This Think College Fast Fact focuses on the Workforce Innovation and Opportunity Act (WIOA) of 2014 which is the reauthorization of the Workforce Investment Act of 1998 and the Rehabilitation Act of 1973. WIOA funds and supports state vocational rehabilitation (VR) programs. It has enhanced supports for young people with intellectual disabilities (ID) who wish to access postsecondary education, find a job, and develop a career.
Step by step instructions for institutions of higher education to follow when completing the e-App to request Title IV approval for a comprehensive transition postsecondary program.
These tips have been provided by staff of the Financial Services Administration at the US Department of Education, and by proposal reviewers.
This letter is from an approved CTP program application and is a good example of what to include in this required letter informing the IHE accrediting agency of the CTP program application.
This flow chart illustrates the complete process for applying to become a comprehensive transition and postsecondary (CPT) programs and can be used during meetings with financial aid to review the entire application process.
Few students with disabilities from high-poverty backgrounds attend college. We discuss the effects of disability and growing up in poverty on expectations for postsecondary education attendance. We describe the limiting effects of attending high-poverty high schools on student achievement followed by challenges faced by low-income students with disabilities in accessing and completing college programs including the role of federal student aid programs.
Pre-planning is key to achieving goals, and this article describes the importance of planning ahead to optimize utilization of resources available to students. Describing the necessary steps and process of creating supports, this article emphasizes collaboration and person-centered planning. It also highlights some of the supports and strategies that some students are using.
The Transition Program for Students with Intellectual Disabilities (TPSID) Model Demonstration Projects are required to support students through a focus on academic, social, employment, and independent living strategies. Twenty-seven five-year grants started on October 1, 2010. The range of strategies implemented by these grantees suggests that there is not a one-size-fits-all model for program implementation.
Think College Insight Brief #29 shares outcomes of 23 graduates from one program at University of North Carolina Greensboro. Data are shared on employment since graduation, current employment, living arranagement, financial services utilized, participation in community activities, whether they were registered to vote and whether they had a driver's license.
The FY2015 annual report of data from the Think College National Coordinating Center on the Transition Postsecondary Education Programs for Students with Intellectual Disabiities (TPSID) projects. These annual reports share data and analysis from data collected from a total of 54 TPSID projects annually from 2010-2015 on the programmatic structures and student characteristics and student outcomes.
