12 2 STA T .3 3 6 6 PUBLIC LA W 11 0– 31 5— AU G .1 4, 200 8disab i l i t i e st h at w ill se rv e areas that are un derserved b yp r o-g ra m so f this type
and ‘ ‘ (3) give preferen c e to applications submitted under sub- section (b) that agree to incorporate into the model comprehen- sive transition and postsecondary program for students with intellectual disabilities carried out under the grant one or more of the following elements
‘‘( A ) T he formation of a partnership with any relevant agency serving students with intellectual disabilities , such as a vocational rehabilitation agency . ‘‘( B ) I n the case of an institution of higher education that provides institutionally owned or operated housing for students attending the institution, the integration of students with intellectual disabilities into the housing offered to nondisabled students. ‘‘( C ) The involvement of students attending the institu- tion of higher education who are studying special education, general education, vocational rehabilitation, assistive tech- nology, or related fields in the model program. ‘‘(d) USEOFFUND S. — An institution of higher education (or consortium) receiving a grant under this section shall use the grant funds to establish a model comprehensive transition and postsecondary program for students with intellectual disabilities that— ‘‘( 1 ) serves students with intellectual disabilities; ‘‘( 2 ) provides individual supports and services for the aca- demic and social inclusion of students with intellectual disabil- ities in academic courses, e x tracurricular activities, and other aspects of the institution of higher education ’ s regular postsec- ondary program; ‘‘(3) with respect to the students with intellectual disabil- ities participating in the model program, provides a focus on— ‘‘(A) academic enrichment; ‘‘(B) sociali z ation; ‘‘(C) independent living s k ills, including self-advocacy skills; and ‘‘( D ) integrated work experiences and career skills that lead to gainful employment; ‘‘( 4 ) integrates person-centered planning in the develop- ment of the course of study for each student with an intellectual disability participating in the model program; ‘‘( 5 ) participates with the coordinating center established under section 7 77(b) in the evaluation of the model program; ‘‘( 6 ) partners with one or more local educational agencies to support students with intellectual disabilities participating in the model program who are still eligible for special education and related services under the Individuals with Disabilities E ducation Act, including the use of funds available under part B of such Act to support the participation of such students in the model program; ‘‘(7) plans for the sustainability of the model program after the end of the grant period; and ‘‘( 8 ) creates and offers a meaningful credential for students with intellectual disabilities upon the completion of the model program. ‘‘(e) MATCHI N GR E Q UI R E M ENT.—An institution of higher edu- cation (or consortium) that receives a grant under this section
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