Resource Library

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.

The Spring 2019 Research Summit will focus on evaluating the experiences and perspectives of peer mentors supporting students with intellectual disability in inclusive higher education. Erik Carter, Ph.D., Cornelius Vanderbilt Professor of Special Education at Vanderbilt University and Fiona Rillotta, Ph.D., Lecturer & Honours Coordinator, Disability and Community Inclusion, College of Nursing and Health Science at Flinders University, will present their work. Presentation handouts, a recording of the summit, and the transcript of the summit are available here for download.

This Fast Fact, based on a research study which is being presented at the Spring 2019 Research Summit, examines the inclusive higher education programs offered in Australia with a focus on one: the Up The Hill Project (UPTP). Researchers conducted interviews with students in UPTP and peer mentors, specifically looking at the topics of inclusive practices, working towards and achieving goals, mentoring experience, and development of skills. Results of the research study are featured in this publication.

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.

This Fast Fact provides a summary of the findings shared in the Year Three Annual Report of the TPSID Model Demonstration Projects (2017-2018). Findings are shared across multiple categories including employment, vocational rehabilitation, academics, academic and employment supports, residential services, program completion and credential attainment, and one-year outcomes. 

In this webinar, staff from the Think College Transition project share information and new resources that resulted from a 4-year collaborative project with three inclusive dual enrollment partnerships.

An increasing number of states allow students with intellectual disability (ID) to use Medicaid Home and Community Based Services waivers to support participation in postsecondary education (PSE) programs. These waiver services support access to higher education for students receiving Medicaid services who might otherwise not be able to attend postsecondary education. This Insight Brief explains what Medicaid Waivers are, what PSE services they can be used for, and how to access waiver services.

A Memorandum of Agreement (MOA) is a written document describing a cooperative relationship between a college or university and a sending district wishing to work together to develop an inclusive dual enrollment program. It services as a legal document and describes the terms and details of the partnership agreement. A MOA may be used regardless of whether or not money is to be exchanged as part of the agreement. This example was developed by Westfield State University.

Introduced in 2019, but not passed, this bill would require that at least two Minnesota state colleges and universities offer an academic program for students with intellectual and developmental disabilities. The Board of Trustees of the Minnesota State Colleges and Universities must select the specific institutions, who will have admit at least 15 incoming students to their new postsecondary program for students with IDD each year. The programs must offer an inclusive, two-year full-time residential experience to students and should enable them to engage fully in campus life.