Transcript What is a program in a post-secondary setting?
“ Creating Options: Establishing Programs for Students 18-21 Years Old with Intellectual Disabilities”
Charlotte, North Carolina NSTTAC Capacity Building Institute May 3, 2007
Meg Grigal, Ph.D.
Senior Research Associate TransCen, Inc.
Debra A. Neubert, Ph. D.
Professor University of Maryland [email protected]
Postsecondary Outcomes
14% of students with with disabilities who are out of school two years or less go to post-secondary education institutions
Of these, 16% are students with mental retardation and 4% are students with multiple disabilities
Parents and students who have experienced inclusion increasingly seeking postsecondary experiences
Growing Trend
Currently 112 Community-Based Special Education Programs for students 18-21 (transitioncoalition.org)
58 are in postsecondary educational institutions
Thinkcollege.net database lists 90 programs in 28 states
Current OSEP Projects
Postsecondary Education Research Center (PERC) Project-TransCen, Inc.
( www.transitiontocollege.net
)
College Career Connection C 3 Project Institute on Community Inclusion, Umass ( www.thinkcollege.net
)
Why Design Alternative Options for Students Ages 18-22?
Instruction in adult environments Allows for new partnerships Establishes potential for life long learning Enhances employability Provides a natural transition to the adult service world for students and parents
What is dual enrollment?
students typically aged 18-21 years old who are eligible for special education and related services under the Individuals with Disabilities Education act (IDEA) and are still enrolled in high school but take college courses
Dual Enrollment Models
Mixed or Hybrid*
N=45
Substantially separate*
N=29
Individual Support*
N=13 * Data from the Thinkcollege.net database
Who do these programs serve?
students with intellectual disabilities
18-21 years old students attending final 2-3 years of public school
students receiving alternative diploma (certificate)
students participating in alternative assessments
What are the overall goals of these programs?
increased independence
obtain paid employment
participate in PSE
increase mobility
engage adult services
improve social/communication skills
improve self-determination skills
develop friendships/recreation interests
Who funds services & programs?
local school systems
state or federal grants
Private foundations
Rehabilitation
program host (e.g., college, community site)
SSI funds used for students to audit college courses
Who collaborates to support these options?
Local school system College Community Site Business/employers Parents VR personnel DD/MR personnel DOL personnel Adult service providers
Planning
Visit/contact other sites
Create advisory committee
Determine/define student population
Conduct a needs assessment
Identify Partners and Resources
Determine desired outcomes
Determine locations and funding sources
Deal with school system logistics
Things to consider when reviewing current services
Who are you trying to serve?
How will the new services be different from what students are currently receiving?
What setting is best equipped to meet students needs?
What contacts and resources are already in place that can be used to serve students?
Determine Location
Contacts Availability Schedule Costs Office access Accessibility and Transportation Community Resources *one location does not preclude the use of others
Review Current Partnerships and Agreements
Make a list of all current contacts in
Local Businesses
Adult Services
Rehabilitation
Developmental Disabilities
College
Determine if formal agreements exist or need to be created
Research new setting(s)
Meet relevant personnel Learn the language of the setting Determine hierarchy and protocol Identify potential natural supports Identify services that can be used by students At colleges, get college catalog and schedule of classes. Read policies on admissions, behavior, tuition, and continuing education At employment/community setting determine code of conduct and expectations
Issues
Poorly defined program goals Lack of student involvement in planning and monitoring of activities Little connection to real life outcomes and employment Lack of program/service evaluation
Program Goals will impact
Referral criteria
Incoming student data needs
Marketing of services
Student schedule
Location of instruction
Outcome measures
Western Connection Program Goals
Students will annually participate in person-centered planning to identify dreams and determine goals and support needs for the upcoming year.
Students will explore job opportunities in three areas of interest through informational interviews, job shadows and/or business tours.
Students will obtain paid integrated community supported or competitive employment in a field of interest
Students will attend 1-2 audited college courses per year and monitor progress using a curriculum matrix
Students will demonstrate the ability to choose continuing education or college course that fits their schedule and interests, register for that course, and determine transportation to and from the course independently.
Western Connection Program Goals Continued
Students will demonstrate the ability to articulate their support needs in employment settings, college classrooms, community settings, and at home.
Students will monitor personal progress toward goals on a quarterly basis.
Students demonstrate the ability to access public transportation when needed to travel in the community.
Students will participate in their IEP meeting to the best of their ability and at a minimum share their name, accomplishments, support needs, and goals for the upcoming year.
Students will transition out of the program to an adult service provider that will sustain the student’s level of integrated employment.
.
Don’t be Limited to College Classes
Learning does not have to occur at college
Consider community learning options (ymca, park & rec, home depot)
Ensure that students know what options are available in their community and how to access them.
Create High Expectations
Students should:
Identify/monitor personal goals
Choose courses
Discuss needs with instructor(s)
Discuss needs with employers
Know how to advocate when things are not going well
Taking a class is not enough
Student must know the process Identify options (college class, adult education, park and recreation) Registration process and available supports Payment Process and funding supports Transportation Identify future needs/interests
Need for Evaluation
Determine if goals have been met, or need to be revised or expanded Document types of activities in which student has participated Document satisfaction of involved parties Support funding and staffing requests Demonstrates effectiveness of practices Document impact on outcomes
The Vision
Increased independence Socially valued role Increased responsibility Access to a college experience Access to college courses Employment and support Connected to adult support systems
Challenges to the vision
Changing location without changing practices or expectations
Maintaining low expectations
Redefining the role of instructor
Lack of student preparedness
Lack of student involvement in process of accessing courses and jobs
Words to the Wise
Be patient, planning takes a great deal of time Create partnerships early in the process to get buy-in Clearly articulated goals will change outcomes Evaluation procedures must be part of daily operations or they never get done The more individualized the students’ schedules, the more likely it will work in real life
The Promise of Postsecondary Education
Choosing to learn
Learning can be a lifelong option
Connecting learning to real life
Change/Improve self image
Books
Transition Services for Students with Significant Disabilities in College and Community Settings -Grigal, Neubert, & Moon (2005) http://www.proedinc.com/ Going to College - Getzel &Wehman (2005) http://www.brookespublishing.com/
Websites
www.transitiontocollege.net
www.thinkcollege.net
www.education.umd.edu/oco www.transitioncoalition.org
www.STEPS-Forward.org
www.heath.gwu.edu