Transcript Document

Improving Post-School Outcomes
for Youth with Intellectual
Disabilities:
Focus on Postsecondary Education
Meg Grigal, Ph.D.
Principal Investigator and
Director
The Postsecondary Education
Research Center (PERC) Project
TransCen, Inc.
[email protected]
Debra Hart M.S.
Principal Investigator
National Centers for Postsecondary
Education for Students with Intellectual
& Developmental Disabilities
Institute for Community Inclusion
University of Massachusetts/ Boston
[email protected]
www.thinkcollege.net
www.transitiontocollege.net
Students
2
What do these students
have in common?
• Intellectual disabilities such as mental
retardation or a developmental disability
• Life skills /transition program for 18-21
year old students
• Low expectations
• Outcomes—day habilitation program,
sheltered workshop, or underemployment
• Interest in continuing to learn and in going
to college
3
Definition of Intellectual
Disability (HEOA 2008)
(A) with mental retardation or 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 IDEA
4
What is happening nationally?
5
6
How does college
impact transition?
• Who gets to go to college?
• What is done to prepare students for college?
• What are the outcomes of college?
• Who can provide support for college?
National Council on Disability
National Disability Policy:
A Progress Report
• “Few areas cry out for accountability more
than transition, yet suitable outcome
measure for this package of services have
to date escaped policymakers’ ability to
define, measure and report” (2003, p. 42)
The Promise of
Postsecondary Education
• Learning doesn’t have to end when special education does
• All students with disabilities should be encouraged to seek
out and access adult learning opportunities
• PSE can change not only employment outcomes, but self
image and social value
• Lifelong learning requires two things:
– The expectation that it should happen
– The instruction needed to access it
9
The Postsecondary Education Research
Center (PERC) Project
• The purpose of the PERC Project is to
demonstrate and research exemplary
practices supporting students with
intellectual disabilities ages 18-21 in
postsecondary settings
10
PERC Goals
• Conduct site improvement activities
• Support PERC site to provide statewide
technical assistance
• Collect and synthesize data on the
efficacy and outcomes of the model
• Disseminate findings nationally
11
PERC DATA
•
•
•
•
•
•
Project 2005-2009
2 States
3 School Systems
5 Programs Sites
35 High Schools
42 students in 2007/2008
Preliminary Data
•MD PERC Site: College Courses
38% auditing classes at the college
Reading and vocabulary, ESOL, Intro to Cartoon Characters
& Anime Drawing, computer basics, Indian Art Studies,
writing, keyboarding, water exercise, Child Care Aide, Intro
to the Internet
Preliminary Data
• CT PERC Site – College Courses
90% auditing classes
History, Political Science, Intro to Poetry, Judaism,
Interpersonal Communication, Algebra, Criminology,
Sociology, and Introduction to Fiction,World Government
Kinds of Learning in College
• Experience-what does it feel like to learn with other
adults outside of high school
• Process-how do you access learning as an adult
• Content-I am interested in art history, computers, theater
and want to know more
What will they take with them?
• Information learned in the class
• The understanding that learning can be a
chosen experience
• The knowledge that adult learning
opportunities exist in their community
• How to seek help to access future adult
learning options to meet a desire or need.
College Career Connection
17
Dual Enrollment
• Eligible for services under IDEA until age 21
• Continue learning academics, develop career
goal, and secure competitive employment
• Inclusive adult settings
18
Supported Education
• More intensive array of services
• Wrap around services
• Education & Job Coaches
19
Key Elements of C3
20
Ramona
Goal: Child Care





Child Care Certificate
Friendship
Transportation
Job offer
ADA monitor
21
Jeremy
Goal: Computer Science
•
•
•
•
Computer Science Certificate
Price Chopper
Transportation
On-going participation in college
22
Jessie
Goal: Work with animals
 Pet grooming 1 + 2
 Kennel management
 Internship
 Petco
 Full time
 Benefits
23
The Higher Education
Opportunity Act
Amendments 2008
•
Eligible for Pell Grants, Supplemental Educational Opportunity
Grants, and federal Work-Study Program
•
Development of inclusive model comprehensive transition and
postsecondary education programs
•
Coordinating Center for the new model programs and to provide
training and technical assistance for colleges, students with
disabilities, and their families
Center on Postsecondary
Education and Students with
Intellectual Disabilities
• Funded through NIDRR
• 2008-2011
• Institute for Community Inclusion,
UMASS Boston
• TransCen, Inc.
Center on Postsecondary
Education and Students
with Intellectual
Disabilities
• Conduct Secondary Analysis of NSLTS2,
RSA 911, ACS
• Conduct national survey of PSE programs
for students with ID
• Compile, create, & disseminate training and
technical assistance materials
National Consortium to Enhance
Postsecondary Education for
Individuals with
Developmental Disabilities
• 5 year project coordinated by Institute for
Community Inclusion/UMASS, Boston with 7
UCEDD partners nationwide (funded by ADD)
For more information
On PERC:
www.transitiontocollege.net
For more information on the
Center or Consortium visit:
www.thinkcollege.net
Websites
www.transitiontocollege.net
www.thinkcollege.net
www.going-to-college.org
www.education.umd.edu/oco
www.transitioncoalition.org
www.STEPS-Forward.org
www.heath.gwu.edu