Think College: Postsecondary Education for Students with Intellectual Disabilities

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Think College Postsecondary Education for
Students with Intellectual Disabilities

• Debra Hart
• Institute for Community Inclusion
• University of Massachusetts, Boston
• Phone [phone]
• Email debra.hart_at_umb.edu

July 10, 2008
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Topics

• Why postsecondary education for students with
  intellectual disabilities?
• National perspective
• MassachusettsInclusive Concurrent / Dual
  Enrollment

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Why should you care about post-school outcomes
for youth with disabilities?
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Outcomes

• 30 of people with disabilities report being
• employed full or part-time, compared to 70 of
• those who do not have disabilities (NOD/Harris,
  2004)
• Youth with intellectual disabilities exiting high
  school are the only disability category not
  experiencing an increase in earnings above
  minimum wage (NLTS2, 2004)
• Only 15 of students in special education go on
  to any type of postsecondary education
  (Lichtenstein, 1998)
• 34 of individuals with disabilities say they are
  satisfied with life, compared to 61 of
  individuals without disabilities

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Outcomes

• Depending on the severity and type of disability
  that one has, some doors open but certain other
  doors close. (Hall, 2004)

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Put Simply..

• Wait lists
• Sheltered workshop
• Day habilitation program
• Day activity center
• Supported employment program
• Competitive employment program

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Why Bother?

• Follow K-12 inclusion
• Choice Equity Social Justice
• Improved employment outcomes even auditing one
  course
• Increased youth development and
  self-determination skills
• Increased self-esteem
• Increased choices

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Students with Intellectual Disabilities Should Be
in Separate Programs

• Been there, done that!
• Separating students based upon a characteristic
  rather than upon their individual needs, goals,
  and desires is not the way to go

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What exactly does accessing college mean?
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College as a Transition to Work

• Identify work interests
• Research knowledge and skills needed to pursue
  work
• Enroll (audit, for credit, non-credit) in classes
  that will contribute to career goal
• Pair college with related work experience paid
  employment
• Create a career path leading to competitive
  employment
• NOT ROCKET SCIENCE!!!

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Bottom Line..

• Higher education plays a critical role in
  improving the outcomes of students with
  intellectual disabilities
• Keeping college in the mix of possibilities as
  students with intellectual disabilities explore
  which steps to take after high school says that
  we believe in their potential for success
• Being part of campus life, taking classes and
  learning to navigate a world of high expectations
  leads to development of skills needed for
  successful adult life

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Bottom Line..

• Models of postsecondary education for youth with
  intellectual disabilities are developing
  nationwide
• Reauthorization of Higher Education Act
• Spellings announces 1.5 M
• New frontier choose to be a leader create how
  this will work

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• 130 postsecondary education programs
• Across 30 states
• Transient

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Models / Types of Programs

• Mixed/Hybrid 51.3
• Separate 32.9
• Inclusive Individual Support Model 15.8

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Type of Institute of Higher Education

• 2-year 51.3
• 4-year 41.8
• Tech/Trade School 6.9

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Number of Years in Existence

• 3 months - 35 years

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Who Pays?
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IDEA 2004

• Postchool Goals
• Indicator 13 14

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New Frontier National Initiatives

• National Institute for Disability Rehabilitation
  Research Program
• Administration on Developmental Disabilities
• Reauthorization of the Higher Education Act

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8 Partnerships

• 19 Public Schools
• 10 Institutes of Higher Education
• 112 Students

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Inclusive Concurrent/Dual Enrollment
Gaining knowledge and work skills to pursue
meaningful and competitive work related to a
career goal
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Individual Support Model

• Concurrent/Dual Enrollment
• Supported Education

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Guiding Principles

• Individual student vision choice drive the
  model
• All options are inclusive
• One size does not fit all
• There is no special program
• Link to outcomescompetitive employment,
  increased youth development and
  self-determination
• Collaboration / Partnership

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JENEMY

• Initially had little interest in college until
  campus tour
• Participated in Person Centered Plan which gave
  him some career and life direction
• Enrolled in computer class to enhance his skills
  wants to use them to get work at Jiffy Lube
• Will graduate with a certificate not a diploma
• Thrived although initially staff had to play
  police to get him to focus on work-loved
  hanging out playing pool and basketball
• Enrolling in an automotive course next semester
• Self-esteem greatly increased, takes more
  initiative believes in himself

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Jenemys Schedule
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Robert

• Participated in a Person Centered Plan
  expressed an interest in attending college,
  working in an office never going back to high
  school
• WPS transition vision staff coordinated
  supports
• Enrolled for 3 semesters, taking a College
  Orientation Course a Customer Service Course,
  Business Management
• Legally Blind/Intellectual Disability received
  additional supports through WPS vision department
  for mobility Braille
• Turned 22 is employed part-time doing office
  work, is contemplating an additional or new job
  (radio dispatcher for cab company)
• Last day with WPS looks the same as first day
  without WPS receiving supports from DMR MCB

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Jesse

• Participated in a Person Centered Plan
  expressed an interest in attending college and
  working with animals
• WPS transition vision staff coordinated
  supports
• Enrolled for 5 semesters
• Intellectual Disability Mental Retardation
• Turned 22 is employed full time full benefits
  
• Last day with WPS looks the same as first day
  without WPS

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