Title: Much Ado About Something: Exciting New Developments for Students with Intellectual Disabilities Seek
1Much Ado About Something Exciting New
Developments for Students with Intellectual
Disabilities Seeking Postsecondary Education
Maryland State Transition Conference December 3,
2008
- Meg Grigal Amy Dwyre
- megrigal_at_transcen.org adwyre_at_transcen.org
- TransCen, Inc.
www.transitiontocollege.net
2PSE for Students with ID
- 150 programs nationally
- Dual enrollment
- College sponsored
- Combination
- Models (substantially separate, mixed/hybrid,
individual support)
3Students with ID
- Receive services under IDEA until age 21 (26 in
Michigan) - Qualify to take alternate state assessments
- Would exit school with a high school certificate
- Unable to gain access to college via the
traditional admissions process.
4Whats New
- Legislation
- Federal grants
5The Higher Education Opportunity Act Amendments
2008
- Allows students with ID, attending postsecondary
programs to be eligible for Pell Grants,
Supplemental Educational Opportunity Grants and
the Federal Work-Study Program. - Authorizes the development of inclusive model
comprehensive transition and post-secondary
programs. - Authorizes the establishment of a coordinating
center for the new model programs. - Establishes a national center to provide support
services and best practices for colleges,
students with disabilities, and their families.
6Definition of a Student with an Intellectual
Disability
- A student
- (A) with mental retardation or a 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 the
Individuals - with Disabilities Education Act.
- (Conference Report includes a student eligible
for FAPE not enrolled in public school who can
otherwise demonstrate they meet the eligibility
criteria)
7Comprehensive Transition and Postsecondary
Programs for Students with Intellectual
Disabilities definition
- A degree, certificate, or nondegree program that
is - (A) offered by an institution of higher
education - (B) designed to support students with
intellectual disabilities who are seeking to
continue academic, career and technical, and
independent living instruction at an institution
of higher education in order to prepare for
gainful employment - (C) includes an advising and curriculum
structure
8Comprehensive program definition continued
program requirements
- (D) requires students with intellectual
disabilities to - participate on not less than a half-time basis,
as determined - by the institution, with such participation
focusing - on academic components and occurring through one
or - more of the following activities
- (i) Regular enrollment in credit-bearing
courses - with nondisabled students offered by the
institution. - (ii) Auditing or participating in courses with
nondisabled - students offered by the institution for which
- the student does not receive regular academic
credit. - (iii) Enrollment in noncredit-bearing,
nondegree - courses with nondisabled students.
- (iv) Participation in internships or work-based
- training in settings with nondisabled individuals.
9Eligibility for Work-Study Jobs, Pell and SEOP
Grants (SEC. 485)
- Must meet definition of student with intellectual
disability - Be enrolled or accepted for enrollment in a
comprehensiveprogram - Be maintaining satisfactory progress in the
program as determined by the IHE, in accordance
with standards set by IHE - (Secretary shall promulgate regulations part of
negotiated rule-making process.)
10Model Comprehensive Transition and Postsecondary
Programs for Students with Intellectual
Disabilities (SEC 767)
- Competitive grants to IHEs or consortiums of IHEs
to create or expand high-quality, inclusive
programs - Administered by DOE office that administers other
postsecondary programs - Grants awarded for 5 years
11For more info on the HEOA
- Go toThe AUCD Postsecondary Education
Information - http//www.aucd.org/template/page.cfm?id509
12The Center on Postsecondary Education and
Students with Intellectual Disabilities
- Funded through DOE, OSERS, NIDRR
- 2008-2011
- Institute for Community Inclusion,
- UMASS Boston
- TransCen, Inc.
13The Center on Postsecondary Education and
Students with Intellectual Disabilities
- Conduct Secondary Analysis of NSLTS2, RSA 911,
ACS - Compile, create, disseminate training and
technical assistance (TTA) materials - Conduct national survey of PSE programs for
students with ID
14National Consortium of University Centers for
Excellence in Developmental Disabilities to
Enhance Postsecondary Education for Youth and
Adults with Developmental Disabilities
- 5 year Project Coordinated by ICI/UMASS Boston
with UCEDD Partners nationwide - Phase IResearch and Planning
- Phase II Develop and Test a National Training
Program - Phase III National Implementation and Transition
to Sustainability
15How Projects Work Together
Executive Bd Project Advisory Committee
- Consortium (ADD)
- Case Studies Site Visits/Focus Groups
- Quality Indicators
- Develop National Training Initiative
- Disseminate thru ADD Technical Assistance
Centers beyond
- Center (NIDDR)
- National Survey
- Secondary Data Analysis
- Compile existing materials
- Develop new materials
- Disseminate thru NIDDR dissemination centers
16- For more information on PSE for students with ID
please visit - www.transitiontocollege.net
- www.thinkcollege.net
17The PERC Project
- The purpose of the Postsecondary Education
Research Center (PERC) Project is to demonstrate
and research exemplary practices supporting
students with intellectual disabilities ages
18-21 in postsecondary settings.
18Mixed or Hybrid Model
- Program Center and Coordinator
- Dual Enrollment
- Employment
- Course access
- Individualized planning and support
19PERC Data
- Project 2005-2009
- 2 States
- 3 School Systems
- 5 Programs Sites
- 35 High Schools
- 42 students in 2007/2008
20PERC Project Activities
- Conduct site improvement activities
- Provide statewide technical assistance
- Collect and synthesize empirical data on the
efficacy and outcomes - Disseminate findings nationally
21PERC Data Collection
- Employment
- College Course Access
- Self Determination
- Exit/Follow Up Data
22Preliminary Data
- MD PERC Site
- 88 in paid work (restaurant worker, usher,
office clerk, utility worker, grocery store,
retail, golf course, federal government) - Work an average of 22.7 hours per week for
average 8.00/hour - 44 auditing classes (reading and vocabulary,
computer basics, keyboarding, writing, food
certification)
23Preliminary Data
- CT PERC Site
- 92 in paid work (clothing retail, humane
society, restaurants, grocery stores) - Work an average of 8.3 hours per week for an
average of 7.50/hour - 100 auditing classes (History, Theater,
Psychology, English courses)
24PERC Project Website
- http//www.transitiontocollege.net