1 Ann Palmer, B.A Donna Carlson Yerby, M. Ed. Deborah Zuver, MA, LMFTCollege Readiness for Students with ID and/or ASD: Strategies and Options Ann Palmer, B.A Donna Carlson Yerby, M. Ed. Deborah Zuver, MA, LMFT

2 Transition Plan under IDEAIn NC, should be in place by age 14 May be included in annual IEP meeting Student should be invited to attend Transition- “Movement from school to post-school activities”- post-secondary education, vocational education, supported employment, independent living, and adult services

3 Preparing for TransitionEnvision the future- parent’s vision and student’s vision Research all options Get advice from other parents and professionals Create practical and useful IEP/ITP goals Balance academics and functional skills

4 Functional Skills Independent Living Personal Hygiene CommunicationWill the student be able to live in the community? What level of help will they need? Personal Hygiene Can student independently take care of their self- care needs? What skills do they need to work on? Communication Can the student initiate asking for help? Are they able to report information? Can student answer the phone, , make appointments?

5 Functional Skills Financial Transportation VocationalCan the student use money in a functional way? Can they follow a budget? Transportation How will the student get around as an adult? Do they know how to access public transportation? Vocational What work skills does the student need to do their dream job? How are their interpersonal skills? How much assistance will they need in a job setting?

6 Options for a Higher Education ExperienceDifferent kinds of schools- Community Colleges or 2 or 4 year Colleges Part-time versus full-time Virtual classes- on-line, video Commuting versus living on campus Support programs within the college setting specifically for students with learning differences

7 Leaving IDEA Behind No more IEP’sNo more requirements to serve the student Post-secondary Education Laws Section 504 of the Rehabilitation Act of 1973 Americans with Disabilities Act of 1990 and ADA Amendments Act of 2008

8 Implications of 504 and ADAThose who have qualified for admissions have a right to be in higher education. Once admitted, students have a right to access academic and nonacademic programs. Students have a right to confidentiality of all disability-related information. Qualified students are eligible to receive REASONABLE accommodations that relate to their learning needs. (level the playing field)

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10 Full Inclusion College ExperienceStudent goes through admissions process just like any other student Student must disclose about their diagnosis if they want any accommodations Student must follow guidelines for all students Parents have limited participation Student must self-advocate

11 Preparing the Student Discuss differences between HS and CollegeDiscuss functional skills Safety - On campus, in dorm room, on the computer Academic Issues - Study skills, how to know when they needs help and how to get help Health Issues - How to know if they are sick, who to call, when to go to the doctor Personal Care - Shaving, showering, laundry Time Management

12 Help the Student Get OrganizedContact numbers for family members, campus services (RA, Disabilities Services, etc.) Map of campus and bus routes Financial information Housing information Social options To do lists Calendar or list of important dates to remember

13 Gather Documentation Documentation identifies that the student has a diagnosis and how it impacts their learning. Colleges can decide what kind of documentation they require. IEP’s are not acceptable documentation. Documentation must be current. Documentation drives accommodations.

14 Possible AccommodationsExtended time for testing Separate setting for testing Priority seating in classroom Priority registration Hard copies of notes Tape recording lectures Single dorm room * Must go through Disabilities Services to access

15 Disabilities Services OfficeCan be a crucial support for the student Formal disclosure must happen here to receive services or accommodations Make connection as early as possible Student needs to develop a comfort level with the office and the staff Regular scheduled appointments if possible Student has to self-advocate!

16 Self-Advocacy Student is an adult- has to initiateStudent needs to understand his/her needs Student needs to be able to ask for help and explain why they need help No information shared with parents unless student requests that in writing FERPA Waiver- Federal Educational Rights and Privacy Act

17 Preparing the Student for Self-Advocacy in AdulthoodIncrease student’s awareness of his/her strengths and challenges Help student understand that everyone learns differently; everyone needs help sometimes Respect the student’s point of view; involve them in everyday decisions and choices Allow the student to make mistakes

18 Preparing the Student for Self-Advocacy in AdulthoodInvolve the student in school meetings and decisions at whatever level is appropriate Give student experiences to build communication skills (school jobs, arranging meetings, reporting to teachers, etc.) Make problem-solving opportunities learning experiences Talk about the future; prepare and plan

19 Strategies for SuccessStructure/visuals- calendar, lists, schedules, organizers Designated people to go to for help Regular scheduled meetings w/DS, professors Mentor Relaxation strategies Frequent communication

20 In Conclusion Be creative; there is no one path that fits all.The most difficult aspects of college may not be academics. The parent’s role is going to change. Letting go is going to be difficult. Follow the student’s lead.

22 Reauthorization of Higher Education Opportunity Act (HEOA) 2008Financial Aid Pell Grants Federal Work-study program Model Demonstration Programs (in NC: WCU & App State) National Coordinating Center Think U Mass/Boston Certified Transition Programs

23 What does IPSE for students with I/DD look like?

24 IPSE for students with IDDN=91 Respondents to National Survey 2009 Hart, Grigal, Weir in press.

25 A Standards-Based Conceptual Framework

26 Work-based Learning: Inclusive OpportunitiesInterest inventories and assessments Community partnerships for employment Course selection related to employment goals On-campus jobs; work-study opportunities Specialized curriculum leading to certificate Internships and job-based instruction Transition: job coach PSE  employment

28 Predictors of EmploymentThe only post-high school transition goal in IEPs that was a predictor of employment for students with ID was having the goal of attending a two or four year college. 11% of students with ID had this goal

29 Overview of PSE - NationallyLess than 25% of students with I/DD have participated in any form of PSE 6,000+ students currently enrolled Approx. 250 programs in 42 states

30 IPSE Options in North Carolina: Colleges and UniversitiesAppalachian State University: Students with Diverse Abilities :: model site UNC Greensboro: Beyond Academics Western Carolina University: University Participant (UP) :: model site UNC-Chapel Hill CIDD: LEND Trainee Leadership (graduate-level opportunity)

31 Western Carolina University: University Participant – UPTwo-year program – UP Certificate of Accomplishment (10 hr/wk on-campus internship) Goal: facilitate transition of participants from secondary to adult life with education, employment, and independent living Personal development, community participation, vocational preparation, social participation, course auditing Inclusive dorms and residence halls

32 What do UP Participants do at WCU?Live in campus residence– college life with same-age peers Have individual plan for personal/career development and success post-UP Audit limited number of classes Participate in campus events and activities Kelly

33 The Impact of Inclusion at UP: Examples:David: Works with paramedics – his dream job! Typical students head to DC to support UP Future employer discovers a pool of good workers Typical students petition for UP students at graduation Kelly

34 Appalachian State University: Students with Diverse Abilities (SDAP)2-year program: Collegiate Achievement Award College courses - audit and course to support independent living Focus: Self-determination, college course access, meaningful employment, campus life Job coaches find on- and off-campus employment; fellows, tutors, and GAs provide support

35 UNC Greensboro: Beyond Academics4-year certificate: Integrative Community Studies Coursework: Electives of interest and range of courses to prepare students for self-determined lifestyle emphasizing careers, meaningful avocations, and community living Internships Campus participation and housing options

36 From (typical) WCU college students…“Everyone deserves a chance to learn and to have a job. High school doesn’t do that. I want to see this grow.” “I’ve learned not to make assumptions about what they can or cannot do. Its changed this campus.” “As much as they learn, we also learn. If we could translate that into the community, the world would be a better place.”

37 Community Colleges (CC): Seamless Transition OpportunitiesBasic Skills Coordinators work with Transition Counselors in K-12 to educate families about CC options. Once student is enrolled in Basic Skills, CC staff and VR support together. Upon completion of CC program, VR takes lead in employment opportunities.

38 Options for ABE studentsABE – Cape Fear CC, Pitt CC ABLE (Adult Basic Literacy Education) - Alamance CC Compass Education – So Piedmont CC Creating Successful Learners – Surry CC Enrichment Center – Forsyth Tech CC Project College – Wilkes CC Succeed – Sandhills CC

39 Work – Based Options ABE TOPS – Wake Tech CCAccelerate to College and Career - Nash Career College – Alamance CC, Haywood CC & Mayland CC Career Exploration Academy – Pitt CC PACE (Pathways to an Accessible College Experience) START Hospitality– College of the Albermarle Project SEARCH – AB Tech, Central Piedmont CC, Southwestern CC, Robeson CC, Wake Tech START Hospitality Program – Wake Tech CC Transitions Academy – Craven CC

40 Career College at Alamance CC1 year integrative post-secondary certificate program Entry-level, provides foundation to transition into career or further coursework Further develop reading, math, computer skills. Hands-on practicum experience.

42 Project SEARCH www.projectsearch.usReal-world experience Postsecondary training and FREE internship experience Work in high-status organizations Learn high-demand skill sets Work towards becoming more independent in employment, transportation & daily living

43 How does inclusion affect students and their families ?

44 Implications for ParentsStudents with I/DD can go to college How to support students with I/DD to access information and plan for college Collaboration with teachers, parents, service providers, health care providers, transition coordinators

45 Funding Sources used by studentsPrivate pay 46% State VR funds 14% Other funding sources 13% Scholarships 9% Local Education Agency 7% Federal/State grant 7% Tuition waived 5% Social Security funds 3%

46 From Ruby’s Rainbow April 21, 2015 :: Preparing Your Son Or Daughter for College: Suggestions for Parents of Children with Intellectual Disability

47 Online Resources Road to Learning and Earning www.rtle.orgThink College NC Postsecondary Education Alliance (PSEA) Road to Learning and Earning Post-Secondary Education Research Center (PERC) Info on options and trends; funded by OSEP. The National Technical Assistance Center on Transition Builds capacity for transition outcomes.

48 Donna Carlson Yerby [email protected]College Readiness for Students with ID and/or ASD: Strategies and Options Thank you! ::: ::: ::: Ann Palmer Donna Carlson Yerby Deborah Zuver