Debra Hart, MS Director, Education & Transition Institute for - PDF document

Debra Hart, MS Director, Education & Transition Institute for Community Inclusion University of Massachusetts Boston, MA Higher Education Opportunities for Students with Intellectual and Developmental Disabilities October 2, 2020 The attached handouts are provided as part of The Boggs Center’s continuing education and dissemination activities. Please note that these items are reprinted by permission from the author. If you desire to reproduce them, please obtain permission from the originator. Rutgers, The State University of New Jersey Liberty Plaza, 335 George Street, New Brunswick, NJ 08901 rwjms.rutgers.edu/boggscenter p. 732-235-9300 f. 732-235-9330

9/30/2020 Higher Education Opportunities for Students with Intellectual and Developmental Disabilities Debra Hart, MS Director, Education & Transition Institute for Community Inclusion, University of Massachusetts Colleen McLaughlin, MEd Boston, MA Associate Director October 2, 2020 The Boggs Center on Developmental Disabilities COVID-19 Resources on The Boggs Center Website GoToWebinar Control Panel • COVID-19 National & State Resources Handouts • Plain Language and Accessible Information • Healthcare & Communication Resources • Handouts may be downloaded from the • Resources in Support of Physical & Control Panel . Emotional Well-Being and Mental Health • Employment & Financial Related Resources • The webinar recording and handouts will also be • Boggs Center Resources about Grief and Loss posted on The Boggs Center web site next week: http://rwjms.rutgers.edu/boggscenter/dd_lecture/audio.html • Boggs Center Resources about Supported Employment • Boggs Center Resources about Planning for Emergencies Questions • Boggs Center Resources for Supporting Students with Disabilities • Resources About Face Masks • We are planning to have a brief Question and Answer session at the end of the lecture. http://rwjms.rutgers.edu/boggscenter/links/COVID-19Resources.html • In order to ask a question, you have to type it in the Questions section of the Control Panel . Certificates of Attendance Higher Education Opportunities for Continuing Education Recognition for Students with Intellectual and Developmental Disabilities To receive a Certificate of Attendance, you must: Debra Hart, MS Be logged onto the webinar from start to finish Director, Education & Transition and Institute for Community Inclusion, University of Massachusetts Complete the evaluation at the end of the webinar Boston, MA Certificates will be emailed to attendees who meet these requirements next week October 2, 2020 1

9/30/2020 Higher Education Opportunities for Students with Intellectual & Developmental Disabilities Debra Hart Think College Institute for Community Inclusion Debra Hart, MS University of Massachusetts Boston Director, Education & Transition Institute for Community Inclusion University of Massachusetts Boston, MA National Coordinating Center Agenda Federally funded since 2010 to provide coordination, training & technical assistance to any college or university who wants to establish 1. Brief overview of the National Coordinating Center or improve postsecondary education opportunities for students with intellectual disability on their campus 2. Video overview to introduce the topic (4min 11 sec) www.thinkcollege.net 3. Elements of the Higher Education Opportunities Act of 2008 4. Understanding college programs: Key programmatic features 5. Student outcomes during & after going to college 6. Public Service Announcement (60 seconds) 7. Resources 8. Q & A 295 Higher education programs for students with intellectual disability in the U.S. 2004 to June 2020 248 228 149 See https://thinkcollege.net/college‐search 25 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2020 2

9/30/2020 Students with Documented Intellectual Disability • Student must meet definition of “intellectual disability” (ID) When a student has an intellectual • Student must be enrolled in approved disability, it means that s/he: Federal Comprehensive Transition Program Financial Aid (CTP)  Has a cognitive impairment characterized by significant limitations in: IHEs must apply to US ED for CTP (Grants & • Intellectual and cognitive functioning; and approval • Adaptive behavior as expressed in conceptual, social, and Work Study, For list of approved programs: practical adaptive skills; and, https://studentaid.ed.gov/sa/eligibility/intellectual‐  Is currently, or was formerly, eligible for special education and not Loans) disabilities related services under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1401), including a student who was determined eligible for special education or related • Family must fill out FAFSA & meet services under the IDEA but was home‐schooled or attended financial need requirements private school. Transition Postsecondary Education Programs for Students with Intellectual Report on Model Accreditation Disability (TPSID) Standards for Higher Education Programs for Students with Intellectual Disability Goal To create, expand, or enhance high‐quality, inclusive higher education experiences to Available: https://thinkcollege.net/resource/accre support positive outcomes for ditation-and-credentials/report-model- accreditation-standards-higher- individuals with intellectual disability. education • 3

9/30/2020 Understanding College Programs Similarities and Differences Common Design Features  Students are non‐degree  Equity access for all students seeking  Vary in length – most are 2‐ — alternative admissions College year, some 4‐year  Guided academic pathways Programs for  Vary in levels of academic  Enhanced student support inclusion Students  Established course of study with ID  Career connections that leads to certificate  Confer a certificate  May offer federal student aid (not loans ) An Alternate Pathway to College Type of Institute of Higher Education & Enrollment • Placement tests, essays Traditional • Pursuing a degree Matriculated • Reasonable accommodations Dually IHE Enrolled 64% at 4‐ 33% dually year, 36% at enrolled at • Person-centered planning Alternate • Individual support plan 2‐year any point Non- • Focus on employment goals Matriculated • May not pursue degree/credit 4

9/30/2020 Additional Supports Student Experience  Peer mentors  Employment support (job coaches, job developers)  College courses for credit or audit  Tutoring  Internships/work study  Academic modifications for assignments (if  Paid jobs (on/off campus) student is auditing)  Campus life/organizations  Residence hall supports  Learning to live independently IMPORTANT: Availability of support varies! Programs Vary by Degree of Inclusion Variations in College Programs Substantially Separate Inclusive Mixed • Length of program • Type of institute of higher education • Students have no or • All experiences are fully • Some experiences occur as extremely limited access to • Residential availability integrated with students a group. typical college classes. without disabilities. • Financial aid availability ‐ CTP • Instruction happens • Classes are a mix of typical exclusively or primarily in • No separate classes are • Academic experiences college classes and separate classes . offered. separate classes just for • • Students in high school or not Students may have socially students with ID. • Students have full access to inclusive experiences on all campus activities, with • Employment experiences campus, but often in a • Access to campus may be group. support as needed. limited in some ways. • Degree of inclusion TPSID Students 2017 ‐ 2018 5