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**Program Office:**Institutional Service

**CFDA Number:** 84.407A**Program Type:** Discretionary/Competitive Grants

## Program Description

The Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) provides grants to institutions of higher education or consortia of institutions of higher education to enable them to create or expand high quality, inclusive model comprehensive transition and postsecondary programs for students with intellectual disabilities.

## Types of Projects

TPSID projects will establish model comprehensive transition and postsecondary programs that:

(1) serve students with intellectual disabilities;

(A) academic enrichment;
(B) socialization;
(C) independent living skills, including self-advocacy skills; and
(D) integrated work experiences and career skills that lead to gainful employment;

(4) integrate person-centered planning in the development of the course of study for each student with an intellectual disability participating in the model program;

(5) participate with the coordinating center established under section 777(b) in the evaluation of the model program;

The cooperative agreement is authorized to operate the coordinating center under Sec 777(b) of the Higher Education Act (HEA) of 1965, as amended (HEA) - Part D - Programs to Provide Students with Disabilities with a Quality Higher Education. The purpose of the five-year cooperative agreement is to establish a coordinating center for institutions of higher education that offer inclusive comprehensive transition and postsecondary programs for students with intellectual disabilities, including institutions funded under the Transition Programs for Students with Intellectual Disabilities (TPSID) Program.

The coordinating center will provide technical assistance to IHEs that offer comprehensive transition and postsecondary programs for students with intellectual disabilities, and will work with these programs to evaluate program components and recommend standards for such programs.

(6) partner with one or more local educational agencies to support students with intellectual disabilities participating in the model program who are still eligible for special education and related services under the Individuals with Disabilities Education Act, including the use of funds available under part B of such Act to support the participation of such students in the model program;

(7) plan for the sustainability of the model program after the end of the grant period; and

(8) create and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program.
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