Report

The Texas Education Code (TEC), Section 61.0664 requires the Texas Higher Education Coordinating Board (THECB or Coordinating Board) to conduct an ongoing study on the college recruitment of persons with intellectual and developmental disabilities (IDD). According to the statute, the study is to “identify previously made recruitment efforts, limitations on recruitment and possible methods for recruitment” for this population (TEC, Section 61.0664(c)).

The Florida Consortium on Inclusive Higher Education developed the IPSE Credential Guidance Brief Series as a set of six stand-alone briefs to guide inclusive postsecondary education (IPSE) faculty, program staff, and secondary educators in the development of an IPSE credential and the supporting program of study. Families and students should find the first four briefs the most informative regarding what to look for in an IPSE credential and the program of study when exploring colleges. Titles of briefs in the series: 1. Background on Inclusive Postsecondary Education 2.

If states want to build an inclusive economy where all workers and all businesses have the skills they need to stay competitive in a rapidly changing global marketplace, everyone must work together to expand access to and attainment of degrees and credentials of value.

This research describes self-reported perspectives of recognized institutional and programmatic accrediting organizations in the United States on student learning outcomes, an issue central to their future credibility and effectiveness. The research was conducted for the Council for Higher Education Accreditation (CHEA) by NORC at the University of Chicago in 2018.

This study was an evaluation of the i3 Development grant, Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments.

Grants for Students with Intellectual and Developmental Disabilities (ID Grant) was established by the 2017 Minnesota Legislature (Minnesota Statutes 136A.1215. ID Grant provides financial assistance for postsecondary students with intellectual and developmental disabilities to pay for tuition and fees of Comprehensive Transition & Postsecondary (CTP) programs at eligible Minnesota postsecondary institutions.

The purpose of this paper is to propose and describe a model for engaging and retaining students with IDD/autism in Minnesota's 24 community and technical colleges and seven state universities (MnSCU). The model, as described in this paper, is based upon past and current efforts to provide postsecondary education opportunities for these students. The paper, first, provides background to clarify the diverse characteristics and outcomes of students with IDD/autism. It then examines the relevance and critical importance of drawing upon MnSCU’s system capacity to serve these students.

This report examines issues regarding needed alignment of services and collaboration among agencies and institutions of higher education (IHEs) to achieve the goal of supporting youth with intellectual disability (ID) to obtain increased academic learning, independent living, and competitive integrated employment through participation in postsecondary education.

The Minnesota State Legislature, in its 2017 session, requested that the Board of Regents of the University of Minnesota provide a two-year residential academic program for students with intellectual and developmental disabilities (IDD) at the University of Minnesota Morris effective with the 2018-2019 academic year. This report was written in response to the legislative request, providing a preliminary outline of the program as it would be designed and implemented on the Morris campus.