Education & School Supports
Learn about early intervention, special education, accommodations, transition planning, graduation pathways, extended services, and postsecondary opportunities for Kansas students with IDD.
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✓ Overview ✓ Eligibility. ✓ How to Apply. ✓ Helpful Resources
Every child deserves the opportunity to learn, grow, and prepare for a meaningful adult life. For Kansas students with intellectual and developmental disabilities (IDD), there are important rights, protections, and support systems in place from birth through young adulthood. Federal laws like the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 ensure that students with disabilities have access to education, accommodations, and specialized instruction when needed. In Kansas, these services are administered by the Kansas State Department of Education (KSDE) and other state partners.
This section walks families step-by-step through early intervention (birth to three), special education and IEPs, 504 Plans, transition planning, graduation pathways, extended services, and postsecondary opportunities. Whether you are just starting your journey or planning for life after high school, understanding you or your child’s rights and options helps you make informed decisions and advocate with confidence.
Accessing Early Intervention (Zero to Three) Services for Babies & Toddlers
About
The Individuals with Disabilities Education Act (IDEA), Part C: Early Intervention for Infants and Toddlers with Disabilities (P.L. 108-446), was enacted in 1986 and reauthorized in 2004 by the 108th Congress.
It provides free services to infants and toddlers from birth to 3 years old who have, or are likely to have, a developmental delay. This program is overseen federally by the U.S. Department of Education and managed in Kansas by the Kansas Department of Health and Environment (KDHE).
Eligibility
Infants and toddlers can qualify for services if they have a condition with an established risk of developmental delay or a developmental delay in one or more of the five areas of development.
Infants and toddlers will be evaluated by qualified professionals to see if they meet Kansas's criteria.
The five areas of development include:
Physical development (such as sitting up, rolling, crawling, walking)
Cognitive development (such as processing information, learning, problem-solving, thinking)
Communication development (such as listening, understanding, speaking)
Social or emotional development (such as interacting, playing, coping with challenges)
How To
To apply for services in Kansas, anyone concerned—parents, healthcare providers, childcare workers, or others—can complete a referral form.
After the referral, a free developmental evaluation is done by a team of professionals working in local Infant Toddler Services (ITS).
The evaluation team may include:
Speech-language pathologists
Occupational therapists
Physical therapists
Early childhood special educators
Psychologists
Social workers
Medical professionals (when needed for diagnosis or evaluation)
Vision and hearing specialists
If the child qualifies, an Individualized Family Service Plan (IFSP) is created with input from the family.
This plan details the specific supports and services the infant or toddler and their family will receive.
Services will include Family Service Coordination and may include:
Physical therapy
Occupational therapy
Speech therapy
Special instruction
Family education
Vision services
Nutrition services
Sign or cued language
Most services are provided in the child's everyday environment to support growth and learning in natural settings.
Accessing Special Education Services & Navigating an Individualized Education Program (IEP) in Public Schools
About
The Education for All Handicapped Children Act (EHA), Part B: Assistance for Education of All Children with Disabilities (P.L. 94-142), was passed in 1975 and later updated in 1990 to become the Individuals with Disabilities Education Act (IDEA), Part B. This law provides federal funding and sets rules for special education services through something called an Individualized Education Program (IEP).
An IEP is a legal document that outlines a student’s unique learning needs and ensures they receive a free, appropriate public education from ages 3 to 21. The program is overseen by the U.S. Department of Education and managed in Kansas by the Kansas State Department of Education (KSDE).
Eligibility
All public school students who get special education services must have an IEP. To qualify, two things must be shown:
How the child responds to research-based interventions, and
A pattern of strengths and weaknesses in learning.
To qualify, students must meet two prong eligibility.
must have an exceptionality in one of these categories mentioned below and
must have a need for specially designed instruction and/or related services.
We also serve students who attend private schools located within the school district, who meet this eligibility. Placement of services is determined by the school district.
Students may qualify if they have disabilities such as:
Hearing impairments
Intellectual disabilities
Multiple disabilities
Orthopedic impairments
Traumatic brain injuries
Visual impairments
Speech or language impairments
Specific learning disabilities (SLD)
Developmental delays (age 9 or younger)
Emotional disabilities
Gifted
Other health impairment
Autism
How To
Students are usually identified through general education supports, where teachers and staff monitor progress and use tools like vision and hearing screenings or developmental checklists.
Kansas law requires schools to use these screenings and observations to look for possible learning or developmental differences.
Parents or adult students can also request an evaluation at any time by contacting the student’s school.
If concerns are found, the school must get parent permission to do a full evaluation.
If the child qualifies for services, an IEP team is formed.
This team includes:
The student’s parent(s) or guardian(s)
A special education teacher
A general education teacher
A school representative
Someone who can explain the meaning of test results
The student (if the meeting is about transition planning—by law, they must be invited-in Kansas this is age 14)
The team will write a plan that meets the student’s needs. After the IEP is written, services begin. The IEP must be reviewed at least once a year to check progress and adjust goals. A full reevaluation must happen at least every three years to see if the student still qualifies for special education and to update support as needed.
Utilizing a Section 504 Plan for a Student with a Disability
ABOUT
Section 504 of the Rehabilitation Act of 1973 is a federal law that protects the rights of people with disabilities in programs that receive federal funding.
In schools, Section 504 makes sure that students with disabilities, ages 3 to 22, are not left out, treated unfairly, or separated from their peers. It ensures they have equal access to learning and school activities.
The program is overseen by the Office for Civil Rights in the U.S. Department of Education and managed by the Office of Civil Rights.
Eligibility
To qualify for a 504 Plan, a student must have a documented disability or health condition that seriously limits one or more major life activities.
These can include:
Caring for oneself
Performing manual tasks
Walking
Seeing
Hearing
Speaking
Breathing
Learning
Working
Sleeping
Concentrating
Reading
Communicating
Bending
Major bodily functions
504 Plans can be used for students who have a disability, but no longer need specially designed instruction. They need accommodations/modifications to have access to school curriculum, facilities, etc.
How To
To request a 504 Plan, a verbal or written request for an evaluation can be made to the school’s administration, counselor, or 504 coordinator.
In Kansas, anyone can make this request, including:
Parents or guardians
Teachers
School staff
Health care providers
After a request is made, the school must get parent consent and begin evaluating the student.
This evaluation may include:
Looking at school records
Reviewing medical documents
Gathering teacher notes
Conducting classroom observations
If the student qualifies, a 504 team is formed.
This team—made up of school staff and the student’s parents or guardians—will create a plan with the right accommodations.
Unlike an IEP, a 504 Plan does not include special education services, but it can offer supports like:
extended time on tests
seating arrangements
breaks during the school day
The plan is reviewed every year and updated as needed to make sure it still meets the student’s needs.
Resources
🔗 KSDE Special Education Resources ****DEAD LINK
IEP vs. 504 Plan
IEP (Individualized Education Program)
Who qualifies?
A student must:
Have one of IDEA’s listed disability categories (e.g., autism, intellectual disability, specific learning disability, emotional disturbance, etc.)
And need specialized instruction to make progress
What it provides:
Specialized instruction (not just accommodations)
Measurable annual goals
Related services (speech therapy, OT, PT, behavioral supports, etc.)
Progress tracking and reporting
Legal procedural safeguards
A detailed written education plan
Funding:
Schools receive federal IDEA funds to support services. They also get categorical aid funding from the state to help pay for the staff needed to provide services.
Bottom line:
An IEP is for students who need individualized, specially designed instruction, not just classroom adjustments.
504 Plan
Who qualifies?
A student must:
Have a physical or mental impairment
That substantially limits one or more major life activities (learning, walking, concentrating, etc.)
This is a broader eligibility standard than IDEA.
What it provides:
Accommodations (extended time, preferential seating, behavior supports, modified assignments)
Equal access to education
Fewer procedural requirements than an IEP
No requirement for specialized instruction
Bottom line:
A 504 plan ensures access, not specialized instruction.
Rights of Students with Disabilities in Private Schools
About
The Individuals with Disabilities Education Act (IDEA) Part B (P.L. 108-446), passed in 2004, and the Kansas Special Education for Exceptional Children Act (SEECA) set the rules for special education services, including for students in private schools. These rights are managed federally by the U.S. Department of Education and in Kansas by the Kansas State Department of Education (KSDE).
When a child with a disability is voluntarily enrolled in a private school by their parents or guardians, the law treats their access to services differently than for students in public schools.
Under IDEA, students in private schools do not have an individual right to a Free Appropriate Public Education (FAPE) unlike public school students.
Instead, school districts must use a portion of their federal special education funds to provide equitable services through what’s called an Individualized Services Plan (ISP).
This plan outlines the special education and related services the child will receive. It is developed and reviewed similarly to an IEP, but does not offer the same level of support.
Services listed in the ISP must be provided by public school employees or approved contractors. The public school district decides where these services take place—often at the private school. If transportation is needed for the child to benefit from services, the district must provide it.
Eligibility
To qualify for an ISP, a child must:
Have one of the 13 disabilities covered under IDEA,
Need special education to access the general education curriculum, and
Be placed in a private school by their parents (not the public school district).
In Kansas, an ISP is only used when the parent does not formally request public special education services. If a parent chooses to make that request, the public school must evaluate the child and—if eligible—provide services through an Individualized Education Program (IEP) instead.
Before any services begin, the child must be identified through the public school's Child Find Program, which looks for students who may have disabilities. If a concern is found, the school must offer a free evaluation. Based on the results, the district may offer an ISP in consultation with the private school and the family. However, parents can choose to accept the ISP, decline it, or request a full special education evaluation, which could lead to an IEP if the child qualifies.
Under Kansas law (SEECA), parents may ask the public school district to provide all special education and related services through an IEP. If they do, the district will evaluate the child and—if eligible—an IEP team will create a full plan. Students who receive services through an IEP have all the same rights as public school students, including access to FAPE.
The IEP or ISP team will decide where services are provided. If they happen at the public school, transportation and equal access must be offered. If services happen at the private school, the cost must not be more than the average cost of similar services in public schools.
How To
To begin the process for an IEP, parents or guardians must submit a formal request to the public school district for a special education evaluation. If the child qualifies, they will receive services through an IEP, just like students enrolled in public school.
Parents should contact the district’s special education coordinator or director to get started and learn about the next steps.
Resources
Graduation Options Under IDEA - Diploma Track vs. Certificate Track: Navigating the Key Differences
The Individuals with Disabilities Education Act (IDEA) reauthorization in 1997, the Elementary and Secondary Education Act (ESEA) of 2003, and the Every Student Succeeds Act (ESSA) of 2015 established the framework for providing alternate assessments and educational paths for students with disabilities. These laws guide how students with an Individualized Education Program (IEP) may follow either a diploma track or an alternative certificate track, depending on their individual needs and abilities.
An alternate assessment (AA) certificate is awarded to students who complete a modified curriculum aligned with their IEP goals. A traditional diploma is given to students who meet the standard graduation requirements set by the state. These programs are federally overseen by the U.S. Department of Education and administered by the Kansas State Department of Education (KSDE).
In Kansas, students with the most significant cognitive disabilities may be eligible for Alternate Assessments based on Alternate Academic Achievement Standards (AA-AAAS), according to their IEP. This designation applies to no more than 1% of the state's tested student population and is for students who have cognitive and adaptive impairments that prevent them from meeting grade-level standards even with extensive accommodations.
The Hard Truth (and What Students and Families Should Ask):
The decision to move a student to an alternate assessment track is significant and often permanent. Once a student is placed on alternate standards for multiple years, it can be difficult to transition back.
Families should always ask:
Is this decision about disability — or about low expectations?
Has every accommodation and instructional support been tried?
What are the long-term implications for college and employment?
This decision should be about true educational needs, not convenience, staffing shortages, or behavior challenges.
Alternative Assessment Track (Often Leads to a Certificate of Completion for High School)
Who qualifies?
Students with the most significant cognitive disabilities who:
Cannot participate in general state assessments, even with accommodations
Require extensive, individualized supports
Have IEP teams determine participation in the state’s alternate assessment
What it involves:
Participation in alternate state assessments aligned to alternate academic standards
Curriculum focused more on functional academics, life skills, communication, vocational preparation
Often modified graduation requirements
Outcome at graduation:
Typically results in a Certificate of Completion (not a standard high school diploma) in many states
Post-secondary implications:
May limit eligibility for:
4-year colleges
Some community colleges
Military enlistment
Certain career pathways
Students can still access:
Vocational rehabilitation
Supported employment
Transition services
Bottom line:
This track is intended for students with significant cognitive disabilities who struggle to access grade-level standards, even with supports.
Traditional Diploma Track (With or Without Accommodations)
Who qualifies?
Students with disabilities who:
Can access grade-level academic standards
May need accommodations or related services
May have an IEP or a 504 Plan
What it involves:
Participation in general education curriculum
State assessments (with accommodations if needed)
Meeting standard credit and graduation requirements
Outcome at graduation:
Standard high school diploma
Post-secondary implications:
Eligible for:
2-year and 4-year colleges
Federal financial aid
Military service
Most employment pathways
Bottom line:
This track keeps all postsecondary doors open, even if the student needed supports to get there.
The Practical Difference
Feature
Academic standards
State testing
Focus
Graduation outcome
Postsecondary access
Alternative Assessment (Certificate)
Alternate standards
Alternate assessment
Functional/life skills
Certificate of Completion
Limited
Traditional Diploma
Grade-level standards
General assessment (with accommodations if needed)
Academic + career readiness
Standard Diploma
Full access
Resources
🔗 Alternative Assessment Roadmap to Determine Eligibility
🔗 IEP Team Resource: Making Decisions about Participation in the Alternate Assessmen
🔗 Rubric for Determining Student Eligibility for the Kansas Alternate Assessment (DLM) for Students with the Most Significant Cognitive Disabilitie
🔗 KANSAS STATE DEPARTMENT OF EDUCATION PARTICIPATION GUIDELINES FOR KANSAS
Transition & Pre-Employment (PRE-ETS) Planning Within the IEP: Building a Path Beyond High School (14 years old)
About
The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (P.L. 105-17) requires that Individualized Education Programs (IEPs) include a transition plan to help students move from high school into adult life. This planning must begin when the student turns 14 or older. The program is overseen at the federal level by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and at the state level by Special Education and Title Services (SETS) at the Kansas State Department of Education (KSDE).
The transition plan is required to include at least two goals and be based on the student's own needs, strengths, preferences, and interests. These goals should focus on the individual's future and help them prepare for life after high school, not just graduation.
The plan can include:
Postsecondary education or training goals
Employment goals
Independent living skills
Services or supports the student will need
Responsibilities the student will take on
The plan should include input from the student and align with their long-term goals.
Transition planning is not optional—it is required by federal law and must be included in the IEP once the student reaches the appropriate age.
Students do not need to apply for this—it is their legal right.
Eligibility
To begin the IEP transition process, the student must:
Be at least 14 years old
Have an active IEP
Be involved in the IEP meetings where transition is discussed
Complete an age-appropriate assessment to help identify their strengths, preferences, interests, and needs related to postsecondary goals
How To
At age 14, the IEP team should:
Identify measurable postsecondary goals in education/training, employment, and, where appropriate, independent living.
Use age-appropriate transition assessments to understand the student’s strengths, interests, preferences, and support needs.
Align high school coursework and diploma pathway (standard diploma vs. alternate assessment track) with long-term goals.
Outline coordinated transition services, including career exploration, work-based learning, self-advocacy development, and community-based experiences.
Engage the student directly in planning discussions to build self-determination and informed decision-making.
Begin interagency coordination when adult service systems (e.g., PRE-ETS/vocational rehabilitation, Medicaid waivers, workforce programs) may be needed after graduation.
Starting transition planning at 14 shifts the focus from compliance to intentional preparation.
Early planning reduces the risk of students aging out of services without a clear employment or postsecondary pathway and ensures that academic, functional, and life skills instruction meaningfully connect to adult outcomes.
Pre-Employment Transition Services (PRE-ETS) are extra services that help students with disabilities get ready for work and adult life while they are still in school.
PRE-ETS is different from the IEP transition plan: the IEP transition plan is a school responsibility under IDEA, and PRE-ETS is provided by Kansas vocational rehabilitation.
They should work together so PRE-ETS activities support the student’s IEP transition goals, not replace them.
PRE-ETS can help students:
Discover how their skill set and interests match with current jobs available
Create a clear path to an employment future
Feel empowered to express their needs and goals in diverse settings
Learn through experience to build the skills needed to succeed in the workplace, in addition to earning their own income
Learn core skills necessary for success in any job, such as customer service, teamwork and working with coworkers, and reporting to a supervisor
Who can get PRE-ETS:
Students with disabilities who are in high school (and sometimes in college or training programs)
Students who have an IEP or 504 plan
Students who are referred to and connected with Kansas vocational rehabilitation
A student might use PRE-ETS to figure out what kind of job they want, while full transition services lay out the broader roadmap.
Both work in collaboration with your vocational rehabilitation agency and local school district.
The IEP team can invite vocational rehabilitation staff to IEP meetings, and PRE-ETS activities can be written so they support the student’s transition goals for education, employment, and independent living.
Resources
🔗 What Parents and Students Need to Know ** DEAD LINK
🔗 Transitioning from high school as a student with a disability
🔗 PRE-ETS
Medicaid Reimbursement for School-Based Services
About
The Medicare Catastrophic Coverage Act of 1988 (P.L. 100-360) allows Medicaid to help pay for health-related services for children under 21 through the Individuals with Disabilities Education Act (IDEA). This program is overseen federally by the Centers for Medicare and Medicaid Services (CMS) and managed at the state level by the Kansas Department of Health and Environment (KDHE) and the Kansas Department for Aging and Disability Services (KDADS) through the KanCare program.
As required by IDEA, Medicaid can be used to pay for eligible services listed in a child’s Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP). This means that schools and service providers can bill Medicaid for covered services that are part of a student’s IEP or IFSP.
Medicaid helps cover the cost of these services so that schools can meet the legal requirement of providing a Free Appropriate Public Education (FAPE).
Eligibility
To be eligible for Medicaid coverage of school-based services:
The child must be under 21 years old
The child must be currently enrolled in Medicaid
The services must be:
Medically necessary
Listed in Section 1905(a) of the Social Security Act
Included in the state plan (IEP or IFSP) or available under the Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) benefit
How To
To apply for Medicaid in Kansas, families must complete an application through KanCare.
Medicaid eligibility is based on:
Kansas residency
Citizenship or legal immigration status
Household size and income
Resources and assets
Date of coverage
Annual renewal of benefits
A self-assessment is available to help families see if they might qualify, but it does not guarantee approval.
Once Medicaid is approved and the school is set up to provide services, Medicaid-covered supports should be discussed at the child’s annual IEP or IFSP meeting. Schools are responsible for providing or arranging these services, and they bill Medicaid directly. Families do not need to set up these services through a health plan.
Educationally relevant services should be provided, regardless of Medicaid eligibility. IEP teams determine those services.
If those services are not already included, families should contact:
The special education coordinator
The child’s IEP or IFSP team
Or a school administrator
This ensures all eligible services are added to the plan and that Medicaid can help cover the cost of needed educationally relevant supports.
To apply online, visit the Medical Consumer Self-Service portal.
To request an application, call: 800-792-4884
Fax applications to: 844-264-6285
Extended High School Services (Ages 18–21)
About
The Individuals with Disabilities Education Act (IDEA), Part B (P.L. 108-446) guarantees children and young adults with disabilities ages 3 to 21 the right to a free and appropriate public education (FAPE). Initially passed in 1975 and reauthorized in 1984 and 2004, it is overseen by the U.S. Department of Education and, in Kansas, by the Kansas State Department of Education (KSDE).
Students ages 18 to 21 may continue to receive special education services if they have not yet completed their Individualized Education Program (IEP) goals or graduation requirements. These services are created to help students prepare for life after high school through individualized support in academics, daily living, work skills, and community participation.
Services in an 18–21 graduation may include:
Instruction and support personalized to transition goals
Training in employment and independent living skills
Opportunities for community-based learning and participation
Annual review and updates of the student's IEP and transition plan
Participation in high school graduation ceremonies with peers (students may walk with their class, but will only receive their diploma when requirements are fully met)
Eligibility
To qualify, students must:
Have an active IEP
Be between the ages of 18 and 21
Require continued support to meet IEP goals or graduation requirements
Work with their IEP team to determine that services should continue
Services end when a student:
Graduates with a regular high school diploma, or
Reaches the end of the school year in which they turn 21 (June 30), or
Is found through evaluation to no longer be eligible for services.The student/ family can decide the graduate prior to age 21 if the IEP team is in agreement.
How To
When services end, the school district must provide formal, written prior notice.
Parental consent or reevaluation is not required to end eligibility once a student graduates or ages out.
To access these services, students and families should work directly with their IEP team or district special education coordinator, who will guide them through graduation planning, transition supports, and community resources.
For individuals on the IDD Comprehensive HCBS Waiver, students are expected to use their school-based (extended) services for as long as they are eligible before moving on to adult services like day supports.
Resources
🔗 Kansas Youth Transition Network
The Kansas Youth Transition Network (KYTN) is a statewide project working to improve outcomes for transition-age youth with disabilities as they prepare to transition from high school to employment, post-secondary education, and community-based living.
Postsecondary Programs for Students with Intellectual Disabilities
About
The Higher Education Opportunity Act, Part D: Programs to Provide Students With Disabilities With a Quality Higher Education (P.L. 110-315) was passed in 2008 by the 110th Congress. This law updated the Higher Education Act of 1965 to expand college opportunities for students with disabilities, especially those with intellectual disabilities.
Through this law, the federal government provides financial support for Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). TPSID provides grants to colleges and universities so they can create or improve inclusive programs that help students with intellectual disabilities succeed in school, prepare for work, and become active members of their communities.
Programs may include:
Inclusive academic classes and social activities
individualized planning to help students set goals
Career training and work experience
Support to make sure programs continue long-term
A meaningful certificate or credential after completion
Eligibility
To qualify for a TPSID program, applicants must:
Be at least 18 years old
Have a documented intellectual disability (such as through an IEP, medical/psychological evaluation, or Social Security documentation)
Demonstrate independence and the ability to navigate their community.
Have past work-based learning experience
Want to build adult life skills, self-determination, and career readiness.Aim for integrated, paid employment after finishing the program
How To
National:
A critical resource for students and families exploring postsecondary options is the national database maintained by Think College.
The Think College database provides a comprehensive, searchable directory of inclusive postsecondary education (IPSE) programs for students with intellectual disabilities across the United States.
Kansas:
The University of Kansas (KU) is the only college in the state with a federally recognized TPSID program, called KU TPE. KU TPE offers an inclusive certificate program for young adults with intellectual disabilities.
As of November 2025, researchers at the University of Kansas received a grant that will be used to establish a Kansas Comprehensive Transition Program (CTP) Consortium and expand their own program. The University is partnering with Wichita State University Tech and Benedictine College to support them to plan and refine inclusive higher education programs on their respective campuses.
Johnson County Community College (JCCC) also offers a two-year certificate program, but it is not approved as a Comprehensive Transition Program (CTP).
Friendship Fields at Friends University. Fields is a program associated with Friends University that allows adults with disabilities to experience college life while also offering Friends University students the opportunity to work with special needs adults.
For students enrolled in programs like KU TPE (and similar programs in nearby states), the program itself is typically responsible for meeting the student’s support needs. Because of this, Home and Community-Based Services (HCBS) Intellectual/Developmental Disability (IDD) waiver supports, such as Personal Care Services (PCS) generally cannot be used while participating in these programs.
This can be important for families to understand when planning for services and supports.
Navigating Financial Aid for Students with Disabilities
About
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against people with disabilities in programs that receive federal funding. This protection includes the Free Application for Federal Student Aid (FAFSA). Under this law, students with disabilities cannot be excluded from or denied federal financial aid just because of their disability.
FAFSA is a form that students in the United States fill out to see if they qualify for financial help for college. This includes grants, loans, and work-study programs.
These resources help make sure all students, including those with disabilities, have equal chances to attend college or other postsecondary education.
Eligibility
FAFSA/FSA ID:
Students with IDD can complete the Free Application for Federal Student Aid (FAFSA) to access federal aid.
They may be eligible for grants and work-study, even if not pursuing a traditional degree.
FSA ID is required to sign the FAFSA electronically.
Federal Pell Grant:
Some IPSE programs qualify as eligible postsecondary institutions, allowing students to receive Pell Grants.
Typically provides up to ~$7,500 per year (2026–27 rates may vary).
Federal Work-Study:
Eligible students can participate in paid campus employment.
Builds career and independent living skills while providing financial support.
Supplemental Security Income (SSI) & Medicaid Work Incentives:
Students receiving SSI may continue benefits while attending college through Plan to Achieve Self-Support (PASS) or other work incentives.
Medicaid waivers sometimes fund supportive services on campus.
State Vocational Rehabilitation (VR) may help pay for tuition, transportation, or assistive technology when these supports are needed to help the student reach their employment goal and meet program guidelines.
How To
Applying for Federal Student Aid can be done here: FAFSA application
To apply for and receive a pell grant or federal work study, you must complete the FAFSA application.