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September 4, 2024
Dear Honorable Chairs of the Committees on Ways and Means and Co-Chairs of the Joint
Committee on Higher Education:
We are pleased to share with you the final report of the Massachusetts Inclusive Concurrent
Enrollment Initiative (MAICEI) Task Force.
As you may recall, the landmark 2022 MAICEI law directed us to establish and co-chair both a
MAICEI Advisory Board and a separate MAICEI Task Force to develop recommendations and
pilot mechanisms to help expand MAICEI programming to students aged 22 and over. See
Section 165 of Chapter 126 of the Acts of 2022. Accordingly, we are pleased to submit this final
report to you on behalf of the MAICEI Task Force, pursuant to Section 165(b) of Chapter 126 of
the Acts of 2022.
The MAICEI Task Force was a temporary advisory body comprised of twenty-four (24)
individuals representing public higher education institutions, adult service agencies, the
Department of Higher Education, and various advocacy groups. Convened by the pre-existing
MAICEI Advisory Board, the MAICEI Task Force met regularly to collaboratively evaluate
needs relating to student housing, transportation, socialization, costs, and potential funding
streams with partner agencies. The MAICEI Task Force was co-chaired by the Department of
Higher Education (DHE) and the Department of Developmental Services (DDS).
This report contains the MAICEI Task Force’s findings and recommendations, designed to help
inform the promulgation of regulations essential for implementing the 2022 MAICEI Law. The
report will also guide the establishment of policy expectations and procedures that will help
public higher education institutions offer inclusive education programming safely and
appropriately to eligible students while strengthening partnerships with other state agencies.
Questions about this report may be directed to Alex Demou, DHE Director of Constituent and
Legislative Affairs at ademou@dhe.mass.edu and Christopher Klasin, DDS Director of
Intergovernmental Affairs at Christopher.M.Klaskin@mass.gov.
Sincerely,
Noe Ortega Sarah Peterson
Commissioner, Higher Education Acting Commissioner, Dept. of Developmental Services
MAICEI Task Force Report, August 2024, pg. 2
Massachusetts Inclusive Concurrent
Enrollment Initiative (MAICEI)
Task Force on Higher Education for
Students with Severe
Developmental Disabilities
Final Report
August 30, 2024
MAICEI Task Force Report, August 2024, pg. 3
 TASK FORCE MEMBERSHIP
Mary Price, co-chair Victor Hernandez, co-chair Christopher Grimaldi
Department of Higher Department of Department of Higher
Education Developmental Services Education
Christine Lenahan Cindy Thomas David Podell, President
Salem State University Institute for Community Mass Bay Community College
Inclusion
Dianne Lescinskas Jamie Camacho Julia Landau
Autism Commission Department of Elementary & Mass Advocates for Children
Secondary Education
Kristen Smidy Lyndsey Nunes Maria Paiewonsky
Gateway Regional School Westfield State University Institute for Community
District Inclusion
Maura Sullivan Pam Nourse Maureen Gallagher
The ARC of Massachusetts Federation of Children with Massachusetts Down
Special Needs Syndrome Congress
Joan Phillips Kelli Collomb Elaine Davey
Massachusetts Malden Public Schools Lawrence Public Schools
Rehabilitation Commission
Vincent Pedone Paul Correia Kathy Meagher
State Universities Council of Bristol Community College Shore Collaborative
Presidents
MAICEI Task Force Report, August 2024, pg. 1
 Executive Summary
This report presents the findings and recommendations of the Massachusetts Inclusive
Concurrent Enrollment Initiative (MAICEI) Task Force on Higher Education for Students
with Severe Intellectual Disabilities, Severe Autism Spectrum Disorder, and Other Severe
Developmental Disabilities. The co-chairs of the Inclusive Concurrent Enrollment Advisory
Board, who also led the Task Force, are Mary Price, State Director of MAICEI, designee for the
Commissioner for Higher Education, and Victor Hernandez, Deputy Assistant Commissioner,
designee for the Commissioner of the Department of Developmental Services (DDS). This report
was developed in response to the legislation enacted in July 2022, which expanded the limited
instances of inclusive postsecondary education opportunities for students whose special
education entitlement under Chapter 71B has ended, so that they can pursue or continue
inclusive higher education opportunities. M.G.L. c. 15A, Section 30A.1
This report will provide an overview of available information and data supporting
thirteen (13) recommendations made by the Task Force, which begin on page 53.
Summary
The 2022 legislation builds on the success of the MAICEI program. The new law requires
all public institutes of higher education (IHEs) to establish policies that help create pathways for
1
The legislation also expanded access for students 18-21 who have severe intellectual disabilities, severe
autism spectrum disorders or other severe developmental disabilities and are receiving special education
services. All those students across Massachusetts may also now have program options offered by any IHE.
Prior to the legislation, the MAICEI program participation was limited to some school districts who had
partnerships with some IHEs. See ch. 126 of the Acts of 2022. This report does not address or provide
recommendations regarding that aspect of the legislation. The Department of Elementary and Secondary
Education is developing guidance and information for school districts and families regarding this
expanded access.
MAICEI Task Force Report, August 2024, pg. 2
participation of individuals with severe intellectual disabilities, severe autism spectrum disorder,
and other severe developmental disabilities as non-matriculating students after their special
education entitlement has ended. It also requires all Massachusetts public IHEs to prepare
guidelines for selecting eligible students for higher education and identifying appropriate
coursework.
The new law recognizes multiple pathways for a student to access the program. In
addition to codifying the traditional pathway for MAICEI students ages 18 to 22 through Chapter
71B and the IEP process, under the new law, students with severe disabilities can also access
higher education experiences. In addition to a private-pay funding option, such students may
access the program through a referral, along with funding support, subject to appropriation,
provided by one or more adult-servicing state agencies if such agencies are supporting the
individual participating in the program in accordance with program guidelines and subject to
appropriation. The agencies specifically named in the legislation are the Massachusetts
Rehabilitation Commission (MRC) and the Department of Developmental Services (DDS). DDS
can provide support associated with supporting participation in public IHEs for individuals
determined eligible for DDS services, subject to appropriation, provided that the individual
supports and services are determined to be the appropriate type, frequency, and duration as
identified in an assessment conducted by DDS and subject to the development of an annual
individual support plan. MRC can also cover costs associated with supporting participation in
public IHEs for individuals determined eligible for MRC services, subject to appropriation,
provided that access to higher education assists in the attainment of an identified employment
MAICEI Task Force Report, August 2024, pg. 3
goal as identified in the individual’s plan for employment. Costs may be covered by other
resources available to the student.
The MAICEI Advisory Board convened the Task Force in November 2022 to identify the
needs of students with severe intellectual disabilities, severe autism spectrum disorder, or other
severe developmental disabilities aged 22 and over2 in higher education and the mechanisms
recommended for public IHEs and adult service agencies to support those students. The
evaluation assessed (1) any additional needs relating to housing, employment, health care,
mental health care, transportation, and social and leisure opportunities of participating
individuals aged 22 and over ; (2) type, frequency, and duration of support that will be required
to support public higher education opportunities for participating individuals aged 22 and over;
(3) the associated costs; (4) the programs, services, and supports available through public IHEs,
DDS, MRC, and other public agencies; (5) opportunities available to maximize federal financial
participation through Medicaid and federal financial aid to include individuals with severe
developmental disabilities aged 22 and over; and (6) proposals for any additional legislation and
regulation that may be necessary to further define terms, facilitate, and advance the offering of
inclusive opportunities at public IHEs.
The Task Force members met monthly over Zoom conferencing between November 15,
2022, and June 8, 2023, with the goal of evaluating the current resources and protocols in place
to support students under the age of 22 with this information, make recommendations that
would be necessary to expand support to eligible people aged 22 and over. In addition to these
2
In Massachusetts, students with disabilities ages 3 through 21 are entitled to receive special education.
See M.G.L. c. 71B, Sections 1-16. The focus of this Task Force and this report is on individuals who are
over age 21 - i.e., age 22 and older.
MAICEI Task Force Report, August 2024, pg. 4
monthly meetings, the Task Force held subgroup meetings between the co-chairs and adult
service agency representatives to further clarify the resources adult agencies offer that would
support access to inclusive postsecondary education activities.
The Task Force members are pleased to present this report, which includes
recommendations to increase MAICEI programs across all public IHEs in Massachusetts and to
support students with severe intellectual disabilities, severe autism spectrum disorder, or other
severe developmental disabilities aged 22 and over. This report does not focus or present any
recommendations regarding the MAICEI program as it relates to students under the age of 22
who are receiving special education services.
Task Force Process
Creating Higher Education Opportunities for Students with Intellectual Disabilities,
Autism, and Other Developmental Disabilities legislation, enacted in July 2022, tasked the
MAICEI Advisory Board to convene a task force to evaluate, develop, and pilot mechanisms to
support public IHEs offering opportunities to include individuals with severe intellectual
disabilities, severe autism spectrum disorder, or other severe developmental disabilities aged 22
and over. As previously mentioned, Victor Hernandez (DDS) and Mary Price (DHE) co-chaired the
Task Force, which was composed of relevant Massachusetts leaders and collaborators. These
leaders and collaborators represent MAICEI, DHE, DDS, Institute for Community Inclusion (ICI),
Federation for Children with Special Needs, Department of Elementary and Secondary
Education, Council of Presidents of the Massachusetts State University System, a designee
assigned by the University of Massachusetts (UMass) system, and a designee assigned by the
director of the Massachusetts Association of Community Colleges, Massachusetts Down
MAICEI Task Force Report, August 2024, pg. 5
Syndrome Congress, Massachusetts Advocates for Children, Autism Commission, Massachusetts
Rehabilitation Commission (MRC), Massachusetts Superintendents, and The Arc of
Massachusetts.
The Task Force initiated their work by reviewing the MAICEI program’s history and
current implementation. They also reviewed the new legislation and its implications. This
included a presentation on the regulatory process from the Assistant General Counsel of the
DHE, Christopher Grimaldi. The aim was to ensure adherence to the law and understand the
opportunities it offers for individuals with severe intellectual disabilities, severe autism spectrum
disorder, and other severe developmental disabilities to participate in inclusive higher education.
During the Task Force’s first three months of work, its chairs facilitated presentations and
follow-up discussions regarding the current state of MAICEI. Agendas for these meetings
covered a range of topics that included:
• Adult disability agency representatives presenting information about current service
options for adults with severe intellectual disabilities, severe autism spectrum disorder, or
other severe developmental disabilities;
• An overview by a current MAICEI coordinator about how a typical MAICEI partnership
negotiates various funding pathways to support students from age 18 until the end of
their special education entitlement;
• A review of potential funding options for students who have exited school, including
Medicaid funding and federal financial aid funding;
• Follow-up discussions clarifying what MAICEI grant funds can and cannot be used for,
and what adult service agencies currently do and do not fund;
MAICEI Task Force Report, August 2024, pg. 6
 • Discussions focused on the dissemination of MAICEI specific information on
o how supports are provided for college participation; and
o how funding is allocated depending on the level of understanding, need, and
geographical location of each regional DDS office;
• Examples/case studies from DDS and MRC of recent funding directed to individuals with
severe intellectual disabilities, severe autism, and/or other severe developmental
disabilities at two MAICEI campuses.
The Task Force’s review of information and discussions provided the foundation for its study,
which was guided by six (6) questions:
1. What is the current MAICEI model?
2. What supports are already in place for eligible students 18–21 years?
3. What resources are available to eligible individuals with severe intellectual and
developmental disabilities (IDD) whose special education entitlement has ended?
4. What potential gaps in information or resources in the current MAICEI model must be
addressed to support eligible students whose special education entitlement has ended?
5. What research and examples exist that highlight how individuals with severe IDD whose
special education entitlement have ended are supported to attend college?
6. What recommendations are proposed to assist MA IHEs to offer inclusive postsecondary
education opportunities?
This report summarizes the findings from this study, including the existing MAICEI
structures, partnerships, and resources in place to support eligible students 18–21 years old. This
report also provides an overview of the national inclusive postsecondary education models
MAICEI Task Force Report, August 2024, pg. 7
designed for students aged 22 and older whose special education entitlement has ended, and
outlines recommendations to align Massachusetts inclusive postsecondary education with the
Creating Higher Education Opportunities for Students with Intellectual Disabilities, Autism, and
other Developmental Disabilities Act.
Task Force Findings
Current Inclusive Postsecondary Education Model (Age 18 until the 22nd birthday)
Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) offers grants to
college-school partnerships to support eligible public high school students with intellectual
disabilities and autism, ages 18–21, to increase their academic and career success by being
included in a college or university community of learners. Fifteen (15) public colleges and
universities in the Commonwealth have MAICEI programs and four (4) have planning grants.
These programs enroll students with IDD or autism between the ages of 18 and 21. Since 2007,
over 2,800 students have participated in inclusive higher education opportunities in
Massachusetts. The students eligible for MAICEI typically do not pass or complete the statewide
competency exam (MCAS or MCAS-Alt) and do not meet other local requirements for a high
school diploma.
In 2017, the responsibility for administering the initiative was transferred to the DHE.
Legislative budget language directs that:
“the Department of Higher Education shall develop guidelines to ensure that the grant
program promotes civic engagement and mentoring of faculty in public institutions of
higher education and supports college success, work success, participation in student life of
the college community, and provision of a free appropriate public education in the least
MAICEI Task Force Report, August 2024, pg. 8
 restrictive environment; provided further, that the Department of Higher Education develops
strategies and procedures to help sustain and replicate the existing inclusive concurrent
enrollment programs initiated through the grant program, including:
● providing funds to retain employment specialists
● assisting students in meeting integrated competitive employment and other transition-