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Challenges and Opportunities in the College Setting for Individuals with Intellectual Disabilities

Explore the definitions, criteria for diagnosis, and connections to higher education of those with intellectual disabilities. Learn about prevalence, challenges, opportunities, and solution approaches in achieving inclusivity in educational systems.

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Challenges and Opportunities in the College Setting for Individuals with Intellectual Disabilities

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  1. Utah AHEAD Semi-Annual Meeting December 3, 2010 Utah Valley University Intellectual Disabilities in the College Setting: Challenges and Opportunities

  2. Definitions • In the past, the term used was typically Mental Retardation • Qualifiers such as Mild, Moderate, and Severe gave a sense of degree of impact • It is important to look at both IQ scores and adaptive capabilities/impacts when determining fit

  3. Criteria for Diagnosis • Typically, the criteria (DSM-IV-TR) are: • “significantly subaverage intellectual functioning that is accompanied by limitations in adaptive functioning in at least two of the following skill areas:

  4. Diagnosis (cont.) • Communication • Self-Care • Home Living • Social/ Interpersonal Skills • Use of Community Resources • Self-Direction • Functional Academic Skills • Work • Leisure • Health and Safety

  5. Connections to Our Systems • Frequently individuals with these descriptors will enroll at open-admission/open-enrollment institutions • What are people seeing across the state? • Prevalence? • Challenges? • Opportunities? • Solution Approaches?

  6. One Model • At both of the institutions I’ve worked at, we’ve done the following: • In some ways, no different approach • In other ways, we do all we can and then let consequences emerge • Try to work with programs and professors • Orient student and parents to transitional issues

  7. Higher Education Opportunity and Affordability Act • Designed to create opportunities for individuals with intellectual disabilities • Encourages and provides grant funding for programs designed to support and assist students with these diagnostic criteria • Work with grant programs at your schools

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