Inclusive Higher Education Timeline

Inclusive Higher Education Timeline

Postsecondary Opportunities Workgroup
(POW) is launched by families, young adults with intellectual disabilities, and Kentucky organizations.

Postsecondary Inclusion Partnership
PIP begins three-year grant funded by the Commonwealth Council on Developmental Disabilities.

University of Kentucky Human Development Institute is awarded a five-year $2.1 million federal grant Supported Higher Education Project, SHEP.

Pilot between SHEP and Office of Vocational Rehabilitation provides support services on college campuses around Kentucky.

SHEP staff and students with intellectual disabilities present to Kentucky Legislative Subcommittee on Postsecondary Education.

A group from Murray State University, led by a parent advocate, expresses interest in starting a program on campus.

Representative Carl Rollins attends POW meeting and hears concern that SHEP students cannot utilize Kentucky Educational Excellence Scholarship Program money.

Murray State University become first Comprehensive Transition Project (CTP) in Kentucky.

Kentucky Legislature unanimously passes bill to allow students with alternate diploma to access their KEES money.

Bluegrass Community & Technical College becomes Comprehensive Transition Program.

SHEP, POW and stakeholders explore expansion and sustainability options.

Spalding University becomes Comprehensive Transition Program.

Northern Kentucky University becomes a Comprehensive Transition Program.

Partnerships in Employment State Systems Change grant.

Inclusive Higher Education Webinar series.

Kentucky State Budget addresses Supported Higher Education.

Kentucky Supported Higher Education Partnership.

University of Kentucky begins Comprehensive Transition Program.

Owensboro Community and Technical College launches Comprehensive Transition Program.

Will CCS students have one-on-one support at all times while on campus? 

A: We cannot ensure that a program support person or peer mentor will be with a CCS student at all times while on campus. Part of the college experience is gaining more autonomy and independence and learning new things. However, we work with each student to make sure they have the support they need to navigate campus and course work.   

At the beginning of a new student’s time on campus, we try to arrange extra support as they get to know their routes, classes, and expectations. Once these become more familiar, students generally become comfortable doing more things on their own.   

We stay in close contact with students, whether in person or by phone or text. It is expected that CCS students be able to use a cell phone in order to communicate with us, as needed.  

Posted in FAQ

What kind of academic supports can CCS students request? 

A: Courses are selected through a person-centered process with the support of a full-time Program Coordinator, who is available to the student and faculty. The Program Coordinator maintains contact with students throughout their two-year program, from application to completion.   

For audited classes, course materials and assignments may be modified to align with students’ learning styles and goals. Learning Agreements are developed in collaboration between students, faculty, and the Program Coordinator.  

Course syllabi and assignments are not modified for students taking courses for credit.  

Program support staff can also help students with assignments and help connect them with existing campus resources such as tutoring, career exploration, and writing help.   In addition to the supports described above, students can request accommodations through the Disability Resource Center. Program staff assist students with this process, as needed, at the beginning of the program, and at the beginning of each academic year. 

Posted in FAQ

How long does it typically take to complete the CCS Program? 

A: Completion of the program requires at least 24 hours of coursework, including 3 semesters of career exploration through a practicum, internship, or other work experience. Students who average 6-7 hours per semester should be able to complete the program in 2 years (4 semesters).  

Posted in FAQ

Is CCS a degree program or a non-degree program?  

A: The CCS Program is a non-degree program. While the program does not result in a university degree or specific career certification, it supports students to take classes, explore career options, and engage in campus activities. Successful completion of this program results in a meaningful credential that reflects these activities and accomplishments.   

Posted in FAQ

How is “intellectual disability” defined in relation to the Higher Education Opportunity Act of 2008?   

“Student with an intellectual disability means a student –   

(1) With a cognitive impairment characterized by significant limitations in –   

(i)     Intellectual and cognitive functioning; and   

(ii)    Adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and   

(2) Who is currently, or was formerly, eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1401), including a student who was determined eligible for special education or related services under the IDEA but was home-schooled or attended private school.”   

[Source link:]    This resource from Think College may also be useful in determining eligibility:

Posted in FAQ