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Preparation for Postsecondary Education & Employment: Policy to Practice

Preparation for Postsecondary Education & Employment: Policy to Practice. Robert A. Stodden, Ph.D. Center on Disability Studies University of Hawaii At Manoa Showcase Session, Council for Exceptional Children Division on Autism & Developmental Disabilities April 22, 2010,

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Preparation for Postsecondary Education & Employment: Policy to Practice

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  1. Preparation for Postsecondary Education & Employment:Policy to Practice Robert A. Stodden, Ph.D. Center on Disability Studies University of Hawaii At Manoa Showcase Session, Council for Exceptional Children Division on Autism & Developmental Disabilities April 22, 2010, Nashville, Tennessee

  2. Overview • Building a Case for Preparation for PSE & Employment • Evolution of Federal Policy • Redefining FAPE (IDEA)

  3. Changing Post-School World • Reauthorization of Higher Education Opportunity Act • Changes in Adult Supports (CMS, CPASS, MFP, MIG, DMIE) • Self-determination Movement • Raising Expectations

  4. Evolution of Lower Educational Policy (IDEA) Supporting PSE • Determination of FAPE – shifting from “some” to “meaningful” educational benefit standard • Congressional Intent (authorizations & regulations) • Federal Court Cases (Pre – Post Rowley rulings)

  5. Evolution of FAPE (Initial Authorization & Practice) • 1975 (PL 94-142) Focus of benefit was to achieve “access” to an free education. • Benefit was “based upon maximizing the child’s POTENTIAL” • IEP process & members • Type & intensity of specialized services (placement)

  6. Rowley Decision -1982 • Laid the ground work to “explore educational benefit” • Individually based upon an IEP teams decision • Explored “differences between some, meaningful, and degree of benefit • Academic & Non-academic

  7. Evolution of FAPE 1985-95 – Reauthorizations of IDEA • Focus on improvement or results • Focus on Post-school Outcomes • Focus on inclusion-mainstreaming • Focus on high expectations • Services which ensure benefit from instruction

  8. Evolution of FAPE 1995 (20 year anniversary of IDEA) 1997 reauthorization • Standard of intent changed to “equality of opportunity” • Focus changed from ensuring access to improving outcomes • Moved beyond a focus on procedural violations

  9. Changes in FAPE • Educational benefit defined: • as “meaningful & measureable progress” • As “progress toward obtainment of grade level standards” • As obtaining “quality post-school outcomes”

  10. IDEA language driving changes in FAPE • Referencing core general education curriculum content • Requiring post-school outcome goal • Requiring follow-up and collection of post-school data • Referencing preparing for employment & quality of life

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