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Advocates push for state support of inclusive college programs for students with intellectual and developmental disabilities
Summary
Family members, advocates and clinicians testified in favor of SB 1413, which would support inclusive, post‑secondary programs for students with intellectual and developmental disabilities (IDD) at Connecticut State Universities. Parents and disability advocates described gaps in post‑secondary options, citing research showing benefits in employ
Testimony in support of SB 1413 emphasized that many young adults with intellectual and developmental disabilities (IDD) lose educational supports after high school and lack post‑secondary options in Connecticut.
Paul Honig, a state senator and sponsor of testimony, introduced parent Shannon Leary, who described her son Jack’s experience: "Colleges are not required to adhere to the very specific and goal oriented educational laws set forth for people with disabilities by the IDEA... Jack graduated... and when a student accepts their diploma, their special education services cease." Leary said inclusive college programs give students with IDD an opportunity to gain academic, social and employment skills.
Speakers including Lisa Wiesinger and Ritu Alumban Tobin described national models and data illustrating improved employment outcomes, social engagement and well‑being for graduates of inclusive post‑secondary programs. Advocates asked lawmakers to authorize state support to develop and sustain campus programs that integrate students with IDD alongside peers, including tutoring, peer mentoring and employment supports.
Committee members asked about program design, funding and links with state service agencies. Witnesses cited a national coordinating center, Think College, as a resource and urged a statewide approach to support program start‑up at multiple campuses.
No committee vote took place at the hearing.
