Report

Issued in March 2015, this report calls for the creation of a data collection system that will track students with intellectual/developmental disabilities in California so that information therein can be used to monitor and evaluate existing postsecondary education options.  Calls for more state collaboration and urges inclusive postsecondary education curriculum developers to place greater emphasis upon preparing students with intellectual/developmental disabilities for adult independent living.

This RRTC Fast Fact shares what roles vocational rehabilitation (VR) played in Transition and Postsecondary Education Programs for Students with Intellectual Disabilities (TPSID). Forty of the 52 TPSIDs in 2010-2015 partnered with VR. Providing direct services to students with ID was the most common role played by VR partners (68%), followed by paying student tuition (45%) and participating in the project advisory committees (43%).

This RRTC Practice Brief shares examples that illustrate ways in which Vocational Rehabilitation is collaborating with and supporting inclusive postsecondary education programs.  Details from six states (Alaska, California, Florida, Hawaii, Kentucky, Pennsylvania) are provided.  

In 2016, Minnesota State was charged with the task of developing a plan for inclusive programming specifically for those individuals with intellectual and developmental disabilities (2016, Chapter 189, Article 1, Section 29). A team of faculty, staff, and community members with interest and expertise in serving students with intellectual and developmental disabilities was convened. Team members represented a variety of functional areas including accessibility/disability services, faculty in occupational skills programs, career services, and student services.

The National Coordinating Center Accreditation Workgroup submitted this statutorily mandated report to the US Department of Education Secretary in December, 2016, summarizing the work of the Accreditation Work Group and outlining the Model Program Accreditation Standards that were developed. HEOA required the National Coordinating Center to convene a workgroup of experts to develop model standards and identify the key components of higher education programs for students with ID.

This report, funded by the South Carolina College Transition Connection, outlines issues related to transportation needs of individuals with intellectual or developmental disabilities.  It provides a literature review, describes common barriers and potential solutions, and offers travel assessment and training resources.

Project UNITE emerged out of the partnership between the South Carolina Vocational Rehabilitation Department (SCVRD) and the CarolinaLIFE program. This partnership has been extremely strong; however, both entities believe that this collaboration could be strengthened by formalizing and outlining roles and activities of these critical partners as student transition into independent living environments.

This report, funded by the South Carolina College Transition Connection, includes a literature review and information related to housing options for individuals withi intellectual disabilities, including funding information and independent living assessment and intervention resources.

This report examines AmeriCorps as a model that allows youth with disabilities to maintain their Social Security benefits while enrolled in service programs that support work-based learning and provide a living allowance and education award.