PASSAGE USA, or Preparing All Students Socially and Academically for Gainful Employment, is a post-secondary education program for students diagnosed with intellectual disabilities (ID). Through person-centered planning, we help students define their goals for their future. These goals are turned into an individualized Adult Education Plan (AEP) in which we target the skills they need to achieve their goals. These skills include independent living, social, employment, and self-determination skills.
Students in the program will be full university campus members, which includes:
Access to campus recreation
Academic inclusion in classes
Inclusion in campus social activities
Students will not only attend elective classes with other USA students, but they will also attend specialized classes that target the skills they need to achieve their goals and participate in a work internship each semester. Peer Mentors (other USA students) will be used as natural supports on and off campus to help foster independence and learning.
Students may be eligible to apply if they:
- Are between the ages of 18 and 25
- Have been diagnosed with an intellectual disability (ID)
- Have functional communication, reading, and math skills
- Are able to function independently without one-on-one assistance
- Are not receiving special education and related services from the public schools
- Are motivated to continue education and further develop employment and independent living skills
- Have a Smartphone and use it for calls, texts, and email.
For full eligibility requirements please see the detailed application process.
Interested in applying as a student?
Applying for PASSAGE USA is a process, and requires several steps. To start the process, click here.
Interested in applying as a peer mentor?
If you're interested in becoming a peer mentor, start the process by clicking here.
Donate to PASSAGE USA
If you want to donate to the Passage USA Program, click here. Donated money will be used for scholarships for students in the PASSAGE USA program.
This project is funded by a grant from the U.S. Department of Education, Office of Post-Secondary Education Grant # P407A150076.