Transcript 5.7-2008 Higher Education Opportunity Act PowerPoint 3

AHEAD/PEPNet Conference, July 2010
Wendy S. Harbour, Ed.D.
Syracuse University



Wendy Harbour, from Taishoff Center for
Inclusive Higher Education at Syracuse University:
Overview of HEOA and general disability-related
provisions
Deb Hart from Think College at UMass-Boston:
Background and context for students with
intellectual disabilities in higher ed
Judy Shanley from U.S. DOE: Details about federal
HEOA provisions related to students with
intellectual disabilities




1965: Higher Education Act
(PL 89-329) signed into law by LBJ
Designed to address critical
needs: for lower and middleincome families and small,
less-developed colleges
Included financial aid: grants,
loans and other programs to help
students get an education
beyond secondary school
Set up higher education as a
federal interest: Federal funding
to mobilize colleges in
addressing national problems
like poverty and community
development

Technically reauthorized by Congress every six
years (although last one was five years late)

Name change in 2008
 Higher Education Opportunity Act (HEOA)

HEOA programs and activities fall primarily into
four main categories:
◦ Student financial aid
◦ Services to help students complete high school, enter
and succeed in postsecondary education
◦ Federal aid to institutions
◦ Support to improve K-12 teacher training at
postsecondary institutions


New and revised disability-related provisions
in HEOA
Means disability in higher education is now a
national and federal issue

Requested by U.S. Representative George Miller
(D-CA) (Chair of Committee on Education and Labor)

Published in October, 2009 (included in handouts):
Higher Education and Disability: Education Needs a
Coordinated Approach to Improve Its Assistance to
Schools in Supporting Students

Students with disabilities are 11% of college students and
growing

Colleges vary in accommodations and services, with some
going beyond compliance


Range of challenges, including unidentified students,
faculty, and emerging populations (e.g., vets and students
with intellectual disabilities)
Lack of federal coordination:
◦ Office of Special Education and
Rehabilitative Services (OSERS) and
Office of Civil Rights (OCR) more
prepared and helpful than Office of
Postsecondary Education (OPE), but
none are coordinating efforts
Provisions to foster inclusion
of students with
intellectual disabilities
(e.g., Down Syndrome) and
significant developmental
disabilities (e.g., autism)
in higher education
(Stay tuned…)
http://nces.ed.gov/collegenavigator/


Creates a definition of UDL in higher
education, and applies it to K-12 teacher
training programs, as well as curriculum
development in higher education:
“The term “universal design for learning”
means a scientifically valid framework for
guiding education practice that –
◦ (A) provides flexibility in the ways information is
presented, in the ways students respond or
demonstrate knowledge and skills, and in the
ways students are engaged; and
◦ (B) reduces barriers in instruction, provides
appropriate accommodations, supports, and
challenges, and maintains high achievement
expectations for all students including students
with disabilities and students who are limited
English proficient.



Increased funding for TRIO
DOE programs designed to identify and provide
services for individuals from disadvantaged
backgrounds, including low-income individuals,
first-generation college students, and individuals
with disabilities
Goal is to aid in access, retention, and graduation
rates.




Demonstration Projects to Ensure that
Students with Disabilities Receive a
Quality Higher Education
Commission on Accessible Materials
Model demonstration projects on
topics like transition
National Technical Assistance Center
Currently
“on hold” but
there is
some hope!
Students auditing
or taking classes
through formal
programs on
campus
(e.g., dual
enrollment,
summer programs)
Students
participating
on campus
(e.g. music
lessons,
lectures,
athletic
events)
Students
auditing
classes –
usually
through open
enrollment
Students
taking classes
for credit –
part-time and
not in degree
programs or
other formal
programs
Students are
fully
matriculated
– for credit
and degree

Standardized reporting of student demographics

Website development (including improved navigation
to sites)

Increased federal funding for research and
demonstration projects

Greater support for UDL initiatives

Influx of students with
intellectual and developmental
disabilities on all campuses
Dr. Wendy S. Harbour, Executive Director
Taishoff Center for Inclusive Higher Education
Syracuse University
101 Hoople Building, 805 South Crouse Ave.
Syracuse, NY 13244
315-443-1288 (Phone)/315-443-3289 (Fax)
[email protected]






Lyndon Johnson photo from
www.lbjmuseum.com/virtualclassroom/speeches.htm
Some disability-related HEOA information from Disability
Provisions in the Higher Education Opportunity Act : Webinar
Hosted by the Association of University Centers on Disabilities,
September 11, 2008 Presented by Sharon Lewis, Sr. Disability
Policy Advisor to Chairman George Miller, House Committee on
Education and Labor
Map of USA from
http://www.vacationusarentals.com/images/usa_map.gif
GAO logo from
http://civiliancontractors.files.wordpress.com/2010/03/720pxus-governmentaccountabilityoffice-logo_svg.png
Image of man with Down Syndrome using computer from
http://www.time4learning.com/images/nev%20smaller.jpg
TRIO Logo from
http://www.csufresno.edu/studentaffairs/grapevine/wpcontent/uploads/2008/10/eoc20trio_plain.jpg