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Navigating Inclusive Post-Secondary Education: Strategies for Successful Transition

This presentation by Sheryl Arno and Susanna Miller explores the importance of inclusive post-secondary education (PSE) and offers guidance on planning for a successful transition. It covers the historical context of inclusive PSE, examples from Georgia, and insights on setting up students for success. Key elements include understanding college expectations, managing behaviors, and utilizing resources effectively. Attendees will gain valuable advice from self-advocates and learn how to create transition plans that focus on student choice, communication, and capacity building.

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Navigating Inclusive Post-Secondary Education: Strategies for Successful Transition

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  1. Navigating the New Waters: Planning for Transition to Inclusive Post-Secondary Education Presentation by Sheryl Arno & Susanna Miller December 5, 2013

  2. photi fish PH- f(as in phone) O- i (as in women) TI- sh (as in nation)

  3. Why Inclusive PSE?

  4. What is an Inclusive PSE Program?

  5. History of Inclusive PSE • Nationally • Regionally • Locally

  6. Happening in Georgia • KSU Academy • Georgia Inclusive Post-secondary Education Consortium • Implementation Grants • Capacity Building

  7. Behavior Barriers As a group, we are going to take turns listing out what are perceivedchallenging behaviors that would interfere with inclusive post-secondary education settings.

  8. Setting up for Success • Student’s choice • Buy-in from families • Clear communication • Everyone on same page • Honesty around behaviors when completing transition plan

  9. Setting up for Success • Clearly define expectations of college life • Understand age-appropriate behaviors • Boundaries • Time-management • Knowing when student is just not college ready • Other options

  10. Advice from Self-advocates • Understand differences between high school and college experiences • Expectations of college students • Rights & responsibilities • College culture • Know your resources on and off campus

  11. Advice from Self-advocates • Scheduling “down time” between classes instead of having one class right after another • Having a designated “decompression place” on campus where the student can go for some alone time • Avoiding loud areas, crowds, stimulating activities, or anxiety-provoking meetings at already stressful times • Requesting (with documentation) a private room or an exemption from the freshman residency requirement Source: Navigating College: a Handbook on Self-advocacy. The Autistic Self-advocacy Network

  12. Transition Goals • Education • Development of Employment • Community • Adult Living/Post School Options • Related Services • Daily Living

  13. Transition Plans • Address the needs of moving from high school to post-secondary education • Focus highly on Community & Adult Living Skills section of transition plans

  14. Community Skills • Goal Example: • Joins _____ clubs/organizations per (week/month/semester) • Activities: • Reviews list of club/organization possibilities • Selects __ club/organization(s) of interest base on sport or hobby preference or career choice • Contact organizer • Attend at least two meetings

  15. Community Skills • Goal Example: • Joins ___ advocacy organizations • Activities: • Conduct internet search to discover ___ appropriate advocacy organization(s) • Attend agency fair and identify at least two organizations of interest • Contact organizer • Attend at least two meetings

  16. Adult Living Skills • Goal Example: • Advocates for assistance appropriately by completing ___ activity(ies) • Activities • Makes and keeps ___ appointment(s) with counselor to review course schedule • Makes and keeps ___ appointment(s) with teacher(s) to review academic accommodations/assess effectiveness per (week/month/semester) • Make and keeps ___ appointment(s) with employer to discuss job accommodations.

  17. Adult Living Skills • Goal Example: • Demonstrates understanding of daily schedule, class routines, and discourse by completing ___ activity(ies) • Activities: • Follows schedule and arrives promptly to class ____% of the time • Follows ___ step class routine • Follows ___ rules of classroom discourse • Makes entry on electronic calendar/software to manage schedule and assignments ___ times per (week/month/semester)

  18. Ultimate Goal Transformed behaviors lead to meaningful contributions to college experience for EVERYONE!

  19. CHOICE • College is not for everyone • College doesn’t have to happen immediately after secondary completion

  20. Resources Think College www.thinkcollege.net Georgia Inclusive Post-secondary Education Consortium www.gaipsec.org Center for Leadership in Disability http://publichealth.gsu.edu/678.html Kennesaw State University Academy for Inclusive Learning http://www.kennesaw.edu/chhs/centers/aiae/

  21. Feel free to contact us Sheryl Arno sheryla@abilitymatters.org Susanna Miller smiller65@gsu.edu

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