Transcript Enhancing Access to Postsecondary Education for Students

Association on Higher Education & Disability (AHEAD)
July 15th, 2010
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
Presenter: Judy L. Shanley, Ph.D.
US Department of Education
Office of Postsecondary Education
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Reauthorized the Higher Education Act of 1965,
as amended (enacted August 14th, 2008)
The HEOA:
◦ Includes provisions on universal design for learning,
professional development, and students with
intellectual disabilities
◦ Extends OPE’s programs that promote access to higher
education for all students with disabilities (Title VII,
Part D)
◦ Permits participation of students with intellectual
disabilities in Federal Student Aid programs (Title IV)
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Title VII – discretionary grants – Office of
Postsecondary Education (OPE)
◦ TPSID 84.407A
◦ Coordinating Center 84.407B
◦ http://www2.ed.gov/programs/tpsid/index.html
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Title IV – financial aid – Federal Student Aid
(FSA)
 http://www.ifap.ed.gov/ifap/index.jsp
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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HEOA allows an eligible student with an
intellectual disability attending an eligible
comprehensive transition and postsecondary
program (CTPP) to receive:
◦ Federal Pell Grant,
◦ Federal Supplemental Education Opportunity Grant,
and
◦ Federal Work-Study programs funds
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Implementing regulations developed through
negotiated rulemaking process
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Student has to be eligible to receive financial aid
◦ Apply for title IV eligibility with their FAFSA
 http://www.fafsa.ed.gov/
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Student has to be an eligible student with an ID
Program must be an approved CTP Program
◦ Apply to update their program through their E-app
 http://www.eligcert.ed.gov
 Internal review by FSA
 External review by professionals with expertise in CTP – offer
recommendations
 4-6 week process; institutions can reapply if they are not initially
approved
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Defined in section 760 of the HEOA (with
slight modifications)
Must:
◦ Be offered by a participating Title IV IHE
◦ Be designed to support students with intellectual
disabilities (ID)
◦ Include an advising and curriculum structure
◦ Require students with ID to participate in courses
and activities with students without disabilities
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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For students to get title IV aid, school
must update its E-App at
http://www.eligcert.ed.gov/
◦ Using these Steps:
 http://www.ifap.ed.gov/ifap/index.jsp
 Application must include:
Detailed description of the program
Satisfactory academic progress policy
Length/number of credit hours in the program
Educational credential/identified outcomes for
all students in program
 Evidence that institution has notified its
accrediting agency of the program
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No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Defined in section 760 of the HEOA (with
slight modifications)
A student:
◦ With mental retardation or significant cognitive
impairment AND
◦ Who is/was eligible for FAPE under IDEA
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Private/home-schooled students
Institution ultimately determines if student
meets the definition
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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An eligible student:
◦ Must be enrolled in an approved CTP
◦ Must meet all of the general student eligibility
requirements under section 668.32 EXCEPT:
 Does NOT have to be enrolled for the purpose of
obtaining a degree or certificate
 Is NOT required to have a high school diploma or have
passed an ability-to-benefit test
 Must maintain satisfactory academic progress under
school’s policy for students in the CTP
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Documentation must demonstrate that
student has an intellectual disability
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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CONNECTIONS ACROSS PART D PROGRAMS TO PROVIDE STUDENTS WITH DISABILITIES WITH A HIGH QUALITY
EDUCATION
Existing and future program with appropriation
Future program with no current appropriation
Future program with appropriation
--Depicts formal and informal mechanisms across programs to develop and share knowledge
Model demonstrations
(84.333A) (current)
contribute knowledge and
data regarding strategies and
supports to enhance the
ability of higher ed faculty
and staff to instruct all
students with disabilities
TPSID (84.407A) (start
on 10/01) Grantees
contribute knowledge
and data about
program components
to support students
with ID through
evaluating models
Coordinating Center
(84.407B) (start on 10/01)
Support and provide TA to
TPSID grantees
Repository of Strategies
and Supports for students
with all disabilities,
including ID
Evaluate programs
Develop communication
mechanisms across programs
that consider knowledge
contributions of all programs
Provide support for
developing student
credentials upon completion
of programs
Accessible
Materials Program
(no appropriations to
date)
contribute
knowledge and
data about
accessibility of
instructional
materials for all
students
(no appropriations to date)
Develop evaluate protocols.
Primary
Relationship
National Center
Develop standards
Support to other
comprehensive
transition &
postsecondary
programs
Commission
July 15, 2010
Obtain knowledge from
Model Demos.
Obtain knowledge from
TPSID grantees.
Obtain knowledge from
accessible materials.
Provide TA
regarding all
disabilities
J. Shanley, US Dept. of Education, Office of
10
Postsecondary Education, 07-15-10
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Model Demonstrations (84.407A)
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Coordinating Center (84.407B)
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Expect to fund 20-25 model demonstrations
$500,000 annually
Five-year performance period
Program to start 10/01/2010
http://www2.ed.gov/programs/tpsid/index.html
Expect to fund one Coordinating Center
$330,000 annually
Five-year performance period
Program to start 10/01/2010
http://www2.ed.gov/programs/coordinatingcenter/
index.html
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Project Reach Convocation, U of Iowa, May 2010
http://www.desmoinesregister.com/article/20100510/LIFE/51
00326/-1/COMM07/Students-learn-magic-of-I-can-not-Ican-t
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Serves students with intellectual disabilities
Provides individual supports and services
Provides a focus on academic enrichment, socialization,
independent living skills, including self-advocacy, and integrated
work experiences and career skills that lead to gainful
employment
Integrates person-centered planning
Participates with the coordinating center
Engages in regular meetings or conference calls
Partners with local educational agencies to support students
under the IDEA
Plans for the sustainability of the model program
Creates and offers a meaningful credential
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Implementation of dual enrollment programs
◦ (although dually enrolled students are not eligible
for Title IV)
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Collaboration between secondary transition
professionals and disability service providers
Partnerships between IHEs, community
organizations, & vocational rehabilitation
agencies
Participation of parents and families
Opportunities for student housing
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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July 15, 2010
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As with any major reform effort, change often happens
slower than those fighting for that change would like,
but, with continued effort and “relentless optimism” a
new vision of higher education is emerging where all,
even those who have been traditionally excluded from
halls of academia, have a right to belong, succeed, and
learn.
Causton-Theoharis, Ashby, & DeClouette. (2009). Relentless optimism: Inclusive
postsecondary opportunities for students with significant disabilities. Journal of
Postsecondary Education and Disability, 22(2), 88-105.
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
July 15, 2010
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Select Resources
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Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and
Outcomes (June 1999). http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187 (6% of college
students reported having a disability – however, survey did not collect data regarding whether student
had a developmental or intellectual disability).
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Postsecondary Education Research Center (PERC), Transition to College.
http://www.transitiontocollege.net/. Wealth of resources regarding dual enrollment and evaluation.
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Condition of Education (2009).Indicator 10 – undergraduate enrollment – did not collect data regarding
disability status of college enrollees (http://nces.ed.gov/programs/coe/2009/pdf/10_2009.pdf).
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Thinkcollege.net
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Transition Services for Students with Significant Disabilities in College and Community Settings
http://www.proedinc.com/customer/productView.aspx?ID=2367
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Article in US News http://www.usnews.com/articles/education/2009/02/13/college-is-possible-forstudents-with-intellectual-disabilities.html?PageNr=2
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REACH (Realizing Educational and Career Hopes) (http://news.cofc.edu/2010/02/college-launchesrealizing-educational-and-career-hopes-program/ program at the College of Charleston
http://blogs.cofc.edu/life/
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Lewis & Clark Community College Program
http://www.lc.edu/media/67984/presentation%20handout%20-%20accessible%20format.pdf
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Vanderbilt Program http://kc.vanderbilt.edu/kennedy_files/PostSecondaryEducation.pdf
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University of Iowa Reach (Realizing Educational and Career Hopes) Program -http://www.education.uiowa.edu/reach/index.html
No official endorsement by the U.S. Department of Education of any product,
commodity, service or enterprise referred to in this presentation is intended or should
be inferred. Opinions expressed herein are those of the authors and do not necessarily
reflect the position of the U.S. Department of Education.
Judy L. Shanley, Ph.D.
[email protected]
Voice (business hours) – 857-277-1880
Voicemail – 202-502-7659
July 15, 2010
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