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Postsecondary Options for Students with Intellectual Disabilities:
A National Perspective
Meg Grigal, Ph.D.
Think College
Institute for Community Inclusion
University of Massachusetts, Boston
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Employment Outcomes
Majority of working students with ID work 8 hours a week or less
Among all disability groups, youth with ID had the lowest rate of paid employment (31%) outside of high school one year after exit
-Wagner et al., 2003
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Employment Outcomes
39.9% of 338 graduates with DD (including ID) receiving long term supports, in paid work one year after exiting high school
Of those working, only 14.2% were employed in individual positions and paid minimum wage
-Simonsen (2010)
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Accessing Postsecondary Education
• 7.7% young adults had attended postsecondary institution in the past 2 years
• 2.3% young adults were currently attending a postsecondary institution
» NLTS-2 2009 Wave 5
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Why is college important for students with ID?
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RSA 911Youth with ID who experienced PSE
• Had an increased rate of rehabilitation– Some PSE 9%– Attained Degree 30%
•Had increased earnings – Some PSE 27% – Attained a degree 53%
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Paid Employment Youth who participated in PSE were
26% more likely to leave Vocational Rehabilitation with paid employment
Earned a 73% higher weekly income Individuals need greater access to
PSE supported by Vocational Rehabilitation
Data Set: RSA 911Migliore, 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
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Percentage of Individuals Employed within Enrollment Status among Individuals Ages 18 through 25
Source: 2010 The American Community Survey
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Are we setting college as a goal for youth with ID?
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Post School Goals- NLTS2
Comparing postsecondary goals of youth with ID vs youth w/other disabilities
•33% of students with ID had the goal of sheltered employment
•8% of students with other disabilities had goal of sheltered employment
•-Grigal, Hart, & Migliore, 2011
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Predictors of Employment
The only post-high school transition goal that was a predictor of employment for students with ID was having the goal of attending a two or four year college.
58% students with other disabilities had this goal
11% of students with ID had this goal
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Kinds of PSE Experiences
• Dual or Concurrent Enrollment via a college-based transition program
• Adult Enrollment via a program on a college campus designed to serve students with ID/DD
• Access to existing college options
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What are some of the BIG Questions?
• What is being done to prepare students with ID to be college/career ready in K-12?
• How are our expectations limiting the opportunities students get?
• How can we achieve the goal of having PSE as a consistent option on the table for planning?
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Family Perspectives
• Educators perceived as less supportive of PSE
• 73% respondents reported lack of information or guidance
• 36% school and other staff did not help me understand
– Griffin, McMillan, &Hodapp -2010
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Family Expectationsare influenced by professional
guidance
knowledge
expectations
All of which are influenced by their past experiences
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Which usually is not higher education
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Sheltered workshops
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Percent of 2 & 4 Year Degree-Granting IHE Enrolling Students by Disability: NCES 2008–09
Raue, K., and Lewis, L. (2011). Students With Disabilities at Degree-Granting Postsecondary Institutions (NCES 2011–018). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
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Operational Definition of College Readiness
• the level of preparation a student needs in order to enroll and succeed
• without remediation
• in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate program
– Conley, D. T. (2007). Redefining college readiness, Volume 3. Eugene, OR: Educational Policy Improvement Center.
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Conley’s Model of College Readiness
Conley, D. T. (2007). Redefining college readiness, Volume 3. Eugene,
OR: Educational Policy Improvement Center.
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Lumina FoundationsDegree Qualifications Profile
• illustrates what students should be expected to know and be able to do after earning regardless of major or specialization.
• Five critical learning outcomes for all academic programs in higher education and supports those that follow.
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The Degree Qualifications Profile
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The Traditional Pathway
Traditional MatriculationTraditional Matriculation Placement Test, EssayPursuit of degree
Reasonable Accommodations
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The Alternate Pathway
Non-matriculation Non-matriculation
Person centered PlanningIndividual Support Plan
Focus on Employment GoalsMay pursue certificate or
credential
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Higher Education Opportunity Act (HEOA)
Enacted August 14, 2008 Reauthorizes the Higher Education
Act of 1965, as amended
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Higher Education Opportunity Act
Defined Intellectual DisabilityCreated
Comprehensive Transition Programs
Model DemonstrationsCoordinating Center
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Definition of Intellectual Disability
The law (Section 760 (2) of the Higher Act of 1965, 20 U.S.C. 1140 (2)) defines a student with an intellectual disability to be a student:
(A) With a cognitive impairment, characterized by significant limitations in—(i) intellectual and cognitive functioning; and(ii) adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and
(B) Who is currently, or was formerly, eligible for a free appropriate public education under IDEA.
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A Comprehensive Transition and Postsecondary Program
• a degree, certificate, or non-degree program that is— – offered by an institution of higher education; – designed to support students with [intellectual disabilities] who
are seeking to continue academic, career and technical, and independent living instruction at an IHE in order to prepare for gainful employment;
– includes an advising and curriculum structure; and – requires students with intellectual disabilities to participate on not
less than a half-time basis, as determined – by the institution, with such participation focusing on academic
components.
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Title IV Programs-Financial Aid
The Higher Education Opportunity Act (HEOA) of 2008 allows an eligible student with an intellectual disability (ID)• attending an eligible Comprehensive
Transition and Postsecondary (CTP) program to receive aid from the following Title IV programs:
-Pell Grant
-Supplemental Education Opportunity Grant
-Federal Work-Study Implementing regulations can be found at 34 C.F.R. 668,Subpart O
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Comprehensive Transition and Postsecondary (CTP) Programs (4/1/12)
• California State University Fresno, California
• Taft College Taft, California
• Southeastern University Lakeland, Florida
• Elmhurst College Elmhurst, Illinois
• Heartland Community College Normal, Illiniois
• The College of New Jersey Ewing, New Jersey
• New York Institute of Technology Old Westbury, New York
• Western Carolina University Cullowhee, North Carolina
• Kent State University Kent, Ohio
• College of Charleston Charleston, South Carolina
• Clemson University Clemson, South Carolina
• University of South Carolina Columbia, South Carolina
• Coastal Carolina University Conway, South Carolina
• George Mason University Fairfax, Virginia
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Eligible Program - HEOA
Physical Attendance Academic, career, and independent living
instruction Prepare for gainful employment Includes an advising and curriculum
structure Provides students with intellectual
disabilities opportunities to participate in coursework and other activities with students without disabilities
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NATIONAL SNAPSHOT
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National Survey Respondents
149 program respondents from 37 states
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National Survey Findings(N= 149)
50% 4-year colleges or universities
40% 2-year colleges
10% Trade and Technical schools
45% only adults
26% dually enrolled
29% served both
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Admissions, Courses
60% formally enrolled 56% special entrance
criteria 75% group instruction,
activities, or social events specifically for students w/ID
53% access courses via typical registration process
71% don’t placement test
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Access to Disability and Housing Services
• 58% receive services from the college’s Disability Service Office (DSO)
• 39% offer residential options
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Transition Programs for Students with Intellectual Disabilities
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Coordinating Center: Think College at Institute for Community
Inclusion, UMass/Boston
1. Evaluation protocol
2. Training, technical assistance, & dissemination
3. Coordination & collaboration
4. Credentialing & Accreditation
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Implementation
In 2010-11: 507 students were served by 20
TPSIDs operating on 31 IHEs 8 TPSIDs at 12 IHEs were in a
planning year
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Type of Students Served
5 TPSIDs serve adults with ID 5 TPSIDs serve transitioning
youth with ID 18-21 years old who are still in high school
17 TPSIDs serve both adults & transitioning youth
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53 IHEs will serve students over 5 years
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Course Offerings for TPSID Students
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Employment 2010-11 (N=507) Employment History
29% had been employed for pay prior to TPSID
55% had never been employed prior to TPSID
Employment Outcomes 165 (33%) students
held paid job 55% jobs were
individual paid jobs 43% of working
students had never had a paid job
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What can we learn from TPSIDs?
– Future PSE access– Employment– Independent living– Quality of life– Social Networks
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Be aware of the changing landscape
• Legislation
• Program development
• Informed Families
• Informed Professionals
• Input from Experienced IHE professionals
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Standards Based Conceptual Framework
Reflects a higher education perspective
Authentic, inclusive college education
Planning, implementation, and evaluation
Evidence base
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The Think College Standards for Inclusive Higher EducationThe Think College Standards for Inclusive Higher Education
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