Transcript Slide 1

Opening Doors:
Postsecondary Education for
Students with Intellectual
Disabilities
November 21, 2008
GCCCU Transition Workshop
A Regional Collaborative
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Molly Mattheis, School Age Matters Program
Coordinator, Down Syndrome Association of Greater
Cincinnati [email protected]
Steve Sunderland, Professor of Peace and
Educational Studies, University of Cincinnati
[email protected]
Joe Link, Adjunct Faculty, School of Education,
Xavier University [email protected]
A Regional Collaborative
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Jennifer Radt, Director of Disability Services
University of Cincinnati / Clermont College
[email protected]
The Postsecondary Collaborative
PoSec
PoSEC Background
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First met July 2006
Sub Committee of Cincinnati Public School’s
Transition Committee
Continued after CPS Committee folded in
July 2007
20-25 current members
Meets every other month
Various task forces as needed
Mission of Postsecondary
Education Collaborative (PoSEC)
(approved in 1/08)
To advocate for students with intellectual
disabilities who are seeking postsecondary
education options
Vision
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Because we believe that all people benefit
from inclusive environments, the vision of
PoSEC is for people with intellectual
differences to realize their dream of
participating in postsecondary education,
being provided the supports needed to be
successful both academically and socially.
Objective #1
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Educate people about options for Postsecondary
Education for people with intellectual disabilities
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Made a video showing students and ex-students’
experiences in PSE
Working on a web-based depository of information about
PSE
Planning a PSE Conference in 2009
Present at variety of conferences
Objective #2
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Create and distribute best practices
information to area colleges about Mentors
Objective #3
Gather and share information about PSE
Work with grad students who will research
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Families/Self-Advocates Goals and Interests
Dual Enrollment Programs
Funding Options
Become “experts” ourselves
Keep informed on local college progress
Share information about available technology
Possible Future Plans
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Become a non-profit in order to apply for
funding for
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Scholarships
Pilot Projects
Publish paper based on findings of research
Continuum of Models
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Substantially Separate Model
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Mixed Hybrid Model
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Inclusive Individual Support Model
Peace Village/MRDD/UC College
Camps
Our first Peace Village/MRDD/UC College
Camp opened on June 27-29, 2007 with
about 25 students and 8-12 staff. One
session was held in 2008 with 25 students in
attendance and 8-12 staff. Another session
begins in January 2009!
Sample Courses Offered
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Art and Peace Poster Project
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Theater and Reflection
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Entrepreneurship
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Leadership and Decision Making
Collaborative Staff from Diverse
Organizations
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Robert Harris, Bridges for a Just Community
Joe Link, Xavier University
Susie Rutkowski, Great Oaks & Project Search
Ann Mitchell & Trisha Heim, Project Search
Children’s Hospital
Maria Werle, Ross High School
Janet Gora & Patrice McHale, DSAGC
Matt Sauer, UC Disability Services,
Derrick Jenkins, UC College of Education doctoral
student
Questions to Consider
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Why should colleges and universities offer
college programs to students with intellectual
difficulties?
Should college programs be inclusive or
special classroom experiences?
What kinds of faculty orientation would be
useful for teaching success?
Questions to Consider
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How similar/different are the problems of
students with intellectual limits and “typical”
students?
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What are best practices that have continued
to work?
Xavier University
Department of Secondary and Special
Education
Supported College Courses
and Associates Degree in
Liberal Arts
Purpose
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Rigorous 100 level undergraduate electives
which can count towards an associates
degree
Open to all students
Designed with the thought of supporting
adults with intellectual disabilities who might
not otherwise go to college
The Continuum
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The Supported College Classes are part of a
continuum of options for teenagers and adults with
intellectual disabilities exploring higher education at
Xavier.
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auditing classes at Xavier
Xavier University Supported College Classes as electives for
the Associates Degree in Liberal Arts
Human Development and Learning – a transition course
between the Supported College Classes and typical Xavier
classes, fulfills a core requirement in the Associates Degree in
Liberal Arts
Associates Degree core classes
Associates Degree in Liberal Arts
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40 hours of core liberal arts classes
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20 hours of electives (potentially the
Supported College Courses)
Supports
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Co-Teaching
Expectations and hiring of instructors
Learning Assistance Center
Math and Writing Lab
Mentoring as needed
Offerings
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Fall and spring semesters
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Two courses a semester with one course
focused on liberal arts and the other course
emphasizing life skills.
Admissions
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No SAT or ACT required
Interview
High School Diploma or GED
Two letters of recommendation from high school
If these requirements cannot be met, the student can
always enroll as a non-degree seeking
undergraduate student
Costs
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Xavier undergraduate students tuition is
expensive
MRDD has funded a class in one instance
Other disability-related funding sources
Financial aid
Residential Options
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In discussion stages
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A student must take 12 hours/semester to be
eligible for residential opportunities on
campus.
Student Reaction to the Classes
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“Life long dream”
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“I want to start a business.”
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“I need better social skills.”
Parent Reactions
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“We love Xavier basketball.”
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“…the high school teachers don’t
understand.”
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Child deserves this experience.
Northern Kentucky University
Highland Heights, Kentucky
Making Strides Toward Inclusion
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It began with an idea:
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inclusive communities means everyone, all the
time, no exceptions, in all environments.
Universities should be no exception.
We want to tell a story…
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The evolution of inclusion at a local university
Focusing on Academics First
High School graduates with significant learning
differences can apply as non-degree seeking
students, avoiding typical entrance requirements
May audit classes if desired
Mentors provided for support both in and out of class
Starting small, working with one
student
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One student agreed to be our trail blazer
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Took two freshmen classes in Fall 2007 with
support from two mentors
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Mentors sat in on classes
• Provided tutoring
• Helped to modify some assignments
Broadening the Focus to Include
Quality of Life Skills
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Supported social interaction
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Introduced him to faculty and other students on campus
Provided feedback on social situations
Modeled typical friendship / peer relationships
Instilled/demonstrated a positive attitude about the entire
inclusive experience in a variety of settings and with a
variety of people
This led to others interacting in a positive and valued
way, seeing beyond the disability
Expanding his (and our) world
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His world:
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Increased independence
Increased and improved social relationships with others (not
“official mentors)
Increased meaningful involvement in both on and off
campus extra-curricular activities
Lots of friends!
Our world:
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Increased diversity awareness and acceptance
among students
Have actually experienced inclusion on campus
Mentors increased personal abilities to work with
others with disabilities in the future
Mentors had an opportunity to put learning into
practice through a meaningful experience prior to
student teaching
Made a new friend!
What we learned:
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Improved patience
Learned how to focus on building communication
skills for both the mentors and the student.
Inclusion is as much about the social reality as it
is about academics.
It is important to fade our support, allowing the
natural supports to take over.
Had experience helping others interact as a peer
and an equal
Words from one of the Professors
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“I simply embraced the courage and spunk
that Mac possesses and brings to our class.”
“We (who are untrained) need not be afraid
of what may or may not happen.”
“I really believe that Mac being in class has
to help students in class accept and maybe
even appreciate others who are not similarly
abled.”
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“Exclusion is not about difference; it is about
our responses to difference.”
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Mara Sapon-Shevin
UC Clermont
“ I like UC Clermont because it provides
different services for students.”
Tiffany, 3rd year student
UC Clermont
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UC Clermont is an open enrollment institution
situated in Clermont County, Ohio.
Students with cognitive/intellectual disabilities are
welcome to participate in all facets of campus life.
There is no substantially separate program model.
Students are supported through academic
accommodations, assistive technology, and the
resources and opportunities afforded to all students.
Our goal is to lay a foundation for students to allow
them the best possible support for “success” and
allow students to define “success” in their own way.
UC Clermont
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There are currently 133 students with disabilities registered with the
Disability Services Office at UC Clermont, 7 who are identified with the
category of “Cognitive Disability” (It is important to note that students
are entered into our database with a categorical label but that label is
not emphasized at any other point in their educational experience).
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Students have a variety of ability levels and 5 of the 7 are enrolled in
degree-seeking programs. Students have had variability in their
academic performance. The biggest barriers to overcome are in the
English and Math areas.