Massachusetts Inclusive Post Secondary Education Program (MAIPSE)

Goals of the MAIPSE Program

• To provide inclusive opportunities and access to post-secondary education for students with intellectual and developmental disabilities from partner school districts.
• To provide students with an opportunity to enroll in courses, alongside non-disabled peers, that align with their transition goals.
• To increase social skills and social opportunities through access of all campus clubs and activities.
• To develop work skills to improve employment opportunities and outcomes for individuals with a disability.
• To establish linkages with adult service agencies for attainment of transition goals.
• To increase self-determination and self-advocacy skills.
• To increase personal independence in academic, personal, social, and employment arenas.
• To improve student’s skills in the areas of scheduling, organization, and personal responsibility.
• To provide a unique and invaluable opportunity for personal growth for transition to adulthood.

Principal Components of the Program

• Person Centered Planning: a process designed to help students develop a vision for their life and what supports they might need to achieve their goals
• Educational Coach: supports the student with academic needs, fosters self-determination and self-advocacy, helps with campus schedules and navigation, and more. (Provided by sending district.)
• College course: enrollment in a college class which aligns with student interests or goals.
• Peer mentoring: provides an opportunity for MAIPSE students to engage with non-disabled peers to become more involved in the life of the campus.
• On-campus internships: are aligned with student interests to give them expanded opportunities to improve employment skills. Career planning and job skill improvement is emphasized.
• Meetings with MAIPSE staff: to ensure that the student is attaining his/her goals.
• Transition topic seminars: informal classes to increase student awareness and skills in academic, life skills, and vocational areas.

Eligibility Criteria

1. Students ages 18–22 with intellectual, developmental disabilities, or autism who are receiving special education services through an Individualized Education Program (IEP);
2. Students ages 20–21 with intellectual, developmental disabilities, or autism who may have passed MCAS but continue to receive special education services due to significant functional disabilities or transition needs;
3. Individuals age 22+ with intellectual, developmental disabilities, or autism who do not have a High School diploma and are connected with adult service agencies (e.g., DDS, MassAbility).

 

Skills/Abilities:

1. Has a general sense of safety awareness; knows or can learn what to do in emergency situations;
2. Able to learn and follow a schedule;
3. Capacity to learn to navigate the campus independently with minimal assistance;
4. Able to participate throughout an entire class session (with support, if needed);
5. Able to follow simple directions with minimal or no assistance;
6. Able to use technology (computer, iPhone, iPad) to facilitate communication necessary for full participation in campus activities, including producing school work.

 

Commitments

For the student:

1. Commitment to participate in person centered planning and other assessments to discern individual student strengths, preferences, and interests to better plan for a meaningful transition experience;
2. Commitment to following the Massasoit Community College calendar, attending all classes, even during high school vacations;
3. Commitment to attend all ICEI related meetings, both individual and group, on campus; and,
4. Commitment to participate in orientation activities to prepare for college experience.

 

For the student and family:

5. Student and family are equally committed to strengthening the student’s independent decision-making and self-determination skills through the collegiate experience.

 

Motivations

1. Motivated and purposeful about attending college and able to communicate these motivations and purposes;
2. Motivated to meet and socialize with new people (with support, if useful) including peers from many different communities, backgrounds, ability levels, etc.;
3. Demonstrates an active interest in participating in new experiences and learning from them, including campus activities, e.g. student organizations, social events, community service projects, etc.;
4. Wants to attend college to participate in academic, social, and career development experiences on campus;
5. Willing to be an active participant in completing course requirements, including homework;
6. Demonstrates active interest in learning to increase self-determination and self-advocacy skills;
7. Motivated to engage in on-campus work experiences/internships to broaden employment skills.

 

Responsibilities

1. Demonstrates strong attendance record in school;
2. Possesses an official Massachusetts ID or valid current passport, or willing to acquire one before start of program.

Application Requirements

1. Teacher recommendation – verbal or written;
2. Completed application form;
3. Current IEP and Transition Planning Form submitted;
4. Copy of evaluation report documenting diagnosis of disability submitted;
5. Classroom observation of student applicant;**
6. Interview with student applicant;
7. Provision of current age of student and IDEA age-out date.

Classroom observation is optional. To be completed by MAIPSE staff when additional information about a student is needed.