Postsecondary Education for Students with Intellectual Disabilities:
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Transcript of Postsecondary Education for Students with Intellectual Disabilities:
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POSTSECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES:
Creating Opportunities in Tennessee
2009
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INSTITUTE FOR COMMUNITY INCLUSION
http://media.umb.edu/cassidy
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DEFINITION: INTELLECTUAL DISABILITY
Significant learning and cognitive disabilities that impact a student’s ability to access course content without educational supports and services
Typically includes students who take the alternative state assessment exit secondary education with an alternative diploma (i.e.,
IEP diploma, certificate of attendance) qualify to receive services under the Individuals with
Disabilities Education Act (IDEA) until they are 21
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DEFINITION: POSTSECONDARY EDUCATION (PSE)
Education after the high-school (secondary) level
Options include community colleges, four-year colleges, and vocational-technical colleges
Until recently the option of having the “college experience” has not been available to students with intellectual disabilities
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WHAT DO STUDENTS WITH INTELLECTUAL DISABILITIES TEND TO DO AFTER HIGH SCHOOL?
Current high school experience Increasingly in inclusive settings with expanded
opportunities
Typical postsecondary options Segregated life-skills Community-based transition programs
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WHAT DO STUDENTS WITH INTELLECTUAL DISABILITIES TEND TO DO AFTER HIGH SCHOOL?
Limited employment options
Of all students with disabilities, those with intellectual disabilities have the poorest post-school outcomes
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OVERVIEW: MODELS OF PSE PROGRAMS
Three typical PSE models:
Mixed or Hybrid Substantially Separate Totally Inclusive
Within each model, a wide range of supports and services are provided
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POTENTIAL BARRIERS TO PARTICIPATION IN PSE PROGRAMS
Attitude Low expectations Access to funding Access to transportation Admissions requirements
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POSTSECONDARY PROGRAMS IN THE UNITED STATES
http://www.thinkcollege.net/ reports:
145 currently identified postsecondary education programs across 36 states
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OVERVIEW: POSTSECONDARY EDUCATION IN TENNESSEE
Prior to 2009Zero (0) programs in Tennessee
Establishment of Postsecondary Education Task Force
Tennessee Ties to National Training Institute
Development of first PSE program in Tennessee
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ORIGINAL PSE COMMITTEE MEMBERS
Sharon Bottorff
The Arc of Williamson County
Elise McMillan
Vanderbilt Kennedy Center for Excellence in Developmental Disabilities
Sheila Moore
Down Syndrome Association of Middle Tennessee
Wanda Willis
Tennessee Council on Developmental Disabilities
Began meeting in 2004
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TENNESSEE TASK FORCE FOR POSTSECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES
Groups and Organizations Represented:
The Arc of Williamson County Autism Society of Middle Tennessee Department of Human Services Division of Mental Retardation Services Down Syndrome Association of Middle Tennessee Autism Society of Middle Tennessee Higher Education Commission Metro Nashville Public Schools Tennessee Council on Developmental Disabilities Tennessee Technology Center Vanderbilt Kennedy Center for Excellence in Developmental Disabilities Various higher education institutions in Nashville and the surrounding
area Involved parents, community members, and business leaders
Began meeting in 2006
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FIRST STEPS:PSE TASK FORCE ACTIVITIES
Identified priorities and purpose
Examined and visited existing programs
Developed a statewide survey on parental perspectives
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PURPOSE OF THE PSE TASK FORCE
To plan and support the development of postsecondary programs on Tennessee college campuses that will empower students with intellectual disabilities by providing course work that:
Continues academic development Develops independent living skills Fosters career opportunities
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EXAMINED AND VISITED CURRENT PROGRAMS
Representatives from the PSE Task Force made site visits to:
Montgomery College (MD) The College of New Jersey and Mercer County
Community College (NJ) Western Kentucky University (KY)
Identified common and unique characteristics of these and other programs across the country
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STATEWIDE SURVEY
Statewide survey administered to parents of high school students with intellectual disabilities to:
collect their perspectives on postsecondary education
identify barriers that hinder participation learn what parents hope their children would
gain from a PSE program identify concerns
Data to guide the development of a potential PSE program in Tennessee
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SURVEY RESPONDENTS
Survey distribution groups (e.g., DSAMT, ASMT) disability networks and community agencies
Students with intellectual disabilities in Tennessee age 18+ answered several open-ended questions
Families of students with intellectual disabilities who live in Tennessee Parents were the primary respondents
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SURVEY DEMOGRAPHICS: PRIMARY RESPONDENTS
109 respondents
• 90% of respondents were parents (versus guardians, siblings or other family members)
• 90% were female• 86% were 40 years or older• 80% work part or full time
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SURVEY DEMOGRAPHICS : STUDENTS WITH INTELLECTUAL DISABILITIES
Gender• 66% male• 34% female
Age• 17% aged 15 years or younger• 30% aged 16-17 years• 31% aged 18-19 years• 10% aged 20-21 years• 10% aged 22 years or older
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SURVEY DEMOGRAPHICS : STUDENTS WITH INTELLECTUAL DISABILITIES
Diagnosis of disability • 36% Mental Retardation• 36% Autism Spectrum Disorder• 29% Developmental Disability• 17% Down Syndrome• 10% Cerebral Palsy
Reading level• 31% read at First Grade level or lower• 33% read at Second – Fifth Grade level• 36% read at Sixth Grade level or higher
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SURVEY FINDINGS: PLANNING FOR PSE
Has the school staff encouraged your child to continue in an educational setting after high school? Mean of 2.87 (on 1-5 scale) 22% of respondents indicated the highest score (5)
Does your child’s IEP include a plan for the time immediately after high school? 26% = yes 53% = no 21% = not sure
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SURVEY FINDINGS: BARRIERS
What barriers have you encountered in trying to understand all the options available to your child?
73% Lack of general information or guidance 37% School staff did not help me understand 36% Financial constraints 30% Different services did not work well together 27% Long waiting list for explanation of services
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SURVEY FINDINGS: PARENTAL ATTITUDES
Although parents had more positive attitudes toward PSE than educators, their expectations differed by student’s reading level
Parents of students with lower reading levels were: less likely to think that PSE would help their
children transition to adulthood less interested in educational opportunities after
high school less often encouraged by school staff to pursue PSE less likely to enroll their child in PSE
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SURVEY FINDINGS: PARENTAL CONCERNS
How concerned are you about each of the following factors?
Distance of the program from home Cost of the program Your child’s physical health Your child’s safety Your child’s ability to function without you Experience similar to college Focus on employment after program
Most concerned = Your child’s safety (4.72) Least concerned = Experience similar to college
(3.37)
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SURVEY FINDINGS: PARENTAL PRIORITIES
How important is it to you that the following is included in a PSE program?
Residential options Inclusive learning environments Individual choice in curriculum Structured social activities Access to a college campus Certification in a vocational area Focus on employment after program
Most = Focus on employment after program (4.37)
Least = Residential options (3.72)
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IMPACT OF SURVEY
Expanded prior studies by asking about specific priorities involved in deciding to enroll in PSE programs
Helped Tennessee PSE Task Force to understand families’ needs, concerns, and priorities
Helped lead to Tennessee’s first PSE program
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PSE IN TENNESSEE: 2008 DEVELOPMENTS
Tennessee Council on Developmental Disabilities Demonstration Grant
To demonstrate new approaches to services and supports
A “Call for Applications” (CFA) to all Tennessee higher education institutions to develop a model program
Grant = $175,000 for each of 3 years, beginning January 1, 2009
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PSE IN TENNESSEE: 2008 DEVELOPMENTS
Awarded to Vanderbilt Kennedy Center (VKC) PI’s—Elise McMillan, J.D. and Robert Hodapp, Ph.D.
Partnering Organizations: Tennessee Council on Developmental Disabilities Project Opportunity Tennessee Board of Regents (Tennessee
Technology Center on Whitebridge Road) Vanderbilt Kennedy Center Vanderbilt University
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VKC PSE PROGRAM: WHO?
Day program for cohorts of 8 young adults with intellectual disabilities
All students aged 18 to 26 All students have intellectual disabilities All students have exited high school without
receiving a regular education diploma Only those students accepted who can benefit
from program (academically, socially, and vocationally)
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VKC PSE PROGRAM: WHAT? WHERE?
On Vanderbilt University campus for: Some academic subjects All social-extracurricular activities Life-functional-other skills training classes
On Tennessee Technology Center for: Job training (1 of 9 programs that do not require a
high school diploma)Examples include Auto Body Repair; Cosmetology; Data Processing; and Machine Tool Technology
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STRENGTHS
Strong collaboration with DD Council & other Tennessee disability and higher education institutions
Program has resonated with Vanderbilt University administrators
Program (and outreach efforts) promises to help in many directions Help young adults with ID and families to achieve greater
degrees of independence Help Vanderbilt and other higher education institutions’
“service learning” mission Help infuse contact and awareness of individuals with
disabilities into higher education settings
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VKC PSE PROGRAM: WHEN?
Year 1 (2009) = planning year
Year 2 = start program January 2010: 1st cohort (through May 2011) August 2010: 2nd cohort (through May 2012)
Year 3 = sustain program, develop outreach
Bridge ½ year (spring 2012)—end 2nd cohort
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VKC PSE PROGRAM: YEAR ONE
Planning Year (January 1 – December 31, 2009)
Hire director and assistant director Finalize program details
Program physical space on Vanderbilt University campus
Tying to Vanderbilt and to Tennessee Technology Center
Developing admissions criteria, disseminating information (i.e., applications), admitting 1st class
Operating program Finalizing curricula, staffing, etc.
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VKC PSE PROGRAM: YEAR TWO
Implementation (January 2010)
First class/cohort begins Program operation 2nd class/cohort applies, admissions, begins fall
2010 Outreach worker hired and starts outreach to
Tennessee community colleges Aggressive plans to sustain program past TN DD
Council grant
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VKC PSE PROGRAM: YEAR THREE
Implementing and Sustaining (2011)
Efforts to sustain program past TN DD Council grant
Ties to Tennessee community colleges, with plans to help 1+ start their own program
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CHANGING THE MAP:IMPLEMENTING PSE TASK FORCE PURPOSE
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NATIONAL TRAINING INITIATIVE GRANT:CONSORTIUM OF NATIONAL PSE LEADERS
National Training Initiative (NTI) funded by the Administration on Developmental Disabilities (ADD)
The training initiative is called the National Consortium for Individuals with Developmental Disabilities in Postsecondary Education
FY 2008/9- FY 2014
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CONSORTIUM PARTICIPANTS
Lead institution: Institute for CommunityInclusion, University of Massachusetts, Boston (PI: Deb Hart, Ph.D.)
5 institutions are first-level collaborators Vanderbilt was asked to participate as one of 4
partnering institutions; the others are Ohio State University, the University of South Carolina, and UCLA
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ROLES OF PARTNERING INSTITUTIONS
Assist with outreach to other PSE initiatives
Pilot the survey that will be refined with input
Pilot training and technical assistance materials created through the grant
Participate in Capacity Building Institutes
Conduct training and provide technicalassistance locally to new PSE programs
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REDESIGN CURRENT MATERIALS: THINKCOLLEGE.NET
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PILOT OF NEW MATERIALS: FAST FACT SHEETS
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PSE TASK FORCE NEXT STEPS
Increase Public Awareness
Engage LEAs and State Board of Education
Encourage the development of PSE programs at other Tennessee Colleges and Universities
Explore funding opportunities
Implement and disseminate best practices
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CONTACT INFORMATION
Sharon Bottorff: (615) 790-5815, [email protected]
Megan Griffin: (850) 529-9383, [email protected]
Elise McMillan: (615) 343-2540, [email protected]
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QUESTIONS OR COMMENTS?