Community-Based Collaborative Transition Model for Minnesota Youth with Intellectual and Developmental Disabilities (IDD)


This Project of National Significance aims to increase the community-based employment, participation in higher education, and independence of youth with intellectual and developmental disabilities (IDD) in Minnesota. The project uses Community-Based Participatory approaches to collaborate with culturally-diverse community stakeholders. These groups are jointly developing a tiered transition framework that is person-centered, inclusive, culturally-responsive, and responds to the economic and educational needs of Minnesota communities. The framework will then be piloted in three transition programs (Minneapolis, Sterns-Benton, and Rosemount-Apple Valley-Eagan) to support the self-determination and empowerment of youth with IDD to pursue their life goals.

The project responds to several innovative transition initiatives recently introduced by the state, the labor shortage in many parts of the economy, the fact that jobs increasingly require post-secondary education, and greater interest in making university/college study available to young adults with IDD. Besides the collaborators listed below, the project involves three local education agencies, several community-based employment and self-advocacy organizations, and the Minnesota Inclusive Higher Education Consortium.

Renata Ticha, Brian H Abery
Renata Ticha, Brian H Abery
Administration on Community Living, U.S. Department of Health and Human Services
Minnesota Department of Employment and Economic Development
Minnesota Department of Education
Minnesota Department of Human Services
Utah State University


Renata Ticha :: Senior Research Associate

Brian H Abery :: Senior Research Associate


  • Education practices (K12 and transition)
    • Transition planning
  • Specific life stage
    • Adolescents and young adults
  • Specific disability
    • Intellectual/developmental disability (IDD)