College Readiness for Students with ID andor ASD

College Readiness for Students with ID and/or ASD: Strategies and Options Ann Palmer, B. A Donna Carlson Yerby, M. Ed. Deborah Zuver, MA, LMFT

Transition Plan under IDEA In NC, should be in place by age 14 n May be included in annual IEP meeting n Student should be invited to attend n Transition- “Movement from school to postschool activities”- post-secondary education, vocational education, supported employment, independent living, and adult services n

Preparing for Transition Envision the future- parent’s vision and student’s vision n Research all options n Get advice from other parents and professionals n Create practical and useful IEP/ITP goals n Balance academics and functional skills n

Functional Skills n Independent Living n n Personal Hygiene n n Will the student be able to live in the community? What level of help will they need? Can student independently take care of their self- care needs? What skills do they need to work on? Communication n Can the student initiate asking for help? Are they able to report information? Can student answer the phone, e-mail, make

Functional Skills n Financial n n Transportation n n Can the student use money in a functional way? Can they follow a budget? How will the student get around as an adult? Do they know how to access public transportation? Vocational n What work skills does the student need to do their dream job? How are their interpersonal skills? How much assistance will they need in

Options for a Higher Education Experience Different kinds of schools- Community Colleges or 2 or 4 year Colleges n Part-time versus full-time n Virtual classes- on-line, video n Commuting versus living on campus n Support programs within the college setting specifically for students with learning differences n

Leaving IDEA Behind No more IEP’s n No more requirements to serve the student n Post-secondary Education Laws n Section 504 of the Rehabilitation Act of 1973 n Americans with Disabilities Act of 1990 and ADA Amendments Act of 2008 n

Implications of 504 and ADA Those who have qualified for admissions have a right to be in higher education. n Once admitted, students have a right to access academic and nonacademic programs. n Students have a right to confidentiality of all disability-related information. n Qualified students are eligible to receive REASONABLE accommodations that relate to their learning needs. (level the n

Full Inclusion College Experience Student goes through admissions process just like any other student n Student must disclose about their diagnosis if they want any accommodations n Student must follow guidelines for all students n Parents have limited participation n Student must self-advocate n

Preparing the Student Discuss differences between HS and College n Discuss functional skills n Safety - On campus, in dorm room, on the computer n Academic Issues - Study skills, how to know when they needs help and how to get help n Health Issues - How to know if they are sick, who to call, when to go to the doctor n Personal Care - Shaving, showering, laundry n

Help the Student Get Organized Contact numbers for family members, campus services (RA, Disabilities Services, etc. ) n Map of campus and bus routes n Financial information n Housing information n Social options n To do lists n Calendar or list of important dates to n

Gather Documentation identifies that the student has a diagnosis and how it impacts their learning. n Colleges can decide what kind of documentation they require. n IEP’s are not acceptable documentation. n Documentation must be current. n Documentation drives accommodations. n

Possible Accommodations Extended time for testing n Separate setting for testing n Priority seating in classroom n Priority registration n Hard copies of notes n Tape recording lectures n Single dorm room * Must go through Disabilities Services to access n

Disabilities Services Office Can be a crucial support for the student n Formal disclosure must happen here to receive services or accommodations n Make connection as early as possible n Student needs to develop a comfort level with the office and the staff n Regular scheduled appointments if possible n Student has to self-advocate! n

Self-Advocacy Student is an adult- has to initiate n Student needs to understand his/her needs n Student needs to be able to ask for help and explain why they need help n No information shared with parents unless student requests that in writing n n FERPA Waiver- Federal Educational Rights and Privacy Act

Preparing the Student for Self-Advocacy in Adulthood Increase student’s awareness of his/her strengths and challenges n Help student understand that everyone learns differently; everyone needs help sometimes n Respect the student’s point of view; involve them in everyday decisions and choices n Allow the student to make mistakes n

Preparing the Student for Self-Advocacy in Adulthood Involve the student in school meetings and decisions at whatever level is appropriate n Give student experiences to build communication skills (school jobs, arranging meetings, reporting to teachers, etc. ) n Make problem-solving opportunities learning experiences n Talk about the future; prepare and plan n

Strategies for Success Structure/visuals- calendar, lists, schedules, organizers n Designated people to go to for help n Regular scheduled meetings w/DS, professors n Mentor n Relaxation strategies n Frequent communication n

In Conclusion Be creative; there is no one path that fits all. n The most difficult aspects of college may not be academics. n The parent’s role is going to change. n Letting go is going to be difficult. n Follow the student’s lead. n

s t n e d u t s t u o b l a a t u t a c h e l l W e t o n t i g h t n i wi o g s e i t i l i b a ? s e di g e l l o c

Reauthorization of Higher Education Opportunity Act (HEOA) 2008 n. Financial Aid n Pell Grants n Federal Work-study program n. Model Demonstration Programs (in NC: WCU & App State) n. National Coordinating Center n Think n. Certified College @ U Mass/Boston Transition Programs

What does IPSE for students with I/DD look like?

IPSE for students with IDD

A Standards-Based Conceptual Framework

Work-based Learning: Inclusive Opportunities n Interest inventories and assessments n Community partnerships for employment n Course selection related to employment goals n On-campus jobs; work-study opportunities n Specialized curriculum leading to certificate n Internships and job-based instruction

Paid Employment § Youth who participated in PSE were 26% more likely to leave Vocational Rehabilitation with paid employment § Earned a 73% higher weekly income Data Set: RSA 911 Migliore, A. , Butterworth, J. , & Hart, D. 2009. Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities. Fast Facts Series, No. 1. Boston, MA: Institute for Community Inclusion

Predictors of Employment § § The only post-high school transition goal in IEPs that was a predictor of employment for students with ID was having the goal of attending a two or four year college. 11% of students with ID had this goal

Overview of PSE - Nationally n Less than 25% of students with I/DD have participated in any form of PSE n 6, 000+ students currently enrolled n Approx. 250 programs in 42 states

IPSE Options in North Carolina: Colleges and Universities n Appalachian State University: Students with Diverse Abilities : : model site 20152021 n UNC Greensboro: Beyond Academics n Western Carolina University: University Participant (UP) : : model site 2010 -2016 n UNC-Chapel Hill CIDD: LEND Trainee Leadership (graduate-level opportunity)

Western Carolina University: University Participant – UP n Two-year program – UP Certificate of Accomplishment (10 hr/wk on-campus internship) n Goal: facilitate transition of participants from secondary to adult life with education, employment, and independent living n Personal development, community participation, vocational preparation, social participation, course auditing n Inclusive dorms and residence halls

What do UP Participants do at WCU? Live in campus residence – college life with sameage peers n Have individual plan for personal/career development and success post-UP n Audit limited number of classes n Participate in campus events and activities n

The Impact of Inclusion at UP: Examples: n David: Works with paramedics – his dream job! n Typical students head to DC to support UP n Future employer discovers a pool of good workers n Typical students petition for UP students at

Appalachian State University: Students with Diverse Abilities (SDAP) n 2 -year program: Collegiate Achievement Award n College courses - audit and course to support independent living n Focus: Self-determination, college course access, meaningful employment, campus life n Job coaches find on- and off-campus employment; fellows, tutors, and GAs provide

UNC Greensboro: Beyond Academics n 4 -year certificate: Integrative Community Studies n Coursework: Electives of interest and range of courses to prepare students for selfdetermined lifestyle emphasizing careers, meaningful avocations, and community living n Internships n Campus participation and housing options

From (typical) WCU college students… n “Everyone deserves a chance to learn and to have a job. High school doesn’t do that. I want to see this grow. ” n “I’ve learned not to make assumptions about what they can or cannot do. Its changed this campus. ” n “As much as they learn, we also learn. If we could translate that into the community, the world would be a better place. ”

Community Colleges (CC): Seamless Transition Opportunities n Basic Skills Coordinators work with Transition Counselors in K-12 to educate families about CC options. n Once student is enrolled in Basic Skills, CC staff and VR support together. n Upon completion of CC program, VR takes lead in employment opportunities. 37

Options for ABE students n ABE – Cape Fear CC, Pitt CC n ABLE (Adult Basic Literacy Education) - Alamance CC n Compass Education – So Piedmont CC n Creating Successful Learners – Surry CC n Enrichment Center – Forsyth Tech CC

Work – Based Options ABE TOPS – Wake Tech CC n Accelerate to College and Career - Nash n Career College – Alamance CC, Haywood CC & Mayland CC n Career Exploration Academy – Pitt CC n PACE (Pathways to an Accessible College Experience) START Hospitality– College of the Albermarle n Project SEARCH – AB Tech, Central Piedmont CC, Southwestern CC, Robeson CC, Wake Tech n START Hospitality Program – Wake Tech CC n

Career College at Alamance CC n 1 year integrative post-secondary certificate program n Entry-level, provides foundation to transition into career or further coursework n Further develop reading, math, computer skills. n Hands-on practicum experience. 40

Alamance CC - Career College, cont. n Automotive Assistant n Health & Public Services Assistant n Greenhouse/Nursery Assistant

Project SEARCH www. projectsearch. us n Real-world experience n Postsecondary training and FREE internship experience n Work in high-status organizations n Learn high-demand skill sets n Work towards becoming more independent in employment, transportation & daily living

How does inclusion affect students and their families ?

Implications for Parents n Students college with I/DD can go to n How to support students with I/DD to access information and plan for college n Collaboration with teachers, parents, service providers, health

Funding Sources used by students Private pay ü State VR funds ü Other funding sources ü Scholarships ü Local Education Agency ü Federal/State grant ü Tuition waived ü Social Security funds ü 46% 14% 13% 9% 7% 7% 5% 3%

FROM RUBY’S RAINBOW APRIL 21, 2015 : : Preparing Your Son Or Daughter for College: Suggestions for Parents of Children with Intellectual Disability

Online Resources Think College www. thinkcollege. net n NC Postsecondary Education Alliance (PSEA) www. cidd. unc. edu/psea n Road to Learning and Earning www. rtle. org n Post-Secondary Education Research Center (PERC) www. transitiontocollege. net n n Info on options and trends; funded by OSEP. n The National Technical Assistance Center on Transition http: //transitionta. org/ n Builds capacity for transition outcomes.

College Readiness for Students with ID and/or ASD: Strategies and Options Thank you! : : : : : Ann Palmer Ann. palmer@cidd. unc. edu Donna Carlson Yerby donna. yerby@cidd. unc. edu Deborah Zuver deborah. zuver@cidd. unc. edu