Since 2015, Think College has monitored state legislative efforts to support postsecondary education for students with intellectual disabilities. In that time, 69 bills have been proposed in 28 states. These efforts continued this year with eight bills proposed across six states. Six of these bills passed: one funded student scholarships, and five provided funding for programs.
In Texas, two bills related to postsecondary education for students with ID were introduced, and one was passed. Lawmakers passed HB 2081, the Building Better Futures Program, which created a statewide fund to support CTP programs in Texas. This funding is administered by the Texas Higher Education Coordinating Board and includes guidelines on program eligibility, similar to the requirements of CTP eligibility. An additional bill, HB 5063, was introduced that focused on allowing tuition and fee exemptions for former foster youth with intellectual disabilities attending CTPs. This bill did not pass but emphasizes the overarching trend of including students with IDD in tuition and fee packages already set up for the state.
New York’s S3369/A5774, An Act to amend the education law, in relation to allowing for students in postsecondary education experience or transition program to receive awards from the tuition assistance program, was reintroduced from years prior and aimed to extend Tuition Assistance Program (TAP) aid to students with IDD enrolled in CTPs. The proposal remained in committee at the conclusion of session and did not pass.
Maine’s LD 46, An Act to Establish a Grant Program to Increase Postsecondary Educational Opportunities for Students with Intellectual or Developmental Disabilities or Autism Spectrum Disorder passed, establishing a grant program to enhance postsecondary educational opportunities and support employability for students with intellectual or developmental disabilities or autism spectrum disorder. Competitive grants will be awarded to institutions of higher education in the state to support the development and implementation of new programs. To qualify for grant funding, these program plans must meet the criteria of a comprehensive transition postsecondary program.
In Maryland, the General Assembly supported the long-term sustainability of TerpsEXCEED. The 2025 Budget Bill (HB 350) appropriated $100,000 for the program at the University of Maryland, College Park. An additional bill, HB 458/SB 603, proposed up to $350,000 annually beginning in FY 2027 and a statewide technical assistance role for UMD. This type of legislation does not guarantee the funding, but allows that the Governor may allocate funding for up to that amount.
North Dakota allocated $500,000 over two years to fund programs advancing education and employment for students with IDD in their SB 2003 appropriations bill. This funding focuses on program funding across the state and is the second bill that supports students with IDD in the state.
Arkansas adopted the ACCESS Act 341, part of Governor Sanders’ higher education package, creating a Governor’s Higher Education Transition Scholarship worth up to $2,500 per semester for eight continuous terms for students attending a program within Arkansas that is accredited by the Inclusive Higher Education Accreditation Council.
It is vital to continue advocating for more legislation at the state level and building on the momentum of the last ten years. Many find success by working with programs across the state, state alliances, and even regional alliances. It is evident that states play a vital role in the sustainability and growth of programs. To learn more about what is happening in your state, visit What's Happening in Your State and download Legislative Policy on Inclusive Higher Education in US States 2015-2025.