1 / 29

thinkcollege transitiontocollege

Improving Post-School Outcomes for Youth with Intellectual Disabilities: Focus on Postsecondary Education. Debra Hart M.S. Principal Investigator National Centers for Postsecondary Education for Students with Intellectual & Developmental Disabilities Institute for Community Inclusion

zia-wells
Download Presentation

thinkcollege transitiontocollege

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Improving Post-School Outcomes for Youth with Intellectual Disabilities: Focus on Postsecondary Education Debra Hart M.S.Principal Investigator National Centers for Postsecondary Education for Students with Intellectual & Developmental Disabilities Institute for Community Inclusion University of Massachusetts/ Bostondebra.hart@umb.edu Meg Grigal, Ph.D.Principal Investigator and DirectorThe Postsecondary Education Research Center (PERC) ProjectTransCen, Inc.megrigal@transcen.org www.thinkcollege.netwww.transitiontocollege.net

  2. Students

  3. What do these students have in common? • Intellectual disabilities such as mental retardation or a developmental disability • Life skills /transition program for 18-21 year old students • Low expectations • Outcomes—day habilitation program, sheltered workshop, or underemployment • Interest in continuing to learn and in going to college

  4. Definition of Intellectual Disability (HEOA 2008) (A) with mental retardation or 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 IDEA

  5. What is happening nationally?

  6. How does college impact transition? • Who gets to go to college? • What is done to prepare students for college? • What are the outcomes of college? • Who can provide support for college?

  7. National Council on DisabilityNational Disability Policy: A Progress Report • “Few areas cry out for accountability more than transition, yet suitable outcome measure for this package of services have to date escaped policymakers’ ability to define, measure and report” (2003, p. 42)

  8. The Promise of Postsecondary Education • Learning doesn’t have to end when special education does • All students with disabilities should be encouraged to seek out and access adult learning opportunities • PSE can change not only employment outcomes, but self image and social value • Lifelong learning requires two things: • The expectation that it should happen • The instruction needed to access it

  9. The Postsecondary Education Research Center (PERC) Project • The purpose of the PERC Project is to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings

  10. PERC Goals • Conduct site improvement activities • Support PERC site to provide statewide technical assistance • Collect and synthesize data on the efficacy and outcomes of the model • Disseminate findings nationally

  11. PERC DATA • Project 2005-2009 • 2 States • 3 School Systems • 5 Programs Sites • 35 High Schools • 42 students in 2007/2008

  12. Preliminary Data • MD PERC Site: College Courses 38% auditing classes at the college Reading and vocabulary, ESOL, Intro to Cartoon Characters & Anime Drawing, computer basics, Indian Art Studies, writing, keyboarding, water exercise, Child Care Aide, Intro to the Internet

  13. Preliminary Data • CT PERC Site – College Courses 90% auditing classes History, Political Science, Intro to Poetry, Judaism, Interpersonal Communication, Algebra, Criminology, Sociology, and Introduction to Fiction,World Government

  14. Kinds of Learning in College • Experience-what does it feel like to learn with other adults outside of high school • Process-how do you access learning as an adult • Content-I am interested in art history, computers, theater and want to know more

  15. What will they take with them? • Information learned in the class • The understanding that learning can be a chosen experience • The knowledge that adult learning opportunities exist in their community • How to seek help to access future adult learning options to meet a desire or need.

  16. College Career Connection

  17. Dual Enrollment • Eligible for services under IDEA until age 21 • Continue learning academics, develop career goal, and secure competitive employment • Inclusive adult settings

  18. Supported Education • More intensive array of services • Wrap around services • Education & Job Coaches

  19. Key Elements of C3

  20. RamonaGoal: Child Care • Child Care Certificate • Friendship • Transportation • Job offer • ADA monitor

  21. JeremyGoal: Computer Science • Computer Science Certificate • Price Chopper • Transportation • On-going participation in college

  22. JessieGoal: Work with animals • Pet grooming 1 + 2 • Kennel management • Internship • Petco • Full time • Benefits

  23. The Higher Education Opportunity Act Amendments 2008 • Eligible for Pell Grants, Supplemental Educational Opportunity Grants, and federal Work-Study Program • Development of inclusive model comprehensive transition and postsecondary education programs • Coordinating Center for the new model programs and to provide training and technical assistance for colleges, students with disabilities, and their families

  24. Center on Postsecondary Education and Students with Intellectual Disabilities • Funded through NIDRR • 2008-2011 • Institute for Community Inclusion, UMASS Boston • TransCen, Inc.

  25. Center on Postsecondary Education and Students with Intellectual Disabilities • Conduct Secondary Analysis of NSLTS2, RSA 911, ACS • Conduct national survey of PSE programs for students with ID • Compile, create, & disseminate training and technical assistance materials

  26. National Consortium to Enhance Postsecondary Education for Individuals with Developmental Disabilities • 5 year project coordinated by Institute for Community Inclusion/UMASS, Boston with 7 UCEDD partners nationwide (funded by ADD) • Phase I: Research & Planning • Phase II: Develop a National Training Program • Phase III: National Implementation of Training Program & Sustainability

  27. For more information On PERC: www.transitiontocollege.net For more information on the Center or Consortium visit: www.thinkcollege.net

  28. Websites www.transitiontocollege.net www.thinkcollege.net www.going-to-college.org www.education.umd.edu/oco www.transitioncoalition.org www.STEPS-Forward.org www.heath.gwu.edu

More Related