Debra Hart, MS Director, Education & Transition Institute for - - PDF document

Rutgers, The State University of New Jersey Liberty Plaza, 335 George Street, New Brunswick, NJ 08901 rwjms.rutgers.edu/boggscenter p. 732-235-9300 f. 732-235-9330

Debra Hart, MS

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

Higher Education Opportunities for Students with Intellectual and Developmental Disabilities October 2, 2020

The attached handouts are provided as part of The Boggs Center’s continuing education and dissemination activities. Please note that these items are reprinted by permission from the author. If you desire to reproduce them, please obtain permission from the originator.

9/30/2020 1

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

Colleen McLaughlin, MEd

Associate Director The Boggs Center on Developmental Disabilities

• COVID-19 National & State Resources
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Emotional Well-Being and Mental Health

• Employment & Financial Related Resources
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• 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

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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

9/30/2020 2

Debra Hart, MS

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

Higher Education Opportunities for Students with Intellectual & Developmental Disabilities

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

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

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

295

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

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

9/30/2020 3

Students with Documented Intellectual Disability

• Has a cognitive impairment characterized by significant

• Intellectual and cognitive functioning; and
• Adaptive behavior as expressed in conceptual, social, and

• Is currently, or was formerly, eligible for special education and

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

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:

• Family must fill out FAFSA & meet

financial need requirements

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

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

• Available:

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

9/30/2020 4

Understanding College Programs

Similarities and Differences

Common Design Features

• Equity access for all students

— alternative admissions

• Guided academic pathways
• Enhanced student support
• Career connections
• Confer a certificate

College Programs for Students with 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)

Type of Institute of Higher Education & Enrollment

64% at 4‐ year, 36% at 2‐year

IHE

33% dually enrolled at any point

Dually

Enrolled

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

9/30/2020 5 Student Experience

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

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!

Variations 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

Programs Vary by Degree of Inclusion

Inclusive

• All experiences are fully

• No separate classes are
• ffered.
• Students have full access to

Mixed

• Some experiences occur as

• Classes are a mix of typical

• Access to campus may be

Substantially Separate

• Students have no or

• Instruction happens

• Students may have socially

TPSID Students 2017 ‐ 2018

9/30/2020 6

What Is the Student Experience Like?

Student Experience: Academics

• 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.

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

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.

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: Extracurricular Activities

• Social support ‐ peer mentors
• Participating in campus
• rganizations
• Student government
• Greek life
• Sports
• Developing independence on

campus

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

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

Source: TPSID Data Annual Report 2018-2019

Bottom Line…..it’s about…..

Having HI GH EXPECTATI ONS Believing in potential for success Becoming life-long learners Developing skills needed for adult life Improving individual outcomes

RESOURCES

9/30/2020 9

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

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

• 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

• Ruby’s Rainbow: Scholarships for Youth and

Adults with Down Syndrome https://rubysrainbow.org

Debra.hart@umb.edu

Thank You!

Q & A

9/30/2020 10

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