The Massachusetts Inclusive Concurrent Enrollment Initiative, or MAICEI, is a statewide inclusive dual enrollment model that has been operating in up to 15 public institutes of higher education since 2006. With legislative funds awarded through an annual request for proposals, colleges and partnering schools collaborate to support students with intellectual disabilities, 18-21 years old, who are not likely to meet the local requirements for a high school diploma and are eligible for transition services. This college-based transition services model has served as a promising inclusive transition model that allows students to pursue their postsecondary goals in college and in the community.
As the program begins its 15th year, a renewed emphasis is being placed in three key areas:
1. The critical role that special education administrators have in developing and sustaining college-based transition services,
2. The importance of establishing inclusive practices in every aspect of inclusive postsecondary education, and
3. The role that students themselves can take in promoting college-based transition services.
Recently, Mary Price, Director of the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) Programs was interviewed about why she is focused on these three areas.
Think College: Why did you want to focus on outreach to special education administrators?
Mary Price: Special Education Administrators are in a position at the public school district to make important decisions regarding their post-secondary students as to what is best for them when it comes to education/life skills after high school. Administrators need to be aware that programs like MAICEI exist and can give students with intellectual disabilities who wish to pursue college the experience they desire and deserve.
TC: Why is a brief about building inclusive postsecondary practices important?
MP: Public school districts, families, special education administrators, and students all need to be made aware of the importance of inclusive postsecondary education for students with intellectual disabilities and the impact is has on their lives and the lives of others. These briefs demonstrate facts and talk about real life student experience when the participate in programs that offer inclusive postsecondary education.
TC: What are your next goals for MAICEI?
MP: I would like to continue to grow the MAICEI programs throughout the state. There are still several community colleges and universities throughout the state that do not have MAICEI programs. My first priority is to focus on two large urban areas of the state that need to grow.
In collaboration with MAICEI partners, as well as some out-of-state special education administrators doing similar work, three new briefs, three new student snapshots, and a new student profile have been developed to promote college-based transition services. The briefs are each on topics related to college-based transition services: Transition Leadership: Special Education Administrators Support College-Based Transition Services, Building an Inclusive Postsecondary Model of Services, and Supporting Student Storytelling as a Form of Advocacy for Inclusive Postsecondary Education. All of these publications can be found in our Resource Library and on our Innovation Exchange page on college-based transition services.