Programs, Rehabilitation, Disabilities
Brent, Barbara; Kennedy-Lizotte, Rie; Fay, Mary Lee – Institute for Community Inclusion, 2018
Case managers, often called support coordinators, are pivotal in the service system supporting people with intellectual/developmental disabilities (I/DD) and their families to have meaningful lives in the community, which includes access to community integrated employment. Support coordinators balance this priority, along with ensuring individual…
Descriptors: Caseworker Approach, Caseworkers, Intellectual Disability, Developmental Disabilities
Kamau, Esther; Timmons, Jaimie – Institute for Community Inclusion, 2018
Competitive integrated employment is defined within the Workforce Innovation and Opportunity Act (WIOA, 2014) as full-time or part-time work at minimum wage or higher, with wages and benefits similar to those without disabilities performing the same work, and fully integrated with coworkers without disabilities. The Act requires that states ensure…
Descriptors: Equal Opportunities (Jobs), Disabilities, Federal Legislation, Disability Discrimination
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