Julie Lackey
Oklahoma Inclusive Postsecondary Education Alliance
julie@okipsealliance.org
Dr. Kendra Williams-Diehm
Zarrow Center for Learning Enrichment
University of Oklahoma
405-325-8951
zarrowcenter@ou.edu
In order to improve employment outcomes for individuals with intellectual disability, it is important for VR personnel and higher education program staff to establish partnerships. The Employment Partnerships Collaborative Workgroup, a project of the Think College Inclusive Higher Education Network, identified states with exemplary partnerships and asked them to write up a description of what makes things work in their state.
Introduced: 2/5/2024
Passed: 4/30/2024
Initially introduced in 2023 as SB 322, this act amends 70 O.S. 2021, Section 626.7, allowing opportunities for tuition aid grants to students with intellectual and developmental disabilities enrolled in a postsecondary education program.
Date Introduced: 2/5/24
Status: PASSED 5/21/24
Introduced in 2023, a portion of this Act would have amended 70 O.S. 2021, Section 626.7, allowing opportunities for tuition aid grants to students with intellectual and developmental disabilities enrolled in a postsecondary education program. While the bill passed, the portion specific to students with intellectual disability was removed before the final version was passed.
Introduced in 2023, but not passed, a portion of this legislation relates to the modification Oklahoma Higher Learning Access Trust Fund, directing the use of the Funds to enact the Oklahoma’s Promise Inclusive Act, and creating the Oklahoma’s Promise Inclusive Program along with the policies and purposes of the program.
This legislation, enacted in April 2016, directs Oklahoma institutes of higher education to work with all government agencies that provide services to individuals with intellectual and developmental disabilities to consider the development of comprehensive transition and postsecondary education (CTP) programs. Programs created from such partnerships must also include private sector businesses that can create practical learning opportunities for students. It also states that IHE transition programs must work with national disability groups to collect and analyze student outcome data.
