Document

This Executive Summary provides a brief overview of the entire Report on Model Accreditation Standards for Higher Education Programs for Students with Intellectual Disability: Progress on the Path to Education, Employment, and Community Living by the 2016-2020 NCC Accreditation Workgroup. It includes the model accreditation standards and recommendations to Congress and the Department of Education.

The 2016-2020 National Coordinating Center Accreditation Workgroup submitted this statutorily mandated report to the US Department of Education Secretary and relevant Congressional committees in May 2021, summarizing the work of this Accreditation Workgroup and outlining revisions to the Model Program Accreditation Standards that were developed by the 2011-2015 Workgroup. This new report includes highlights of lessons learned from public input and a field test of the original standards, as well as recommendations to Congress and the Secretary of Education. 

This legislation, signed in 2021, establishes that school district payments (integrated formula payments) will be made to postsecondary transitional programs for students who are on IEPs.

The state Superintendent of Public Instruction is responsible for reviewing and approving postsecondary transitional programs, and implementing this legislation by administering the payments. 

This presentation, based on 2019-2020 TPSID Data, highlights the importance of vocational rehabilitation in inclusive postsecondary education. Meg Grigal and Clare Papay originally shared this at a Vocational Rehabilitation Affinity Group meeting in May 2021.

This document is a comprehensive literature review of root causes or barriers that students with disabilities face to accessing high quality education, including career and technical education, experiences. The review also includes aligned strategies and resources that educators, parents and communities can use to remove these root causes and create equitable learning environments for students with disabilities.

Volunteer work, internships, and unpaid job exploration can be effective strategies for individuals with disabilities looking to gain work-related experience, as well as assessments and training at places of business. However, such activities must be undertaken carefully, with a clear understanding of the purpose of these activities. All parties must know what is permitted from a legal perspective, as well as practical considerations regarding the appropriate use of volunteer and unpaid work experiences.

This Student Handbook from the Inclusive Education Services program at University of Central Florida provides a good example of the information to include for students in a handbook of this type.  The course of study for the program and the satisfactory academic progress policy are included and provide solid examples of those key aspects of a college program.

This resource shares the pathway (course of study) for each of 6 different credentials offered by the Tallahassee Community College EAGLES program.

This resource provides three examples of forms that are used at college programs for students with ID that outline course modifications for courses that are audited.  The use of a form like this ensures that there are meaningful learning goals for the student in the class and the faculty are clear on the modifications allowed.

Course Modification agreement from Tallahassee Community College, which allows goals to be personalized for students auditing courses. 

This peer mentor handbook provides an example of how to structure such a handbook and includes information on:Mentor Responsibilities: Job Description & Expectations, Meetings & Schedules, Student – Mentor Relationship, People First Language, Customer Service, Workshops, Extracurricular Activities, & Internships, Media Release Form & FERPA, Office Rules & Regulations Student Account Access & Documentation, Office Organization, Office Use vs. Campus Use, Code of Ethics and On and Off Campus Resources