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The scholarship is open to high school seniors as well as college students. Applicants must maintain a minimum 3.2 GPA. Students must include two recommendation letters with their application.
The act provides for special education transition services to students with ID up to the age of 21 to attend college. [4] In these programs, students attend high school and college courses simultaneously. The college courses may be restricted to non-credit, continuing education or to courses specifically designed for students with ID. [4]
An effective transition plan, in the eyes of many, drives middle school students’ and high school students’ IEPs Individualized Education Programs (IEPs). IDEA 2004 highlights post secondary goals and putting in place transition services, including courses of study, to facilitate the students’ movement from high school to post high school ...
Postsecondary statistics (after high school) are kept by universities and government on the success rates of students entering college, and most are eligible for either disability services (e.g., accommodations and aides) or programs on college campuses, such as supported education in psychiatric disabilities or College for Living.
Many schools struggle to appropriately serve students with disabilities due to a lack of resources. One issue is a lack of post high school education programs that help individuals with severe disabilities. Universities across the country have been providing non-academic credit camps at colleges and universitas for intellectual disabilities.
High school students with documented disabilities are allowed reasonable accommodations to keep those disabilities from being an unfair impediment toward proving academic competence. Tests administered with accommodations do not interfere with what the test was designed to measure or with the student's ability to earn a legitimate diploma.
Students in resource rooms either work individually with the teacher or in small groups of students, and focus on reading, writing, and mathematics. These sessions can occur anywhere in the school and do not require a specific classroom or space, such as the library or a teacher's lounge.
Within mainstream schools it has been shown that primary schools had a higher number of students with disabilities with a high 9.1% where students within secondary schools where only 7.4% had a disability. Out of the 71,000 students attending school with a disability, 64.7% have been known to have a severe or core-activated limitation.