This community assessment was carried out in collaboration with The - PowerPoint PPT Presentation

This community assessment was carried out in collaboration with The DREAM Partnership, Cumberland/Perry IDD Program, Dauphin County IDD Program, and the Department of Social Work & Gerontology at Shippensburg University

Background • This needs assessment was conducted by Social Work students and faculty of Shippensburg University for the purpose of assisting the Cumberland/Perry and Dauphin County Intellectual and Developmental Disabilities Agencies and the D.R.E.A.M. Partnership Board of Directors in determining the interest level of area individuals with intellectual disabilities (IDD) and their families in postsecondary educational opportunities. • Postsecondary education (PSE) terminology

D.R.E.A.M. Partnership • Dreams Realized through Educational Aspiration Model • Formed by parents and professionals • To provide postsecondary education (PSE) opportunities to students with IDD to increase competitive employment and promote independent living in Central Pennsylvania.

• Intellectual and developmental disabilities (IDD) arise from physical, genetic, and social factors and affect 1-3% of Americans (Arc, 2013). • IDD is characterized by – sub-average intellectual functioning – limitations in adaptive functioning skills – onset prior to age 18 (Arc, 2013) • Research shows individuals with IDD who obtain postsecondary education (PSE) have greater opportunities for competitive employment (DREAM, 2012).

Research Design

Two Types of Data Collection Qualitative Quantitative Research Research Parent/Guardian Family Survey Focus Groups Student Focus Interviews with Groups Students

Two Types of Data Collection Qualitative • 7 focus groups were held during the last week in February. Research • The script and questions were developed by Shippensburg Faculty, county offices of Cumberland/Perry IDD and Dauphin IDD, and the D.R.E.A.M. Partnership. Parent/Guardian Focus Groups • Informed consent and assent forms were signed by Parents, Guardians, Staff and Students. • The qualitative information gathered during the focus groups was recorded and Student Focus Groups transcribed.

Participants Dauphin County Cumberland County 209 flyers sent to 174 flyers sent to • • individuals living in individuals living in Dauphin County. Cumberland and Perry Counties. An additional 630 flyers were sent to the 22 school districts in Cumberland, Dauphin and Perry Counties. • Those in attendance were split into two groups: potential post- secondary education students and parents/guardians/support staff.**

Two Types of Data Collection • Results of the focus groups guided Quantitative development of two questionnaires. Research • Self-administered surveys were mailed to households. • Student surveys were completed Family during face-to-face interviews. Survey Questions evaluated barriers or challenges regarding: Interviews • college curriculum • independent living skills with • socialization in commuter and Students residential college settings.

Family Participants Surveys were sent to all households that had an individual aged 14-21 registered with the Cumberland/Perry and Dauphin agencies. Dauphin County Cumberland County 209 surveys sent to the 174 surveys sent to the • • households of individuals households of individuals living in Dauphin County. living in Cumberland and Perry Counties. Of the 383 surveys mailed, approximately 15% (57) surveys were returned.

Student Participants Dauphin County Cumberland County A list of all individuals • The agency contacted • between the ages of 16- individuals on their 21on the caseload was caseload between the collected. ages of 16-21, that had previously expressed an Random number • interest in PSE in their generation was used to Individual Support Plans select names. or Prioritization of Urgency 39 individuals were • of Need for Services contacted from the (PUNS). Cumberland/Perry list with five scheduled from Five were scheduled from • Cumberland County. Dauphin County.

Survey Data • Both surveys used a Likert Scale with a rating of 1-5. • Analysis was done using Excel. • Research questions were then grouped by similar themes and analyzed to create charts and tables of data.

Results

Focus Groups of Parents/Guardians/Staff • “ She [student] can do a lot on her own, but she would need to touch base with someone for reassurance and guidance.” • “I think now a lot of these dorms are co -ed and that would not work at all. For those kids with intellectual disabilities, that’s not good.” • “…our children are used to individualized education, so when you go to college, that’s not really individualized, you have to fit in.” “…I don’t think he could succeed in going to a • class that has 100 kids in it. You know he needs to go to a class that has five or six and that they aren’t gonna bother him…”

Focus Groups of Students • “ I had a student, she actually helped me with just getting my work done because it just wasn’t happening.” • “Your grades and the homework in college is hard.” • “First, trying to find your way around everything and second, is meeting people and teachers. You know their personalities and the social life.” • “…it was happening more than once a week and people I was in class with did not care to know me, did not care to want know me and they knew I was weak and knew I couldn’t defend myself as well as I probably could know they would take advantage of it.”

Family Questionnaires • Of the 383 mailed, approximately 15% (57) questionnaires were returned. • 27 from Cumberland, 17 from Dauphin, 3 from Perry, 10 County not identified • 10 (17.5%) stated they or their children had no interest in PSE. • Of the remaining questionnaires, 57% of parents indicated that their child showed interest in going to college and that they were interested in PSE for their child.

• Parents identified obtaining competitive employment as a primary goal for PSE. Object 1: Curriculum Focus for PSE 4.5 91% 4 73% 3.5 58% 47% 3 2.5 2 1.5 1 0.5 0 Vocational Skills - Academic - Academic (Personal Life Skills Focused Focused Growth) Note. Numbers represent answers based on Likert Scale (5-Strongly Agree, 4-Agree, 3-Unsure, 2-Disagree, 1-Strongly Disagree). There were no responses tallied 5 – Strongly Agree. Percentages based on responses of Strongly Agree/Agree.

• Parents agreed that their students would need: – Additional support – An identified mentor and/or a specialized resident assistant Table 2: Supports Needed Standard Strongly Question Average* Deviation Agree/Agree Arriving to classes on time 3.93 1.08 78% Navigating the campus 3.93 0.98 78% Academic activities (i.e. homework) 4.36 0.8 91% *Average answers based on Likert Scale (5-Strongly Agree, 4-Agree, 3-Unsure, 2-Disagree, 1-Strongly Disagree)

• Parents disagreed that their student could: – Make decisions about daily living without oversight – Be able to manage their medical situation – Structure out of class time safely Table 1: Daily Safety Standard Strongly Question Average Deviation Agree/Agree Make decisions about daily living without oversight 2.22 1.27 22% Manage their medical situation 2.31 1.34 24% Structure out-of-class time safely 2.33 1.18 20% Child would benefit from safety awareness programs 4.26 0.98 82% * Average answers based on Likert Scale (5-Strongly Agree, 4-Agree, 3-Unsure, 2-Disagree, 1-Strongly Disagree) Percentages based on answers of Strongly Agree/Agree

Student Questionnaires • 7 face-to-face interviews with students with IDD. • 71% thought about going to college and are interested in college. • 86% agreed they would like help with their class work. • 100% agreed it would be easier for them with the help of another student. • 100% agreed that meeting their professors or teachers prior to starting class would be helpful.

Table 3: Social Interests Standard Strongly Question Average Deviation Agree/Agree Excited to meet new people 4.57 0.53 100% Nervous to meet new people 2.85 1.77 43% Interested in joining a club 4 1.52 71% Interested in participating in sports 3.28 1.7 57% Working and attending school 4.42 0.78 86% *Average answers based on Likert Scale (5-Strongly Agree, 4-Agree, 3-Unsure, 2-Disagree, 1-Strongly Disagree) Percentages based on answers of Strongly Agree/Agree

Table 4 Bullying and Safety Standard Strongly Question Average* Deviation Agree/Agree I think I would be safe at college 3.57 1.27 57% Thoughts of getting bullied at college 2.85 1.06 29%

• 57% agreed they would like to live in the dorms and 83% identified they would like to have a roommate. • 100% agreed they thought college would help them find a better job and learn to live independently.