[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585352-105":59,"doc-detail-585352-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","minnesota-needs-assessment-report-executive-summary-and-survey-results","Minnesota Needs Assessment Report - Executive Summary and Survey Results","","Minnesota Inclusive Higher Education Consortium Technical Assistance (MIHEC TA) Center commissioned a statewide needs assessment to understand awareness, attitudes, and perceived needs related to inclusive postsecondary education (IPSE) among students with intellectual and developmental disabilities (IDD), their families, and educators. The assessment analyzes survey responses collected via an online instrument from mid-May through mid-October 2025. Findings cover respondent demographics, educational and household factors, disability types, planned transition participation, and support needs. Results also examine beliefs, expectations, satisfaction, training and resource needs, and anticipated barriers to strengthen and expand IPSE access across the state.",{"@graph":69,"@context":123},[70,84,106],{"@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/minnesota-needs-assessment-report-executive-summary-and-survey-results/585352/",{"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/minnesota-needs-assessment-report-executive-summary-and-survey-results/585352.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the Minnesota needs assessment report?","Question",{"text":113,"@type":114},"The report assesses current awareness, attitudes, and perceived needs regarding inclusive postsecondary education (IPSE) for students with IDD, their families, and educators. It aims to identify knowledge, access, and support gaps that affect IPSE participation opportunities in Minnesota.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the survey conducted and when did it run?",{"text":118,"@type":114},"The needs assessment used an online survey conducted from mid-May through mid-October 2025. The MIHEC TA Center distributed the survey through multiple recruitment outreach approaches.",{"name":120,"@type":111,"acceptedAnswer":121},"What types of results does the report present?",{"text":122,"@type":114},"The report presents respondent demographics and geographic and socioeconomic distributions, beliefs and expectations toward IPSE, support needs for success, training and resource needs, satisfaction levels, and qualitative findings from open-ended responses.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},585352,1792171401,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","MINNESOTA  \nNEEDS ASSESSMENT  \nREPORT  \nPrinted April, 2026  \nThe recommended citation for this report is:  \nLee, S., Hauff, M., Parry, K., & Ticha, R. (2026) . Minnesota Needs Assessment Report. Minnesota Inclusive Higher Education Consortium. Institute on Community Integration. University of Minnesota..  \nFunding for the development of the Inclusive Higher Education Technical Assistance (TA) Center was secured through the 2023 Higher Education Omnibus Bill. The Minnesota Office of Higher Education provides this funding through a contract with the Institute on Community Integration at the University of Minnesota to establish the TA Center. The Center aims to expand access to sustainable postsecondary education options across the state for students with intellectual and developmental disabilities, supporting their pursuit of meaningful credentials.  \nThe University of Minnesota is an equal opportunity educator and employer. This document is available in alternative formats upon request.  \nThe University of Minnesota stands on Miní Sóta Makhóčhe, the rightful homelands of the Dakhóta Oyáte. We recognize the U. S. did not uphold its end of these land treaties. It is the current and continued displacement of the Dakhóta Oyáte that allows the University to remain today.  \nOngoing oppression and discrimination in the United States has led to significant trauma for many people of color, immigrants, people with disabilities, and other oppressed persons. At ICI, we affirm our commitment to address systemic racism, ableism and all other inequalities and forms of oppression to ensure inclusive communities.  \nTable of Contents  \nExecutive Summary / p. 1  \nPurpose and Background / p. 1  \nSurvey and Participants / p. 1  \nRecommendations / p. 1  \nSuggested Citations / p. 1  \nFunding Acknowledgment / p. 2  \nI . Introduction / p. 2  \nPurpose of the Needs Assessment / p. 2  \nBackground / p. 2  \nII . Methods Overview / p. 2  \nData Collection Procedures / p. 2  \nSurvey Design / p. 2  \nAnalytic Sample and Eligibility / p. 3  \nIII . Results / p. 4  \nRespondent Demographics / p. 4  \nFamily Respondents / p. 4  \nGeographic Distribution / p. 5  \nRace/Ethnicity / p. 5  \nEducational Attainment / p. 5  \nHousehold Income Levels / p. 5  \nAge Range of Students / p. 5  \nDisability Types of Students with IDD / p. 5  \nPlanned Participation in School District Transition Programs (Ages 18-22) / p. 5 Educator Respondents / p. 5  \nGeographic Distribution / p. 6  \nAge Range of Students / p. 6  \nAttitudes, Beliefs and Expectations Toward Postsecondary Education for Students with IDD / p. 6  \nFamily Survey / p. 6  \nFamily Beliefs about Postsecondary Education for Students with IDD / p. 6 Expected Years for Readiness to Attend Postsecondary Education / p. 7 Best Types of Postsecondary Education Options / p. 7  \nImportance of Postsecondary Education Outcomes / p. 8  \nEducator Survey / p. 8  \nFamiliarity with Inclusive Postsecondary Education / p. 8  \nReceipt of Information about Inclusive Postsecondary Education / p. 8 Expectation for Attending Postsecondary Education / p. 9  \nBeliefs about Student Success in Postsecondary Education / p. 9 Perceptions of the Benefits of Concurrent Enrollment Opportunities / p. 9 Educators’ Provision of Information about Inclusive Postsecondary Education Options / p. 9  \nSupport Needs for Success in Postsecondary Settings / p. 10  \nFamily Survey / p. 10  \nPersonal Care Support Needs for Postsecondary Education / p. 10 Financial Readiness / p. 10  \nAwareness of Financial Aid Resources / p. 10  \nEducator Survey / p. 11  \nSupport Needs for Postsecondary Education / p. 11  \nTraining and Resource Needs / p. 11  \nSatisfaction with Current MN IPSE Opportunities / p. 12  \nFamily Satisfaction / p. 12  \nEducator Satisfaction / p. 12  \nQualitative Findings from Open-Ended Responses / p. 12  \nFamily Survey / p. 12  \nExpectations For Postsecondary Education / p. 12  \nAnticipated Barriers / p. 13  \nAdditional Hopes and Support Needs / p. 13  \nEducato","cbCaimNkKUphmBQw","https://ap.wps.com/l/cbCaimNkKUphmBQw","pdf",1491004,23,"English","# Executive Summary\n## Purpose and Background\n## Survey and Participants\n## Recommendations\n# I. Introduction\n## Purpose of the Needs Assessment\n## Background\n# II. Methods Overview\n## Data Collection Procedures\n## Survey Design\n## Analytic Sample and Eligibility\n# III. Results\n## Respondent Demographics\n## Attitudes, Beliefs and Expectations\n## Support Needs for Success\n## Training and Resource Needs\n## Satisfaction and Qualitative Findings\n# IV. Conclusion\n## Limitations\n## Recommendations","[{\"question\":\"What is the purpose of the Minnesota needs assessment report?\",\"answer\":\"The report assesses current awareness, attitudes, and perceived needs regarding inclusive postsecondary education (IPSE) for students with IDD, their families, and educators. It aims to identify knowledge, access, and support gaps that affect IPSE participation opportunities in Minnesota.\"},{\"question\":\"How was the survey conducted and when did it run?\",\"answer\":\"The needs assessment used an online survey conducted from mid-May through mid-October 2025. The MIHEC TA Center distributed the survey through multiple recruitment outreach approaches.\"},{\"question\":\"What types of results does the report present?\",\"answer\":\"The report presents respondent demographics and geographic and socioeconomic distributions, beliefs and expectations toward IPSE, support needs for success, training and resource needs, satisfaction levels, and qualitative findings from open-ended responses.\"}]","Minnesota Needs Assessment Report - Executive Summary and Survey Results | PDF",1792054499,58]