In this subtitle the following words have the meanings indicated. “Administration” means the Developmental Disabilities Administration. “Department” means the Department of Disabilities. “Inclusive higher education” means access to a program of higher education for students with intellectual and developmental disabilities that allows for, to the greatest extent possible, the same rights, privileges, experiences, benefits, and outcomes that result from a college experience as their peer students without disabilities. “Inclusive higher education” includes: Academic access and inclusive instruction; Career development; Campus engagement; Self–determination; Participation in paid work experiences; On– or off–campus living, when available to other students; and Inclusive social activities. “Program” means the James W. Hubbard Inclusive Higher Education Grant Program established under this subtitle.

There is a James W. Hubbard Inclusive Higher Education Grant Program. The Program shall award competitive grants to institutions of higher education to develop and implement programs that provide inclusive higher education opportunities for students with intellectual and developmental disabilities.

The Program shall be administered by the Commission, in consultation with the Department, the State Department of Education, and the Administration. To carry out the purpose of the Program, the Commission shall: Develop and send to each institution of higher education in the State a description of the Program, including materials describing the purpose and goals of the Program, an application, compliance requirements, and available funding; Develop application requirements and review and approve applications; and Award grants to institutions of higher education on a competitive basis. Funding for the Program shall be as provided in the State budget.

To qualify for a grant under the Program, an institution of higher education shall develop a program of inclusive higher education that: Offers the necessary supports to students with intellectual and developmental disabilities to allow these students, to the greatest extent possible, to have the same rights, privileges, experiences, benefits, and outcomes as their peer students without disabilities; Ensures that students with intellectual and developmental disabilities: Have access to a wide array of academic courses that are attended by students without disabilities; Have access and support for participation in campus life, including social activities and organizations, institution facilities, and technology; and Are able to access and use campus resources available to students without disabilities; Provides students with intellectual and developmental disabilities with the supports and experiences necessary to seek and sustain competitive employment; Develops and promotes the self–determination skills of students with intellectual and developmental disabilities; Offers peer mentoring; Coordinates with the State Department of Education, including the Division of Rehabilitation Services and other stakeholders in the development of the inclusive higher education program; Adopts admissions standards that do not require a student with intellectual and developmental disabilities to participate in a curriculum–based, achievement college entrance exam that is administered nationwide; Includes the development of a meaningful credential for students with intellectual and developmental disabilities to earn on successful completion of the inclusive higher education program; and Meets the requirements of a Comprehensive Transition Program under the federal Higher Education Opportunity Act so that students enrolled in the inclusive higher education program are eligible for federal financial aid.

Beginning January 1, 2019, and each 6 months thereafter, an institution of higher education awarded a grant under the Program shall submit to the Commission a report that includes: A plan for the sustainability of the inclusive higher education program, including enrollment projections; Any needs for training, technical assistance, and other capacity necessary to provide for continuation of the inclusive higher education program; and Lessons learned by the institution and identification of best practices with the goal of promoting the development of a statewide model program of inclusive higher education for use by other institutions of higher education in the State. On or before June 30, 2019, and each year thereafter, the Commission, after consultation with the Department, the State Department of Education, and the Administration shall submit a report to the General Assembly, in accordance with § 2–1257 of the State Government Article, on the effectiveness and success of the Program.