Glossary of Terms and Definitions

Adapted with permission from National Coordinating Center Accreditation Workgroup Report (2021) and Association for Advancing Quality in Educator Preparation (2023).

Term:

Access

Accreditation Action Report

Accreditation Decision

Accreditation Liaison

Glossary of Terms and Definitions

Annual Report

Board Members of the Inclusive Higher Education Accreditation Council (IHEAC)

Cohort

Commendation

Comment

Competitive Integrated Employment (CIE)

Completer

Comprehensive Transition Postsecondary Program (CTP)

Higher Education Act (HEA) and the Higher Education Opportunity Act (HEOA)

Inclusion

Institution of Higher Education (IHE)

Peer Review Team Report

Peer Reviewer-in-training

Person-Centered Planning (PCP)

Pre-accreditation

Pre-accreditation Tools

Provisional Accreditation

Program

Program Specification Table

Satisfactory Academic Progress (SAP)

Student with an intellectual disability

Student with ID not identified in K–12

Third-party comment

Training Modules

Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID)

Access

For purposes of this accreditation process, “access” means full participation with individual support.

Accreditation Action Report

An official record of actions taken by the Inclusive Higher Education Accreditation Council (IHEAC) on a program’s status. This report is posted publicly on the website.

Accreditation Decision

Determination made by the Inclusive Higher Education Accreditation Council board, based on the 10 Standard Areas, the Self-Study Report, and the Peer Reviewer Report, marking the conclusion of an accreditation review. For more information see https://www.iheacouncil.org/

Accreditation Liaison

A staff member of the IHEAC designated to facilitate and assist programs through the accreditation review process including the Self-Study and site visit.

Accreditation Workgroup

An ad-hoc body of interested professionals, parents, and experts in inclusive higher education convened by the Think College National Coordinating Center to develop recommendations for the program accreditation agency (IHEAC) standards, processes, and practices. For more information about the workgroup see https://thinkcollege.net/projects/ncc/program-accreditation

Annual Report

A program’s yearly update to the IHEAC regarding the context and work of relevant programs. The Annual Report addresses how the quality affirmed in the most recent accreditation decision is being maintained or enhanced and what steps programs are taking toward continuous improvement to address improvement opportunities identified in their Self-Study.

Board Members of the Inclusive Higher Education Accreditation Council (IHEAC)

The decision-making body of the program accreditation agency, the Inclusive Higher Education Accreditation Council. Determines the accreditation status of a program based on an accreditation review. For more information see https://www.iheacouncil.org/

Cohort

A group of college program directors (or representatives) who may decide to participate in a joint monthly check-in call to receive updates, ask questions, and, to the extent desired, provide mutual support and feedback during the accreditation process.

Commendation

Notation that the IHEAC Board may attach to an accreditation action (decision); a commendation is awarded when evidence shows outstanding performance on one or more aspects of a standard or the full standard.

Comment

Notation that the IHEAC Board may attach to an accreditation action (decision); a comment is an observation that gives useful feedback to the program on a finding that is noteworthy but not significant enough to be cited as a commendation or concern.

Competitive Integrated Employment (CIE)

From the Rehabilitation Act of 1973 (29 U.S.C. 705), for individuals with disabilities. (29 U.S.C. §3102 (11)):

The term ‘‘competitive integrated employment’’ has the meaning given the term in section 7 of the Rehabilitation Act of 1973 (29 U.S.C. 705), for individuals with disabilities. (29 U.S.C. §3102 (11))

From the Rehabilitation Act of 1973: The term "competitive integrated employment" means work that is performed on a full-time or part-time basis (including self-employment)

(A) for which an individual

(i) is compensated at a rate that

(I)(aa) shall be not less than the higher of the rate specified in section 206(a)(1) of this title or the rate specified in the applicable State or local minimum wage law; and

(bb) is not less than the customary rate paid by the employer for the same or similar work performed by other employees who are not individuals with disabilities, and who are similarly situated in similar occupations by the same employer and who have similar training, experience, and skills; or

(II) in the case of an individual who is self-employed, yields an income that is comparable to the income received by other individuals who are not individuals with disabilities, and who are self-employed in similar occupations or on similar tasks and who have similar training, experience, and skills; and

(ii) is eligible for the level of benefits provided to other employees;

(B) that is at a location where the employee interacts with other persons who are not individuals with disabilities (not including supervisory personnel or individuals who are providing services to such employee) to the same extent that individuals who are not individuals with disabilities and who are in comparable positions interact with other persons; and

(C) that, as appropriate, presents opportunities for advancement that are similar to those for other employees who are not individuals with disabilities and who have similar positions.

(29. U.S.C. §705 (5))

Completer

A college student candidate who has successfully finished a program.

Comprehensive Transition Postsecondary Program (CTP)

From the Higher Education Opportunity Act of 2008 (HEOA):

(1) Comprehensive transition and postsecondary program for students with intellectual disabilities

The term "comprehensive transition and postsecondary program for students with intellectual disabilities" means a degree, certificate, or nondegree program that meets each of the following:

(A) Is offered by an institution of higher education.

(B) Is designed to support students with intellectual disabilities who are seeking to continue academic, career and technical, and independent living instruction at an institution of higher education in order to prepare for gainful employment.

(D) Requires students with intellectual disabilities to participate on not less than a half-time basis as determined by the institution, with such participation focusing on academic components, and occurring through 1 or more of the following activities:

(i) Regular enrollment in credit-bearing courses with nondisabled students offered by the institution.

(ii) Auditing or participating in courses with nondisabled students offered by the institution for which the student does not receive regular academic credit.

(iii) Enrollment in noncredit-bearing, nondegree courses with nondisabled students.

(iv) Participation in internships or work-based training in settings with nondisabled individuals.

(E) Requires students with intellectual disabilities to be socially and academically integrated with nondisabled students to the maximum extent possible.(20 U.S.C. §1140 (1))

Concern

Notation that the IHEAC Board may attach to an accreditation action (decision); a concern is a shortcoming in relation to one or more aspects of a standard. Evidence regarding progress in addressing concerns must be presented in the program’s Annual Report.

Continuous operation

The term “continuous operation” means that the principal educational activities of an institution, for which accreditation or reaccreditation is sought, have proceeded as scheduled without interruption. Exceptions may be recognized after the fact when the interruption is caused by forces of nature, civil disorder, or abrupt and unforeseeable change in law or regulation affecting the institution.

Full accreditation

Seven-year award granted by the Inclusive Higher Education Accreditation Council (IHEAC) affirming a program meets the standards.

Guidance manual

The guidelines and information that programs must use to prepare and apply for accreditation.

Higher Education Act (HEA) and the Higher Education Opportunity Act (HEOA)

The Higher Education Act of 1965 (HEA; P.L. 89-329) was legislation signed into United States law on November 8, 1965, in order to provide funding to colleges and universities, financial aid to students, and to create a National Teacher Corp. It has been reauthorized eight times, most recently as the Higher Education Opportunity Act of 2008. (HEOA; P.L. 110-315)

Inclusion

From the Developmental Disabilities Assistance and Bill of Rights Act:

The term "inclusion", used with respect to individuals with developmental disabilities, means the acceptance and encouragement of the presence and participation of individuals with developmental disabilities, by individuals without disabilities, in social, educational, work, and community activities, that enables individuals with developmental disabilities to-

(A) have friendships and relationships with individuals and families of their own choice;

(B) live in homes close to community resources, with regular contact with individuals without disabilities in their communities;

(C) enjoy full access to and active participation in the same community activities and types of employment as individuals without disabilities; and

(D) take full advantage of their integration into the same community resources as individuals without disabilities, living, learning, working, and enjoying life in regular contact with individuals without disabilities.

(42 U.S.C. §15002 (15))

Inclusive Higher Education Accreditation Council (IHEAC)

A program accreditation agency established in March 2023 as a nonprofit entity with the mission of increasing quality and accrediting programs for students with intellectual disability located at IHEs as defined above. For more information see https://www.iheacouncil.org/

Inclusive Program of Study

An “inclusive program of study” refers to the courses, expectations, and requirements needed for program completion. It must meet the HEA requirements for a Comprehensive Transition Program, including meeting the definition of a student with an intellectual disability. (See Student Services Standard 1.) An individual student’s course of study within the program will be determined through a person-centered plan.

Institution of Higher Education (IHE)

From the Higher Education Opportunity Act of 2008 :

§1001. General definition of institution of higher education

(an) Institution of higher education

For purposes of this chapter, other than subchapter IV, the term "institution of higher education" means an educational institution in any State that-

(1) admits as regular students only persons having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate, or persons who meet the requirements of section 1091(d) of this title;

(2) is legally authorized within such State to provide a program of education beyond secondary education;

(3) provides an educational program for which the institution awards a bachelor's degree or provides not less than a 2-year program that is acceptable for full credit toward such a degree, or awards a degree that is acceptable for admission to a graduate or professional degree program, subject to review and approval by the Secretary;

(4) is a public or other nonprofit institution; and

(5) is accredited by a nationally recognized accrediting agency or association, or if not so accredited, is an institution that has been granted pre-accreditation status by such an agency or association that has been recognized by the Secretary for the granting of pre-accreditation status, and the Secretary has determined that there is satisfactory assurance that the institution will meet the accreditation standards of such an agency or association within a reasonable time. (20 U.S.C. §1001(a))

(b) Additional institutions included

For purposes of this chapter, other than subchapter IV, the term "institution of higher education" also includes:

(1) any school that provides not less than a 1-year program of training to prepare students for gainful employment in a recognized occupation and that meets the provision of paragraphs (1), (2), (4), and (5) of subsection (a) of this section; and

(2) a public or nonprofit private educational institution in any State that, in lieu of the requirement in subsection (a)(1), admits as regular students individuals-

(A) who are beyond the age of compulsory school attendance in the State in which the institution is located; or (B) who will be dually or concurrently enrolled in the institution and a secondary school. (20 U.S.C. §1001(b))

Learning Modules

A set of online modules designed to help program staff and peer reviewers to develop their understanding of the 10 Program Accreditation Standard Areas and the 38 Program Standards.

Off-Site Review

A series of virtual meetings conducted by the Peer Review Team based on team members’ individual reading of the program’s Self-Study. The off-site review includes a list of clarifying questions for the program to address prior to or at the beginning of the site visit.

Peer Review

The peer review segment of the accreditation cycle includes off-site and on-site reviews and culminates in a Peer Reviewer Report submitted electronically to the IHEAC.

Peer Reviewer

A trained volunteer who serves as a peer reviewer on a Peer Review Team in off-site and on-site components of the accreditation review process. The reviewer has relevant experience (in a role such as a past or current program director or other as appropriate to the programs seeking accreditation) and familiarity with the program and its completers.

Peer Review Team

A group consisting of trained peer reviewers who conduct a review. Teams include reviewers who fill the role of a team lead and a local practitioner nominated by the program. The size of the team is based on the size and complexity of the program(s) under review. A typical team consists of 3–5 individuals.

Peer Review Team Report

Report authored by reviewers summarizing the team’s findings during the site visit. The team shares a draft of the report with the program for factual review and correction; the final report is shared with both the program and the IHEAC Board.

Peer Reviewer-in-training

A prospective member of the Peer Review Team who observes a team’s work throughout an accreditation review. Like any site visit observer, this individual participates only with the permission of the host program.

Person-Centered Planning (PCP)

Person-centered planning is used to develop and monitor the attainment of student goals based on the student’s vision for their future. The student-focused plan is developed at the beginning of their educational experience and is updated throughout their postsecondary education.

Students control who participates in their planning activities and students’ interests, preferences, desires, and short and long-term goals are evident in:

• Course selection

• Career development experiences

• Campus activities

• Social connections

• Housing

• Student planning involves family input when desired by the student.

A student-focused process is used (e.g., STAR, PATH, Lifecourse) and documented.

Pre-accreditation

Accreditation activities that are conducted by the program prior to officially applying to the IHEAC to become accredited.

Pre-accreditation Tools

Tools that programs complete as a self-assessment prior to applying to become accredited.

Provisional Accreditation

Three-year accreditation term granted by the IHEAC Board that affirms a program provisionally meets all 10 standard areas.

Program

A set of academic courses and experiences required by an accredited university or college that leads to a university-approved credential.

Program Specification Table

A standard format for reporting a program’s specific enrollment and student completion information. This table is included in the Accreditation Proposal, Self-Study, Peer Review Report, Annual Report, and Accreditation Action Report. A template for the table is available on the IHEAC website along with sample entries.

Satisfactory Academic Progress (SAP)

Federal definition of SAP:

“A required measurement of a student's academic progress towards their academic goal. Progress must be measured by both grade-based (qualitative) and time/pace of completion (quantitative) standards. For programs lasting one year or less, SAP must be assessed at the end of each payment period. For programs lasting more than one year, SAP must be assessed annually (corresponding with the end of a payment period). SAP must be measured cumulatively. For the purposes of these standards, SAP must also address the qualitative and quantitative measurement of student progress in the areas of socialization, independent living, and career development.” (34 CFR 668.34)

Self-Study Report

Self-study document presenting evidence that a program meets the standards. The report includes an overview of the program’s scope and context, evidence to support the claim that each of the 10 standard areas is met, and designated appendices.

Site visit liaison

An IHEAC staff member assigned to a particular review to support the Peer Review Team and program throughout the process. The site visit liaison observes the virtual off-site review meetings and the exit meeting (conducted at the end of the site visit) for consistency.

Site visit observer

An individual granted permission by a program to attend the on-site review.

Standards

A list of 10 Program Standard Areas (38 Program Standards) that programs use to demonstrate the quality of their program. The full list of the program standards along with the guidance and evidence required may be found in Section 3 of this guide.

Student with an intellectual disability

From HEOA:

The term "student with an intellectual disability" means a student-

(A) with a cognitive impairment, characterized by significant limitations in-

(i) intellectual and cognitive functioning; and

(ii) adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and

(B) who is currently, or was formerly, eligible for a free appropriate public education under the Individuals with Disabilities Education Act [20 U.S.C. 1400 et seq.]. (20 U.S.C. §1140 (2))

Student with ID not identified in K–12

The HEOA regulations, under Authority: 20 U.S.C. 1088, 1099c, 1141) PART 668—STUDENT ASSISTANCE GENERAL PROVISIONS, §668.233 Student eligibility, describe the responsibility of the institution in determining if the student is, or was, eligible for special education and related services under IDEA, and how to determine if the student has an intellectual disability if the student was not so identified under IDEA:

The institution obtains a record from a local educational agency that the student is or was eligible for special education and related services under the IDEA. If that record does not identify the student as having an intellectual disability, as described in paragraph (1) of the definition of a student with an intellectual disability in § 668.231, the institution must also obtain documentation establishing that the student has an intellectual disability,

such as—

(1) A documented comprehensive and individualized psycho-educational evaluation and diagnosis of an intellectual disability by a psychologist or other qualified professional; or

(2) A record of the disability from a local or State educational agency, or government agency, such as the Social Security Administration or a vocational rehabilitation agency, that identifies the intellectual disability. (Approved by the Office of Management and Budget under control number 1845–NEW4) (Authority: 20 U.S.C. 1091)

In the discussion section of the regulations, further clarification is provided:

In the preamble to the NPRM, the Department stated that an institution, as the party responsible for determining students’ eligibility for the Federal Pell, FSEOG, and FWS programs, would be allowed to accept the most recent documentation, even if it is more than a few years old. To further clarify, we do not believe it is appropriate to require in these regulations that the documentation submitted by the student have a minimum or maximum age, as long as the information used is the best available under the circumstances.

Third-party comment

Feedback collected from the public and various stakeholders about a program 4–6 months prior to the site visit that becomes part of the program’s accreditation review.

Training Modules

Online professional learning provided to prepare volunteers consistently for the Peer Reviewer role.

Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID)

From the Higher Education Opportunity Act of 2008:

An institution of higher education (or consortium) receiving a grant... shall use the grant funds to establish a model comprehensive transition and postsecondary program for students with intellectual disabilities (TPSID) that—

(c) The institution obtains a record from a local educational agency that the student is or was eligible for special education and related services under the IDEA. If that record does not identify the student as having an intellectual disability, as described in paragraph (1) of the definition of a student with an intellectual disability in § 668.231, the institution must also obtain documentation establishing that the student has an intellectual disability, such as—

(1) A documented comprehensive and individualized psycho-educational evaluation and diagnosis of an intellectual disability by a psychologist or other qualified professional; or (2) A record of the disability from a local or State educational agency, or government agency, such as the Social Security Administration

or a vocational rehabilitation agency, that identifies the intellectual disability. (Approved by the Office of Management and Budget under control number 1845–NEW4) (Authority: 20 U.S.C. 109

(d) (1) serves students with intellectual disabilities;

(2) provides individual supports and services for the academic and social inclusion of students with intellectual disabilities in academic courses, extracurricular activities, and other aspects of the institution of higher education's regular postsecondary program;

(3) with respect to the students with intellectual disabilities participating in the model program, provides a focus on-

(A) academic enrichment;

(B) socialization;

(D) integrated work experiences and career skills that lead to gainful employment;

(4) integrates person-centered planning in the development 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 1140q(b) of this title 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 Education Act [20 U.S.C. 1400 et seq.], including the use of funds available under part B of such Act [20 U.S.C. 1411 et seq.] 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.

(20 U.S.C. §1140g)

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