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The taxonomy supports comparison of program features across a rapidly expanding set of PSE options. It is grounded in work by the University of Minnesota’s Evaluation Group and funded by federal disability research support, addressing gaps in clear, comparable information for students and families.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-taxonomy-for-postsecondary-education-programs-for-students-with-intellectual-and-developmental-disabilities-policy-research-brief/584450/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-taxonomy-for-postsecondary-education-programs-for-students-with-intellectual-and-developmental-disabilities-policy-research-brief/584450.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the PSE taxonomy described in this policy research brief?","Question",{"text":112,"@type":113},"It provides a basis for comparing features of postsecondary education programs for students with intellectual and developmental disabilities and supports further study of program outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the brief connect federal policy to postsecondary program development?",{"text":117,"@type":113},"It describes how initiatives such as the Higher Education Opportunity Act and TPSID grants support program access and development, while noting that differences among programs have not been clearly described.",{"name":119,"@type":110,"acceptedAnswer":120},"What steps were involved in the methodology for developing the taxonomy?",{"text":121,"@type":113},"The brief explains identifying a documented population of available PSE programs, selecting an appropriate sampling frame based on project goals, and drawing a diverse, representative sample despite program turnover.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584450,1792211445,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Policy  \nResearch Brief RTOERNSEAICANORCH ANDING CENTERMMUNITY LIVING   \nUNIVERSITY OF MINNESOTA  \nA Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities  \nThis Policy Research Brief presents the current state of the Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities, along with examples of how it can be used. The purpose of the taxonomy is to provide a basis for comparing the features of the growing number of postsecondary education programs designed to serve students with intellectual and developmental disabilities, and to lay the foundation for further study and comparison of their outcomes. The taxonomy is based on a study conducted by Mary McEathron, Trisha Beuhring, Amelia Maynard, and Ann Mavis of the Evaluation Group at the University of Minnesota’s Institute on Community Integration; they authored this brief. Support for the study was provided by Grant \\#H133B080005 from the National Institute on Disability and Rehabilitation Research to the Institute’s Research and Training Center on Community Living. For further information, contact Mary McEathron at mceat001@umn.edu or (612) 624-1450.  \n Introduction  \nPostsecondary education (PSE) for people with intellectual and developmental disabilities (IDD) is on the cusp of major growth thanks to recent federal policy and grant initiatives. The Higher Education Opportunity Act (HEOA) of 2008 extended access to Pell grants to persons with IDD to help mitigate the cost of attending college. In addition, this legislation provided guidelines for the development of these programs. The HEOA defines the term comprehensive transition and postsecondary program for students with intellectual disabilities to mean a degree, certificate, or nondegree program that:  \n(1) is offered by an institution of higher education (IHE);  \n(2) is designed to support students with intellectual disabilities who are seeking to continue academic, career and technical, and independent living instruction in order to prepare for gainful employment;  \n(3) includes an advising and curriculum structure; and  \n(4) requires students with intellectual disabilities to participate on not less than a halftime basis with nondisabled students in (a) regular enrollment in credit-bearing courses,(b) auditing or participating in courses for which the student does not receive regular academic credit,(c) enrollment in noncredit-bearing, nondegree courses, or (d) participation in internships or workbased training (HEOA, 2008) .  \nA major initiative, the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grants program, funded by the Office of Postsecondary Education, U.S. Department of Education, is supporting the development of a range of new college programs based on these guidelines. Many older programs – those established 10-20 years ago – serving youth with IDD are also changing and evolving for a variety of reasons, including HEOA guidance and the expectations of students and their families.  \nHowever, even with the HEOA guidance and the concurrent evolution of programs, the differences and variety of postsecondary programs serving students with IDD has not been clearly described. Every youth graduating from high school faces the daunting prospect of deciding whether and where to complete postsecondary education based on their vision for their future. It is no different for students with IDD and their families. Unfortunately, information regarding programs and schools serving this population is  \nA summary of research on policy issues affecting persons with developmental disabilities. Published by the Research and Training Center on Community Living, Institute on Community Integration, University of Minnesota.  \nlimited, thus constraining students’ and families’ ability to understand the offerings of individual programs and to make informed choices among programs. This ","cbCaiaDpYgQz3tg3","https://ap.wps.com/l/cbCaiaDpYgQz3tg3","pdf",955707,"English","# Introduction\n## Postsecondary education growth and federal policy\n## Need for comparable program information\n# Methodology\n## Documented population and sampling frame","[{\"question\":\"What is the purpose of the PSE taxonomy described in this policy research brief?\",\"answer\":\"It provides a basis for comparing features of postsecondary education programs for students with intellectual and developmental disabilities and supports further study of program outcomes.\"},{\"question\":\"How does the brief connect federal policy to postsecondary program development?\",\"answer\":\"It describes how initiatives such as the Higher Education Opportunity Act and TPSID grants support program access and development, while noting that differences among programs have not been clearly described.\"},{\"question\":\"What steps were involved in the methodology for developing the taxonomy?\",\"answer\":\"The brief explains identifying a documented population of available PSE programs, selecting an appropriate sampling frame based on project goals, and drawing a diverse, representative sample despite program turnover.\"}]","A Taxonomy for Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities - Policy Research Brief | PDF",1792051031]