Www.thinkcollege.net © Think College 2010 Postsecondary Options for Students with Intellectual Disabilities: A National Perspective Meg Grigal, Ph.D. Think

www.thinkcollege.net © Think College 2010

Postsecondary Options for Students with Intellectual Disabilities:

A National Perspective

Meg Grigal, Ph.D.

Think College

Institute for Community Inclusion

University of Massachusetts, Boston



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


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)


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


Why is college important for students with ID?


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%


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


Percentage of Individuals Employed within Enrollment Status among Individuals Ages 18 through 25

Source: 2010 The American Community Survey


Are we setting college as a goal for youth with ID?


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


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


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


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?


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


Family Expectationsare influenced by professional

guidance

knowledge

expectations

All of which are influenced by their past experiences


Which usually is not higher education


Sheltered workshops


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.


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.


Conley’s Model of College Readiness

Conley, D. T. (2007). Redefining college readiness, Volume 3. Eugene,

OR: Educational Policy Improvement Center.


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.


The Degree Qualifications Profile


The Traditional Pathway

Traditional MatriculationTraditional Matriculation Placement Test, EssayPursuit of degree

Reasonable Accommodations


The Alternate Pathway

Non-matriculation Non-matriculation

Person centered PlanningIndividual Support Plan

Focus on Employment GoalsMay pursue certificate or

credential


Higher Education Opportunity Act (HEOA)

Enacted August 14, 2008 Reauthorizes the Higher Education

Act of 1965, as amended


Higher Education Opportunity Act

Defined Intellectual DisabilityCreated

Comprehensive Transition Programs

Model DemonstrationsCoordinating Center


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.


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.


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


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


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


NATIONAL SNAPSHOT


National Survey Respondents

149 program respondents from 37 states


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


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


Access to Disability and Housing Services

• 58% receive services from the college’s Disability Service Office (DSO)

• 39% offer residential options


Transition Programs for Students with Intellectual Disabilities


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


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


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


53 IHEs will serve students over 5 years



Course Offerings for TPSID Students



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


What can we learn from TPSIDs?

– Future PSE access– Employment– Independent living– Quality of life– Social Networks


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



Meg [email protected]

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