Title: Think College: Postsecondary Education for Students with Intellectual Disabilities
1Think College Postsecondary Education for
Students with Intellectual Disabilities
-
- Debra Hart
- Institute for Community Inclusion
- University of Massachusetts, Boston
- Phone 617.287.4341
- Email debra.hart_at_umb.edu
-
July 10, 2008
2Topics
- Why postsecondary education for students with
intellectual disabilities? - National perspective
- MassachusettsInclusive Concurrent / Dual
Enrollment
3Why should you care about post-school outcomes
for youth with disabilities?
4Outcomes
- 30 of people with disabilities report being
- employed full or part-time, compared to 70 of
- those who do not have disabilities (NOD/Harris,
2004) - Youth with intellectual disabilities exiting high
school are the only disability category not
experiencing an increase in earnings above
minimum wage (NLTS2, 2004) - Only 15 of students in special education go on
to any type of postsecondary education
(Lichtenstein, 1998) - 34 of individuals with disabilities say they are
satisfied with life, compared to 61 of
individuals without disabilities
5Outcomes
- Depending on the severity and type of disability
that one has, some doors open but certain other
doors close. (Hall, 2004)
6Put Simply..
- Wait lists
- Sheltered workshop
- Day habilitation program
- Day activity center
- Supported employment program
- Competitive employment program
7Why Bother?
- Follow K-12 inclusion
- Choice Equity Social Justice
- Improved employment outcomes even auditing one
course - Increased youth development and
self-determination skills - Increased self-esteem
- Increased choices
8Students with Intellectual Disabilities Should Be
in Separate Programs
- Been there, done that!
- Separating students based upon a characteristic
rather than upon their individual needs, goals,
and desires is not the way to go
9What exactly does accessing college mean?
10College as a Transition to Work
- Identify work interests
- Research knowledge and skills needed to pursue
work - Enroll (audit, for credit, non-credit) in classes
that will contribute to career goal - Pair college with related work experience paid
employment - Create a career path leading to competitive
employment - NOT ROCKET SCIENCE!!!
11Bottom Line..
- Higher education plays a critical role in
improving the outcomes of students with
intellectual disabilities - Keeping college in the mix of possibilities as
students with intellectual disabilities explore
which steps to take after high school says that
we believe in their potential for success - Being part of campus life, taking classes and
learning to navigate a world of high expectations
leads to development of skills needed for
successful adult life
12Bottom Line..
- Models of postsecondary education for youth with
intellectual disabilities are developing
nationwide - Reauthorization of Higher Education Act
- Spellings announces 1.5 M
- New frontier choose to be a leader create how
this will work
13(No Transcript)
14- 130 postsecondary education programs
- Across 30 states
- Transient
15Models / Types of Programs
- Mixed/Hybrid 51.3
- Separate 32.9
- Inclusive Individual Support Model 15.8
16Type of Institute of Higher Education
- 2-year 51.3
- 4-year 41.8
- Tech/Trade School 6.9
17Number of Years in Existence
18Who Pays?
19IDEA 2004
- Postchool Goals
- Indicator 13 14
20New Frontier National Initiatives
- National Institute for Disability Rehabilitation
Research Program - Administration on Developmental Disabilities
- Reauthorization of the Higher Education Act
21(No Transcript)
228 Partnerships
- 19 Public Schools
- 10 Institutes of Higher Education
- 112 Students
23Inclusive Concurrent/Dual Enrollment
Gaining knowledge and work skills to pursue
meaningful and competitive work related to a
career goal
24Individual Support Model
- Concurrent/Dual Enrollment
- Supported Education
25Guiding Principles
- Individual student vision choice drive the
model - All options are inclusive
- One size does not fit all
- There is no special program
-
- Link to outcomescompetitive employment,
increased youth development and
self-determination - Collaboration / Partnership
26(No Transcript)
27JENEMY
- Initially had little interest in college until
campus tour - Participated in Person Centered Plan which gave
him some career and life direction - Enrolled in computer class to enhance his skills
wants to use them to get work at Jiffy Lube - Will graduate with a certificate not a diploma
- Thrived although initially staff had to play
police to get him to focus on work-loved
hanging out playing pool and basketball - Enrolling in an automotive course next semester
- Self-esteem greatly increased, takes more
initiative believes in himself
28Jenemys Schedule
29Robert
- Participated in a Person Centered Plan
expressed an interest in attending college,
working in an office never going back to high
school - WPS transition vision staff coordinated
supports - Enrolled for 3 semesters, taking a College
Orientation Course a Customer Service Course,
Business Management - Legally Blind/Intellectual Disability received
additional supports through WPS vision department
for mobility Braille - Turned 22 is employed part-time doing office
work, is contemplating an additional or new job
(radio dispatcher for cab company) - Last day with WPS looks the same as first day
without WPS receiving supports from DMR MCB
30Jesse
- Participated in a Person Centered Plan
expressed an interest in attending college and
working with animals - WPS transition vision staff coordinated
supports - Enrolled for 5 semesters
- Intellectual Disability Mental Retardation
- Turned 22 is employed full time full benefits
- Last day with WPS looks the same as first day
without WPS
31ThinkCollege.net