NSCC Special Admissions

A Model for Inclusionary Practice NEADS Conference November 2004 Ottawa

Educational Inclusion

• Informed by the view that a school is inclusive if every student is able to identify and connect with the school’s social environment, culture and organizational life.” George Dei, et al., Removing the Margins: The Challenges and Possibilities of Inclusive Schooling. 2000

Viable

• 85% retention • 80% employment* • Inclusive approach • NSCC Special Admissions

Inclusive

• • •

Differentiated needs Individualized approach Full participation in college life, with all the rights and privileges offered all NSCC students

Flexible

• NSCC Special Admissions • Universal Instructional Design • Smart Steps Transition Program • Assistive Technology/Tutorial Labs • Community Partnerships • Mentoring Program

Accountable

• Advisory Committees (internal/external) • 8-9% of student population • Reflects both the national and provincial demographics • Accessibility and diversity included in NSCC’s guiding principles

NSCC Disability Representation 2004-2005

Intellectual Disability 4% Mobility impairment 10% Mental health 9% Blind/low vision 2% Deaf/hard of hearing 4% ADD/ADHD 10% Learning Disability 61%

60 50 40 30 20 10 0

2003-2004 Statistics

50 # OF STUDENTS IN A MODIFIED PROGRAM 25

TOTAL # OF STUDENTS IN SPECIAL ADMISSIONS PROCESS TOTAL # OF STUDENTS MODIFIED

The Future

Continued movement to increased opportunity through community partnerships and advocacy – provincially and nationally Increased professional development for faculty in Universal Instructional Design