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Status: Passed

This item in the governor’s budget designates $2M to create and operate an Inclusive College Technical Assistance Center from ongoing Proposition 98 General Fund.

Status: Passed 6/12/2024

This state appropriations bill awards $12,484, 565 from the general revenue fund to Florida Postsecondary Comprehensive Transition Program. $2.5M may be used for Center for Students with Unique Abilities, and remaining must be used for grants to programs (no more than $500,000) and scholarships for up to $15,000 for eligible students. 

This spreadsheet shares an example of a basic rubric that can be used to assess student satisfactory academic progress for a semester overall, as well as one that can be used for an audited course.  Provided as an example by Utah State University's Aggies Elevated program. 

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022-2023) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.

Think College REPORTS present descriptive data in narrative and 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 TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2022-2023 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the college or university system during the third year of FY 2020-2025 funding.

The value of a credential awarded by a college program for students with intellectual disability on a resume may not be clear to a potential employer—yet. But the value is there, even if it is not currently common knowledge. This brief was written to support program staff and others to clearly articulate the value of a program's credential to potential and current employers, students, family and other community members .

As we develop and evaluate postsecondary education programs for students with intellectual disability, we must consider students’ perspectives on known program elements that work well and elements that need improvement. To support the consideration of student voices in program development and evaluation, the Think College Inclusive Higher Education Network conducted a brief literature review of articles that included the voices and perspectives of college students or college graduates with intellectual disability.

This resource provides guidance on naming postsecondary education programs for students with intellectual disability. It explains how a program's name can shape perceptions and integration within the academic community. The authors share common mistakes to avoid, like using confusing acronyms or disability-focused terms. They suggest using names that focus on academics, like College & Community Studies, to make programs feel more inclusive. This guide is useful for educators and school administrators who want to create inclusive and empowering program names.

This Executive Summary provides a brief overview of the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022–2023). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects about program characteristics, student characteristics, academics, academic supports, employment, vocational rehabilitation, residential services, and program completion and credential attainment.

Vocational rehabilitation (VR) professionals are critical members of the team necessary to support the successful transition from college to employment for students with intellectual disability. This publication highlights numerous ways that VR can work with colleges to help students with intellectual disability find and keep jobs they want.