1 / 43

Mary Eaddy, Director, PRO-Parents of SC

How Higher Education is Possible for Students with Intellectual Disabilities: An Overview of New Provisions in the Higher Education Opportunity Act (HEOA) and Highlights of Current Programs and Practices. Mary Eaddy, Director, PRO-Parents of SC

paul2
Download Presentation

Mary Eaddy, Director, PRO-Parents of SC

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. How Higher Education is Possible for Students with Intellectual Disabilities: An Overview of New Provisions in the Higher Education Opportunity Act (HEOA) and Highlights of Current Programs and Practices Mary Eaddy, Director, PRO-Parents of SC Meg Grigal, Ph.D, Principal Investigator, PERC; Co-PI Center on Postsecondary Education and Students with ID-TransCen, Inc., MD Sharon Lewis, Senior Disability Policy Advisor to Chairman George Miller, House Education and Labor Committee, DC January 28, 2009 OSEP National Parent Center Conference Crystal City Virginia

  2. Session Goals Overview of current services in PSE for students with ID Review new amendments in the HEOA 2008 Discuss new funding initiatives Highlight current programs and services in South Carolina Discuss the role of Parent Training Centers in developing and expanding PSE Options

  3. Current forms of access Dual enrollment (18-21) Part time access to existing PSE options Full time participation in a designated program Can be school system sponsored or college initiated

  4. Postsecondary Education Models Approximately 150 programs in US • Mixed/Hybrid: 57% • Separate: 38 % • Inclusive Individual Support Model: 4.8%

  5. Summary of HEOA Provisions for Students with Intellectual Disabilities • Allows students with ID enrolled in programs for such students to access work-study jobs, Pell grants and Supplemental Educational Opportunity Grants. • Authorizes inclusive model comprehensive transition and post-secondary programs • Authorizes new coordinating center

  6. Need for Change • Students with ID can not access financial aid • Little consistency or standards in programs/services • Access is dependent upon availability

  7. Definition of a Student with an Intellectual Disability A student— ‘‘(A) with mental retardation or 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 the Individuals with Disabilities Education Act.

  8. Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities Definition A degree, certificate, or nondegree program that is— (A) offered by an institution of higher education; (B) designed to support students with intellectual disabilities who are seeking to continue academic, career and technical, and independent living instruction at an institution of higher education in order to prepare for gainful employment; (C) includes an advising and curriculum structure;

  9. Program Requirements Requires students with ID to participate on not less than a half-time basis, as determined by the institution. Focusing one or more of the following activities: • Enrollment in credit-bearing courses with nondisabled students • Auditing or participating in courses with nondisabled students • Enrollment in noncredit-bearing, nondegree courses with nondisabled students. • Participation in internships or work-based training in settings with nondisabled individuals.

  10. Eligibility for Work-Study Jobs, Pell and SEOP Grants (SEC. 485) • Must meet definition of student with intellectual disability • Be enrolled or accepted for enrollment in a comprehensive…program • Be maintaining satisfactory progress in the program as determined by the IHE, in accordance with standards set by IHE

  11. Model Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities (SEC 767) • Competitive grants to IHEs or consortiums of IHEs to create or expand high-quality, inclusive programs • Administered by DOE office that administers other postsecondary programs • Grants awarded for 5 years

  12. Model Demo Awards • Equitable geographic distribution • Serve areas that are underserved • Partnerships with any relevant agencies • Access to housing when available • Involvement of students in related fields

  13. Coordinating Center for Model Programs for Students with Intellectual Disabilities • Address need for meaningful credential • Recommend program components • Analyze possible funding streams • Develop model MOUs for IHEs and State and local agencies • Host an annual meeting of model demo projects • Competitive 5 year award administered by OPE • TA regarding development, evaluation, and continuous improvement • Develop evaluation protocol • Outreach & dissemination to programs, families& students

  14. HEOA Implementation: Next Steps Financial aid regulations (including definitions of students and programs) subject to negotiated rule-making process Appropriations needed for Model Programs and Coordinating Center

  15. Two New Funding Initiatives US Department of Education, National Institute on Disability and Rehabilitation Research (NIDRR) U. S. Department of Health and Human Services, Administration on Developmental Disabilities (ADD)

  16. The Center on Postsecondary Education and Students with Intellectual Disabilities Funded through NIDRR 2008-2011 Institute for Community Inclusion, UMASS Boston TransCen, Inc.

  17. The Center on Postsecondary Education and Students with Intellectual Disabilities Conduct Secondary Analysis of NSLTS2, RSA 911, ACS Compile, create, & disseminate training and technical assistance (TTA) materials Conduct national survey of PSE programs for students with ID

  18. National Consortium to Enhance Postsecondary Education for Youth and Adults with Developmental Disabilities 5 year project coordinated by Institute for Community Inclusion/UMASS Boston with UCEDD Partners nationwide Phase I:Research and Planning Phase II: Develop and Test a National Training Program Phase III: National Implementation and Transition to Sustainability

  19. Potential Outcomes Greater knowledge about what works More consistent efforts that produce successful outcomes Validated quality indicators Increase understanding of PSE options and outcomes K-12, adult services, VR

  20. PERC Postsecondary Program Evaluation Tool: A Self-Assessment for College and Community-Based Services Available at www.transitiontocollege.net Provides an internal evaluation tool that reflects current practice and needs in areas program planning, staffing, administration, student planning, college course access, employment opportunities, self determination, interagency collaboration, monitoring and evaluation. Currently available online, with option of a hard copy version

  21. Books Transition Services for Students with Significant Disabilities in College and Community Settings -Grigal, Neubert, & Moon (2005) http://www.proedinc.com/ Going to College - Getzel &Wehman (2005) http://www.brookespublishing.com/

  22. Websites www.transitiontocollege.net www.thinkcollege.net www.education.umd.edu/oco www.transitioncoalition.org www.STEPS-Forward.org www.heath.gwu.edu

  23. Videos Through the Same Door: Inclusion Includes College (2006) http://www.throughthesamedoor.com/ PSU Life Link PSU DVD http://soar.ois.psu.edu/cgi-bin/WebObjects/SOAR.woa/wa/campusRegister?productId=0521DVD

  24. South Carolina Transition and Postsecondary Education Project A Partnership Project of the College Transition Connection and National Down Syndrome Society Presented by Mary Eaddy, Director, PRO-Parents of South Carolina and CTC Task Force Member January 28, 2009

  25. The Power of Parent Involvement Parents, parent advocacy organizations and parent training centers can play an important role in creating and expanding postsecondary opportunities for students with intellectual disabilities and in promoting the systems change needed for high-quality services and sustainability

  26. The Beginning in South Carolina • Began with Donald Bailey’s vision for his son, Alston combined with • Parents’ and students’ vision to have postsecondary opportunities, real jobs, life in the community

  27. Donald Bailey networked and connected with other parents in SC & NC Formed a Board, College Transition Connection (CTC) Researched what was happening nationally Contacted Madeline Will, NDSS Policy Center Director Formed a partnership - CTC & NDSS

  28. South Carolina Partnership NDSS/CTC NDSS provides national expertise, grant administration, technical assistance. Stephanie Smith Lee, NDSS Senior Policy Advisor, is Project Director. CTC provides local and state expertise, contacts and funding. Center for Disability Resources** provides staff as project coordinator (reporting to NDSS Project Director) funded by CTC. Task Force of experts recruited: family members, individuals with disabilities, educators, state agency administrators, PTI Director

  29. Action Steps Summary CTC Board raised substantial funds, obtained non-profit tax status, developed website Task Force reviewed NDSS/N.J. model, RFP and speaker from N.J. task force CTC Board visited The College of New Jersey and Mercer County Community College in New Jersey Task Force reviewed applications, visited sites, recommended funding to CTC Board (grants awarded) Obtained funding from State – S. C. General Assembly Ongoing TA and collaboration through Task Force

  30. Roundtable on Postsecondary Opportunities for Students with Intellectual Disabilities Purpose: national experts and postsecondary programs share info and expertise, technical assistance to IHEs interested in applying for funding; promoted collaboration with key state agencies Cosponsored & paid for by: CTC, NDSS, South Carolina’s University Center for Excellence in DD Research; South Carolina Developmental Disability Council Participants: key State leaders, colleges & universities interested in applying for RFP, CTC Task Force Members, representatives of parents of children with Down syndrome group, other groups invited

  31. South Carolina RFP Developed RFP sent to all S. C. Colleges & Universities An inclusive model postsecondary program to be funded at one or more 2 or 4 year colleges or universities in South Carolina Desired outcomes: academic enrichment, socialization, independent living skills, and competitive or supported employment Key components: life long learning, peer mentors, and housing (if possible)

  32. Model Project Grants • Total of $155,000 per grant: $55,000 planning grant $50,000 for first year of program $50,000 for second year of program SC RFP on NDSS website: http://www.ndss.org/index.php?option=com_content&task=view&id=2010&Itemid=236

  33. Admission Criteria • Between ages of 18 -26 • Have an intellectual disability • Have a demonstrated ability to learn and participate in classroom & work setting • Demonstrated interest & desire to pursue educational, employment and life experiences through postsecondary education

  34. Three LIFE Programs Funded CU Winter 2009 USC Fall 2008 Fall 2009 CCU Fall 2009

  35. CarolinaLIFE: http://www.sa.sc.edu/sds/carolinalife/index.htm

  36. Coastal Carolina University LIFE: http://www.coastal.edu/cec/LIFEprogram.html • LIFE PROGRAMLearning Is For Everyone

  37. Clemson LIFE™ Postsecondary Program(Learning is for Everyone)www.clemson.edu/culife

  38. Ongoing Efforts • Continue to seek collaboration & funding for projects and individual students • PTI assists with PR and promoting program through SSEAC and contacts • Council on Developmental Disabilities provided funding for national experts to participate in Task Force meetings and provide TA

  39. Vocational Rehabilitation agreed to: - conduct individual assessments - provide monthly stipends - VR counselor assigned to each school will check in with student & school

  40. How Parent Centers Can Promote PSE Opportunities • Identify if existing PSE programs in your state: www.thinkcollege.net • Identify parent groups interested in supporting creation or expansion of services • Work with parent groups, UCEDD, DD Council, etc. to form Task Force and identify start-up funding • Hold a Roundtable with experts • Support Task Force in building relationships with state agencies, developing funding sources and partnerships and promoting systems change

  41. Existing PSE Programs • Evaluation of existing programs is essential – student/program match is critical to success • www.transitioncollege.net • www.transcen.org

  42. Resources • PRO-Parents of SC: www.proparents.org • College Transition Connection: http://collegetransitionconnection.org/ • NDSS Transition and Postsecondary Education Initiative: http://ndss.org/index.php?option=com_content&view=article&id=126:transition-a-postsecondary-initiative&catid=48:legislative-and-policy-agenda&Itemid=143 • The College of New Jersey, Career and Community Studies http://www.tcnj.edu/~ccs/ • Mercer County Community College DREAM program (in New Jersey) http://www.tcnj.edu/~ccs/faq.html

  43. CTC Began with A Dad’s Vision for His Son’s Future

More Related