College for Students With Intellectual Disabilities Faces an Uncertain Future – Education Week

Report on Inclusive Postsecondary Education Programs for Students with Intellectual Disabilities and Sustainable Development Goals (SDGs)

Introduction

In May, a gathering was held to celebrate the achievements of students completing the TerpsEXCEED program, an inclusive two-year postsecondary education initiative at the University of Maryland designed for students with intellectual disabilities. The event also welcomed five new students accepted for the upcoming academic year. Despite the celebratory atmosphere, concerns were raised regarding potential federal budget cuts that could impact access to such higher education programs.

Challenges and Concerns

• Potential federal budget reductions may affect funding from the Maryland State Department of Education’s Division of Rehabilitation Services (DORS), which currently supports tuition, room, and board for eligible students.
• Many families have not prepared financially for college due to historical lack of access for students with intellectual disabilities.
• Uncertainty surrounds the renewal of federal grants, such as the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID), which are critical for program expansion.

Inclusive Postsecondary Programs and SDGs

TerpsEXCEED and similar programs align closely with several Sustainable Development Goals (SDGs), notably:

1. SDG 4: Quality Education – Promoting inclusive and equitable quality education and lifelong learning opportunities for all.
2. SDG 8: Decent Work and Economic Growth – Enhancing employment prospects and economic independence for individuals with intellectual disabilities.
3. SDG 10: Reduced Inequalities – Ensuring equal access to education and reducing disparities faced by persons with disabilities.

Current Reach and Limitations

• Only about 2% of the more than 420,000 school-age students with intellectual disabilities attend college after high school.
• Inclusive programs like TerpsEXCEED enroll only a small fraction of qualified applicants due to staffing and budget constraints.
• Since 2009, inclusive higher education programs have increased from 149 to 363 nationwide, supported in part by TPSID grants.

Federal Funding and Policy Environment

• The U.S. Department of Education’s TPSID grants, vital for program support and expansion, face uncertainty due to delayed requests for proposals and proposed budget cuts.
• Proposed budget changes may also affect funding for Parent Training and Information Centers (PTIs), which assist families in navigating postsecondary education options.
• Advocates express concern that funding reallocations could undermine support services critical for students with intellectual disabilities.

State-Level Support and Progress

States are increasingly recognizing the value of inclusive postsecondary education programs:

• Maryland has legislated an annual $350,000 budget increase to support TerpsEXCEED.
• State investments focus on program development, implementation, and expanding access to scholarship funds that accommodate students with intellectual disabilities.
• These efforts contribute to achieving SDG 4 by fostering inclusive education environments.

Advocacy and Awareness Efforts

• Think College, a national center dedicated to improving access to higher education for students with intellectual disabilities, launched the Think Higher campaign to raise public awareness.
• The campaign includes multimedia resources featuring student experiences and provides state-specific information for educators and families.
• Increasing awareness supports SDG 10 by promoting social inclusion and reducing educational disparities.

Conclusion and Implications for Sustainable Development

Inclusive postsecondary education programs for students with intellectual disabilities play a critical role in advancing multiple Sustainable Development Goals by promoting quality education, reducing inequalities, and enhancing economic opportunities. However, the sustainability and expansion of these programs depend heavily on stable federal and state funding, as well as continued advocacy and public awareness. Addressing funding uncertainties and increasing program capacity are essential to ensuring that more students with intellectual disabilities can access higher education and contribute meaningfully to society.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article discusses inclusive post-secondary education programs for students with intellectual disabilities, focusing on access, funding, and expansion of such programs.
2. SDG 10: Reduced Inequalities
   • The article highlights efforts to reduce inequalities by providing educational opportunities and support for individuals with intellectual disabilities.
3. SDG 8: Decent Work and Economic Growth
   • Through career development activities, internships, and paid jobs for students with intellectual disabilities, the article connects to promoting inclusive and sustainable economic growth and employment.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
3. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including persons with disabilities, and equal pay for work of equal value.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicators related to SDG 4 (Quality Education):
   • Number and percentage of students with intellectual disabilities enrolled in inclusive post-secondary education programs (e.g., TerpsEXCEED enrollment numbers, Think College data on 363 programs nationwide).
   • Availability and funding levels of Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grants.
   • Number of inclusive higher education programs and their growth over time (from 149 to 363 programs).
2. Indicators related to SDG 10 (Reduced Inequalities):
   • Access to support services such as Parent Training and Information Centers (PTIs) and rehabilitation services (DORS funding).
   • Legislation and state funding allocated to support inclusive education programs (e.g., Maryland’s $350,000 annual budget addition).
3. Indicators related to SDG 8 (Decent Work and Economic Growth):
   • Number of students with intellectual disabilities participating in internships, paid jobs, and career development activities.
   • Employment outcomes for graduates of inclusive post-secondary education programs.

4. Table: SDGs, Targets and Indicators

Source: edweek.org