To create an alliance of participating community agencies and employers that will
regularly collaborate on the preparation of students with IDD and other exceptionalities
for success in transition to post-secondary education and/or employment in Springfield
and Greene County.
To develop a set of specific experiences on the MSU campus and in the communities
that comprise Greene County that would provide students with disabilities with an
opportunity to gain insights on their pathways for post-secondary education or employment
and the skills necessary for success.
To develop an approach for how to capitalize on existing successful programs like
Bear POWER, SPS BASE, Abilities First supported employment, and EnCompass Academy
that each offer opportunities for inclusive transition models for students with disabilities.
The BLAST project will create a structure or framework to identify students who present
skills or aptitude for successful participation in post-secondary education through
the Bear POWER Program. In collaboration with partner organizations, teams will examine
transitional domains and specific behaviors, or skills required to integrate into
post-secondary life on campus.
The BLAST project will seek to educate stakeholders (i.e., parents, teachers, students)
in post- secondary opportunities, including Bear POWER Program. Participants will
discover ways to increase awareness of post-secondary options and engage parents and
students at the secondary educational level.
Supporting Data
Research shows that sixty five percent of graduates who complete their education through
CTP programs, like Bear POWER, have paid employment post-graduation (Think College,
2021). This is compared to the national average of 17%.
According to Griffin, M. & Papay, C. (2017), “Despite the significant growth of inclusive
college programs in recent years, families of transition-age students with IDD report
needing more information and support from teachers to facilitate planning for post-secondary
education.”
The Individuals with Disabilities Education Act of 2004 requires educators to start
planning transition services within the student’s IEP prior to the student’s 16th
birthday (Vreeburg Izzo, M., 2010).
The participation of students in their transition planning is vital, especially when
the student is considering a CTP program. According to Griffin, M. & Papay, C. (2017),
“Research has shown that students who set college as a goal and are involved in transition
planning are significantly more likely to achieve their goals than those who do not
participate in transition planning.”
