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Higher Education Opportunities for Students with Intellectual and Developmental Disabilities Debra Hart, MS Director, Education & Transition Institute for Community Inclusion, University of Massachusetts Boston, MA October 2, 2020

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Higher Education Opportunities for Students with Intellectual and Developmental Disabilities

Debra Hart, MS

Director, Education & Transition Institute for Community Inclusion, University of Massachusetts Boston, MA

October 2, 2020

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Colleen McLaughlin, MEd

Associate Director The Boggs Center on Developmental Disabilities

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  • COVID-19 National & State Resources
  • Plain Language and Accessible Information
  • Healthcare & Communication Resources
  • Resources in Support of Physical &

Emotional Well-Being and Mental Health

  • Employment & Financial Related Resources
  • Boggs Center Resources about Grief and Loss
  • Boggs Center Resources about Supported Employment
  • Boggs Center Resources about Planning for Emergencies
  • Boggs Center Resources for Supporting Students with Disabilities
  • Resources About Face Masks

COVID-19 Resources on The Boggs Center Website

http://rwjms.rutgers.edu/boggscenter/links/COVID-19Resources.html

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GoToWebinar Control Panel

Handouts

  • Handouts may be downloaded from the

Control Panel.

  • The webinar recording and handouts will also be

posted on The Boggs Center web site next week:

http://rwjms.rutgers.edu/boggscenter/dd_lecture/audio.html

Questions

  • We are planning to have a brief Question and

Answer session at the end of the lecture.

  • In order to ask a question, you have to type it in

the Questions section of the Control Panel.

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Certificates of Attendance for Continuing Education Recognition

To receive a Certificate of Attendance, you must:

Be logged onto the webinar from start to finish and Complete the evaluation at the end of the webinar Certificates will be emailed to attendees who meet these requirements next week

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Higher Education Opportunities for Students with Intellectual and Developmental Disabilities

Debra Hart, MS

Director, Education & Transition Institute for Community Inclusion, University of Massachusetts Boston, MA

October 2, 2020

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Debra Hart, MS

Director, Education & Transition Institute for Community Inclusion University of Massachusetts Boston, MA

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Higher Education Opportunities for Students with In Intellectual & Developmental Disabilities

Debra Hart Think College Institute for Community Inclusion University of Massachusetts Boston

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Agenda

  • 1. Brief overview of the National Coordinating Center
  • 2. Video overview to introduce the topic (4min 11 sec)
  • 3. Elements of the Higher Education Opportunities Act of 2008
  • 4. Understanding college programs: Key programmatic features
  • 5. Student outcomes during & after going to college
  • 6. Public Service Announcement (60 seconds)
  • 7. Resources
  • 8. Q & A
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National Coordinating Center

Federally funded since 2010 to provide coordination, training & technical assistance to any college or university who wants to establish

  • r improve postsecondary education opportunities for

students with intellectual disability on their campus

www.thinkcollege.net

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295

25 149 228 248 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2020

Higher education programs for students with intellectual disability in the U.S. 2004 to June 2020

See https://thinkcollege.net/college-search

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Students with Documented Intellectual Disability

▪ Has a cognitive impairment characterized by significant limitations in:
  • Intellectual and cognitive functioning; and
  • Adaptive behavior as expressed in conceptual, social, and
practical adaptive skills; and, ▪ Is currently, or was formerly, eligible for special education and related services under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1401), including a student who was determined eligible for special education or related services under the IDEA but was home-schooled or attended private school.

When a student has an intellectual disability, it means that s/he:

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Federal Financial Aid (Grants & Work Study, not Loans)

  • Student must meet definition of

“intellectual disability” (ID)

  • Student must be enrolled in approved

Comprehensive Transition Program (CTP) IHEs must apply to US ED for CTP approval For list of approved programs:

https://studentaid.ed.gov/sa/eligibility/intellectual- disabilities
  • Family must fill out FAFSA & meet

financial need requirements

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Transition Postsecondary Education Programs for Students with In Intellectual Disability (TPSID ID)

Goal To create, expand, or enhance high-quality, inclusive higher education experiences to support positive outcomes for individuals with intellectual disability.

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SLIDE 18 Available:

Report on Model Accreditation Standards for Higher Education Programs for Students with Intellectual Disability

https://thinkcollege.net/resource/accre ditation-and-credentials/report-model- accreditation-standards-higher- education
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Understanding College Programs

Similarities and Differences

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Common Desig ign Features

▪ Equity access for all students — alternative admissions ▪ Guided academic pathways ▪ Enhanced student support ▪ Career connections ▪ Confer a certificate

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College Programs for Students with ID ID

▪Students are non-degree seeking ▪Vary in length – most are 2- year, some 4-year ▪Vary in levels of academic inclusion ▪Established course of study that leads to certificate ▪May offer federal student aid (not loans)

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Type of In Institute of Higher Education & Enrollment

64% at 4- year, 36% at 2-year

IHE

33% dually enrolled at any point

Dually

Enrolled

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An Alternate Pathway to College

Traditional Matriculated

  • Placement tests, essays
  • Pursuing a degree
  • Reasonable accommodations

Alternate Non- Matriculated

  • Person-centered planning
  • Individual support plan
  • Focus on employment goals
  • May not pursue degree/credit
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Student Experience

▪College courses for credit or audit ▪Internships/work study ▪Paid jobs (on/off campus) ▪Campus life/organizations ▪Learning to live independently

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Additional Supports

▪ Peer mentors ▪ Employment support (job coaches, job developers) ▪ Tutoring ▪ Academic modifications for assignments (if student is auditing) ▪ Residence hall supports

IMPORTANT: Availability of support varies!

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Variations in in College Programs

  • Length of program
  • Type of institute of higher education
  • Residential availability
  • Financial aid availability - CTP
  • Academic experiences
  • Students in high school or not
  • Employment experiences
  • Degree of inclusion
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Programs Vary ry by Degree of In Inclusion

Inclusive

  • All experiences are fully
integrated with students without disabilities.
  • No separate classes are
  • ffered.
  • Students have full access to
all campus activities, with support as needed.

Mixed

  • Some experiences occur as
a group.
  • Classes are a mix of typical
college classes and separate classes just for students with ID.
  • Access to campus may be
limited in some ways.

Substantially Separate

  • Students have no or

extremely limited access to typical college classes.

  • Instruction happens
exclusively or primarily in separate classes.
  • Students may have socially
inclusive experiences on campus, but often in a group.
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TPSID Students 2017 - 2018

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What Is Is the Student Experience Like?

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Student Experience: Academic ics

  • Students may enroll in college

courses for credit or audit.

  • If auditing, modifications are

allowed.

  • Tutoring services are made available.
  • Students may have specialized

classes just for students in the program.

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Sample Courses

 Academic: Beginning American Sign Language II, Fundamentals of Writing, Writing for Children, Introduction to Sociology, World Civilization II, Pre-Algebra, Careers in Healthcare, American History to 1877, Introduction to Psychology  Business: Microcomputer Applications for Business, Principles of Advertising, Principles of Marketing, Principles of Management, Front Office Management, Hospitality Seminar  Technology: Advanced Microcomputer Applications, Web Page Development I & II, Intermediate Photoshop  Arts: Painting II, Ceramics I, Ballroom Dance, Latin Dance, Vocal Performance Workshop, Introduction to Watercolor, Write Your Life Story, Drawing I  Career Exploration: Professional Etiquette, Keys to Effective Communication, Criminal Procedure, Strategies for College and Career, Sanitation & Safety, Child Development, Response to Terrorism, Making Movies, Introduction to Mass Media, Career/Life Planning  Wellness: Personal Fitness, Introduction to Wellness, Swimming, Yoga I & II, Handling Medical Emergencies

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Student Credentials

Sample certificate titles:

▪ Business Office Assistant Certificate ▪ Certified Dietary Aide ▪ Certificate of Program Completion ▪ Early Childhood Aide Certificate ▪ Fast Track to Employment ▪ Certificate of Integrated Studies ▪ Certificate in Career Studies ▪ Integrated College and Community Studies

Students in these programs do not earn a college degree.

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Credentials

74% earned a credential that was awarded by the IHE 25% earned a credential that was available to all students

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Student Experience: Ext xtracurricular Activities

▪ Social support - peer mentors ▪ Participating in campus

  • rganizations

▪ Student government ▪ Greek life ▪ Sports ▪ Developing independence on campus

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Student Experience: Housing

▪ Dorms/On-Campus Housing

  • Sometimes with another student

in the program

  • Sometimes with a student
  • utside of the program
  • Supports based on the needs of

students

  • Some expectation of

independent skills is typical ▪ Off-Campus Housing

  • A house or apartment complex

with other students in the program

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Student Experience: Employment

▪ Career development ▪ Internships/work study ▪ Paid jobs on and off campus ▪ Support to find paid work after graduation

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What DIDN’T predict paid id employment?

Unpaid career development experiences were not found to be a significant predictor of students obtaining paid employment during the program

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Source: TPSID Data Annual Report 2018-2019

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Bottom Line…..it’s about…..

Having HIGH EXPECTATIONS Believing in potential for success Becoming life-long learners Developing skills needed for adult life Improving individual outcomes

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RESOURCES

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Families Think College on Facebook

A closed group for families that are engaged with planning for and selecting a college program for their sons and daughters with intellectual disability. www.thinkcollege.net

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2020 State of the Art Conference on Postsecondary Education and Students with Intellectual Disability. October 7 & 8, Syracuse, New York (or perhaps virtual) https://www.sotaconference.com Universal Design for Learning (UDL) www.udlcenter.org Universal Design for Learning in Higher Education http://udloncampus.cast.org/home Preparing your son or daughter for college: Suggestions for parents of children with intellectual

  • disability. Unpublished manuscript appearing at
  • nline at the blog, “Enjoying the Small Things.”

Retrieved from http://kellehampton.com/?s=Westling

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  • National ABLE Resource Center

http://www.ablenrc.org “She inspired those with Down syndrome as unstoppable — until she wasn’t” Washington Post , March 17, 2016

https://www.washingtonpost.com/local/she-inspired-those-with- down-syndrome-as-unstoppable--until-she- wasnt/2016/03/17/f983fe5e-ea21-11e5-a6f3- 21ccdbc5f74e_story.html?utm_term=.3da49bd0bf4c

  • Ruby’s Rainbow: Scholarships for Youth and

Adults with Down Syndrome https://rubysrainbow.org

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Debra.hart@umb.edu

Thank You!

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Q & A

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Certificates of Attendance for Continuing Education Recognition

To receive a Certificate of Attendance, you must:

Be logged onto the webinar from start to finish and Complete the evaluation at the end of the webinar Certificates will be emailed to attendees who meet these requirements next week

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Stay on your screen, and if prompted, click CLOSE for the evaluation to pop up. Thank you for attending and completing the evaluation.

Evaluation