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

Description

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.

Contact

Renata Ticha, Brian H Abery

Director

Renata Ticha, Brian H Abery

Funder

Administration on Community Living, U.S. Department of Health and Human Services

Collaborators

Minnesota Department of Employment and Economic Development

Minnesota Department of Education

Minnesota Department of Human Services

Utah State University

Staff

Renata Ticha :: Senior Research Associate

Brian H Abery :: Senior Research Associate