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Researchers explored 11 of Florida’s inclusive postsecondary education (IPSE) programs for individuals with intellectual disability (ID), during the 2016 and 2017 academic years. The researchers sought to explore, the nature of academic access as well as the programs of study available to students with ID within Florida’s IPSE programs. Researchers found the majority (73%; n=8) of IPSE programs in this study (n=11) housed at three universities, three community and state colleges, and two career technical colleges.

The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education.

This 4-page booklet was created by Self Advocates Becoming Empowered for people with intellectual disabilities. It is written in plain language. It includes basic information people need to know about the COVID-19 vaccine.

This booklet can be downloaded from this page and it is also located on the SARTAC (Self Advocacy Resource and Technical Assistance Center) website along with many other helpful resources.

This report presents the findings of the Massacusetts Task Force on Higher Education for Students with Intellectual Disabilities and Autism Spectrum Disorder (ID/ASD), convened by the House and Senate Co-Chairs of the Joint Committee on Higher Education. The report describes higher education opportunities for students with ID/ASD nationally and statewide, and includes specific findings and recommendations to increase access to inclusive higher education and ensure citizens with ID/ASD have equal opportunity to reach their potential.

In addition to academic programming, Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) have a directive to ensure that enrolled students with intellectual disability (ID) are prepared for gainful employment. One study found students with ID who obtained a paid job while enrolled in a college or university program were almost 15 times more likely to have a paid job at exit than those who did not obtain a paid job while enrolled (Grigal, Papay, Smith, Hart, & Verbeck, 2018).

This resource can be used to determine if a course attended by students in college programs for students with ID meets criteria to be considered a fully inclusive class.

This college-based transition services timeline was created by Think College, in partnership with the Massachusetts Inclusive Concurrent Enrollment Initiative, for teachers, families, and students preparing for dual enrollment. It includes tasks that should be considered by all members of the transition team from recruitment through new student orientation.

This presentation, delivered virtually for the 2020 DCDT Annual Conference, is the first presentation in a series from the Moving Transition Forward project, which will examine the composition and impact of existing transition practices via secondary analysis of two national datasets: NLTS 2012 and TPSID data. 

Through secondary analyses of quantitative data obtained from the Think College National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit.

The Model Program Accreditation Standards for College Programs for Students with Intellectual Disabilities were finalized in September, 2020, following extensive development, refinement and review by hundreds of community members. A final report to Congress was published in May 2021; it can be found here.