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LIFE PROGRAM L earning I s F or E veryone. Coastal Carolina University proposes to develop and provide a non-residential and residential based four-year post-secondary education program for students with intellectual disabilities.
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Coastal Carolina University proposes to develop and provide a non-residential and residential based four-year post-secondary education program for students with intellectual disabilities.
Program DefinitionAmerican Association on Intellectual and Developmental Disabilities –AAIDD • Intellectual disabilityis a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18.
Purpose • The purpose of this post-secondary education program is to promote a smooth and effective transition from secondary school to a four-year higher education institution, as well as provide these post-secondary opportunities on a college campus.
Coastal Carolina University will coordinate, collaborate, and develop post-secondary programming with the assistance of: • area school districts, • local and state disabilities and special needs service agencies, • local area businesses, and • various departments and services at Coastal Carolina University.
The LIFE Program • A post-secondary, tuition-based program that will allow students to have the support and guidance necessary to navigate through this inclusion and emergent type program. • Components which will allow for the students’ full inclusion within the college campus community, as well as supportive and developmentally appropriate scheduling and coursework that will assist in assuring the students’ smooth, effective transition, guidance, and success throughout the program.
To accomplish these objectives, the program is designed to emphasize: student independence and personal development, choice making, individualized work environments, communication skills, money skills, integration within the college community, and transition to an integrated work environment. The program is structured around a schedule which includes: college classes, career exploration, functional living skills training, campus events, job training, community experiences, and extracurricular activities. Coastal Carolina University LIFE program will enable students with intellectual disabilities the educational and social development opportunity to address four key primary areas: academic enrichment, socialization, independent living skills, and competitive or supported employment.
Program Structure • Program course of study will be designed to duplicate a typical college schedule. • Each student’s schedule will operate from Monday through Friday daily hours depend on academic offerings and individual student needs. • Individual programs of study will be determined based on each student’s interests and abilities.
Developmental Core Course Options(sample listing in formal proposal) • Preliminary conferences have been held with departments and instructors pertaining to students’ appropriate placements based on each student’s interests and abilities. • A decision will be made on an individual basis, and determination of Course Grading Scale Option for each student for each class will also be determined on an individual basis. • Integrated Instructor meetings will be scheduled with each instructor specific to the LIFE program students within their course to discuss academic expectations, appropriate placement, and course grading scale option.
Certificate Program On-going Assessment and Guidance each semester with a Personal Development Plan Four-year program with a two-year on-campus and a one year off-campus residential experience Academic Mentors (four years) Social Mentors (four years) Career Exploration Apprenticeship (on-campus) Internships (on-campus and off-campus – job exploration and shadowing) Developmental Core LIFE Portfolio (culminating inclusive representation of development, growth, and completion of program) Specific Components of the Program
Admission Criteria • Admission Structure: • Cohort Structure • Acceptance of 6 or fewer students in each cohort each year • Cohorts will be identified to begin each fall semester
Program Admissions Criteria • Must be between 18-24 years old • Have an intellectual disability • Must have completed a non-state diploma track program (i.e., certificate of achievement, district diploma, etc.) • Agree to participate in a writing sample, with appropriate accommodations • Demonstrated interest and desire to pursue educational, employment, and life experiences through post-secondary education • Agree to actively participate in assessments, such as cognitive, independent living, and others • Three letters of recommendation • Must sign an informed consent form, liability waiver, and media release and be willing to participate in research and promotional activities of this program • Current IEP or preliminary preadmission assessment and/or High School Portfolio (assessment techniques; resume/learning inventory; Practical Assessment Exploration System (PAES) lab
Evaluation Plan • Evaluation of this program will occur in several different formats across each semester. • data will be collected and analyzed at the end of each semester on each student’s progress in the four primary areas and on the degree of stakeholder satisfaction • Course academic status as well as developmental progress will assist as a means for measuring student performance and progression through the program. • Students will be expected to set personal and developmental goals in each of the four primary areas. • At the end of each semester, students will schedule a conference with the academic advisor to discuss and determine the need to set new goals or continue working on current goals. • Parents of the students and course faculty will be surveyed on their satisfaction with the program and to provide suggestions for future programming. • Employers will also be surveyed or interviewed regarding a student’s work habits, skills, and abilities. • Program adjustments will be made as necessary in response to the data.
Evaluation Plan • Internal monitoring will be conducted once per semester to measure the effectiveness and the efficiency of the program. • This monitoring will be conducted by the Principal Investigators and will include outside evaluators with experience in program development and implementation and/or working with students with intellectual disabilities. • In addition to the evaluation of the LIFE program, we propose to identify 3-5 exemplary programs across the United States to use as benchmarks for this program and converse with their directors for program advisement and guidance. • The program’s Advisory Board will also be asked to review the program and make recommendations for the next year. • The program also agrees to participate in evaluation processes conducted by NDSS and CTC.
