POSTSECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES:

Creating Opportunities in Tennessee

2009

INSTITUTE FOR COMMUNITY INCLUSION

http://media.umb.edu/cassidy

DEFINITION: INTELLECTUAL DISABILITY

Significant learning and cognitive disabilities that impact a student’s ability to access course content without educational supports and services

Typically includes students who take the alternative state assessment exit secondary education with an alternative diploma (i.e.,

IEP diploma, certificate of attendance) qualify to receive services under the Individuals with

Disabilities Education Act (IDEA) until they are 21

DEFINITION: POSTSECONDARY EDUCATION (PSE)

Education after the high-school (secondary) level

Options include community colleges, four-year colleges, and vocational-technical colleges

Until recently the option of having the “college experience” has not been available to students with intellectual disabilities

WHAT DO STUDENTS WITH INTELLECTUAL DISABILITIES TEND TO DO AFTER HIGH SCHOOL?

Current high school experience Increasingly in inclusive settings with expanded

opportunities

Typical postsecondary options Segregated life-skills Community-based transition programs

WHAT DO STUDENTS WITH INTELLECTUAL DISABILITIES TEND TO DO AFTER HIGH SCHOOL?

Limited employment options

Of all students with disabilities, those with intellectual disabilities have the poorest post-school outcomes

OVERVIEW: MODELS OF PSE PROGRAMS

Three typical PSE models:

Mixed or Hybrid Substantially Separate Totally Inclusive

Within each model, a wide range of supports and services are provided

POTENTIAL BARRIERS TO PARTICIPATION IN PSE PROGRAMS

Attitude Low expectations Access to funding Access to transportation Admissions requirements

POSTSECONDARY PROGRAMS IN THE UNITED STATES

http://www.thinkcollege.net/ reports:

145 currently identified postsecondary education programs across 36 states

OVERVIEW: POSTSECONDARY EDUCATION IN TENNESSEE

Prior to 2009Zero (0) programs in Tennessee

Establishment of Postsecondary Education Task Force

Tennessee Ties to National Training Institute

Development of first PSE program in Tennessee

ORIGINAL PSE COMMITTEE MEMBERS

Sharon Bottorff

The Arc of Williamson County

Elise McMillan

Vanderbilt Kennedy Center for Excellence in Developmental Disabilities

Sheila Moore

Down Syndrome Association of Middle Tennessee

Wanda Willis

Tennessee Council on Developmental Disabilities

Began meeting in 2004

TENNESSEE TASK FORCE FOR POSTSECONDARY EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES

Groups and Organizations Represented:

The Arc of Williamson County Autism Society of Middle Tennessee Department of Human Services Division of Mental Retardation Services Down Syndrome Association of Middle Tennessee Autism Society of Middle Tennessee Higher Education Commission Metro Nashville Public Schools Tennessee Council on Developmental Disabilities Tennessee Technology Center Vanderbilt Kennedy Center for Excellence in Developmental Disabilities Various higher education institutions in Nashville and the surrounding

area Involved parents, community members, and business leaders

Began meeting in 2006

FIRST STEPS:PSE TASK FORCE ACTIVITIES

Identified priorities and purpose

Examined and visited existing programs

Developed a statewide survey on parental perspectives

PURPOSE OF THE PSE TASK FORCE

To plan and support the development of postsecondary programs on Tennessee college campuses that will empower students with intellectual disabilities by providing course work that:

Continues academic development Develops independent living skills Fosters career opportunities

EXAMINED AND VISITED CURRENT PROGRAMS

Representatives from the PSE Task Force made site visits to:

Montgomery College (MD) The College of New Jersey and Mercer County

Community College (NJ) Western Kentucky University (KY)

Identified common and unique characteristics of these and other programs across the country

STATEWIDE SURVEY

Statewide survey administered to parents of high school students with intellectual disabilities to:

collect their perspectives on postsecondary education

identify barriers that hinder participation learn what parents hope their children would

gain from a PSE program identify concerns

Data to guide the development of a potential PSE program in Tennessee

SURVEY RESPONDENTS

Survey distribution groups (e.g., DSAMT, ASMT) disability networks and community agencies

Students with intellectual disabilities in Tennessee age 18+ answered several open-ended questions

Families of students with intellectual disabilities who live in Tennessee Parents were the primary respondents

SURVEY DEMOGRAPHICS: PRIMARY RESPONDENTS

109 respondents

• 90% of respondents were parents (versus guardians, siblings or other family members)

• 90% were female• 86% were 40 years or older• 80% work part or full time

SURVEY DEMOGRAPHICS : STUDENTS WITH INTELLECTUAL DISABILITIES

Gender• 66% male• 34% female

Age• 17% aged 15 years or younger• 30% aged 16-17 years• 31% aged 18-19 years• 10% aged 20-21 years• 10% aged 22 years or older

SURVEY DEMOGRAPHICS : STUDENTS WITH INTELLECTUAL DISABILITIES

Diagnosis of disability • 36% Mental Retardation• 36% Autism Spectrum Disorder• 29% Developmental Disability• 17% Down Syndrome• 10% Cerebral Palsy

Reading level• 31% read at First Grade level or lower• 33% read at Second – Fifth Grade level• 36% read at Sixth Grade level or higher

SURVEY FINDINGS: PLANNING FOR PSE

Has the school staff encouraged your child to continue in an educational setting after high school? Mean of 2.87 (on 1-5 scale) 22% of respondents indicated the highest score (5)

Does your child’s IEP include a plan for the time immediately after high school? 26% = yes 53% = no 21% = not sure

SURVEY FINDINGS: BARRIERS

What barriers have you encountered in trying to understand all the options available to your child?

73% Lack of general information or guidance 37% School staff did not help me understand 36% Financial constraints 30% Different services did not work well together 27% Long waiting list for explanation of services

SURVEY FINDINGS: PARENTAL ATTITUDES

Although parents had more positive attitudes toward PSE than educators, their expectations differed by student’s reading level

Parents of students with lower reading levels were: less likely to think that PSE would help their

children transition to adulthood less interested in educational opportunities after

high school less often encouraged by school staff to pursue PSE less likely to enroll their child in PSE

SURVEY FINDINGS: PARENTAL CONCERNS

How concerned are you about each of the following factors?

Distance of the program from home Cost of the program Your child’s physical health Your child’s safety Your child’s ability to function without you Experience similar to college Focus on employment after program

Most concerned = Your child’s safety (4.72) Least concerned = Experience similar to college

(3.37)

SURVEY FINDINGS: PARENTAL PRIORITIES

How important is it to you that the following is included in a PSE program?

Residential options Inclusive learning environments Individual choice in curriculum Structured social activities Access to a college campus Certification in a vocational area Focus on employment after program

Most = Focus on employment after program (4.37)

Least = Residential options (3.72)

IMPACT OF SURVEY

Expanded prior studies by asking about specific priorities involved in deciding to enroll in PSE programs

Helped Tennessee PSE Task Force to understand families’ needs, concerns, and priorities

Helped lead to Tennessee’s first PSE program

PSE IN TENNESSEE: 2008 DEVELOPMENTS

Tennessee Council on Developmental Disabilities Demonstration Grant

To demonstrate new approaches to services and supports

A “Call for Applications” (CFA) to all Tennessee higher education institutions to develop a model program

Grant = $175,000 for each of 3 years, beginning January 1, 2009

PSE IN TENNESSEE: 2008 DEVELOPMENTS

Awarded to Vanderbilt Kennedy Center (VKC) PI’s—Elise McMillan, J.D. and Robert Hodapp, Ph.D.

Partnering Organizations: Tennessee Council on Developmental Disabilities Project Opportunity Tennessee Board of Regents (Tennessee

Technology Center on Whitebridge Road) Vanderbilt Kennedy Center Vanderbilt University

VKC PSE PROGRAM: WHO?

Day program for cohorts of 8 young adults with intellectual disabilities

All students aged 18 to 26 All students have intellectual disabilities All students have exited high school without

receiving a regular education diploma Only those students accepted who can benefit

from program (academically, socially, and vocationally)

VKC PSE PROGRAM: WHAT? WHERE?

On Vanderbilt University campus for: Some academic subjects All social-extracurricular activities Life-functional-other skills training classes

On Tennessee Technology Center for: Job training (1 of 9 programs that do not require a

high school diploma)Examples include Auto Body Repair; Cosmetology; Data Processing; and Machine Tool Technology

STRENGTHS

Strong collaboration with DD Council & other Tennessee disability and higher education institutions

Program has resonated with Vanderbilt University administrators

Program (and outreach efforts) promises to help in many directions Help young adults with ID and families to achieve greater

degrees of independence Help Vanderbilt and other higher education institutions’

“service learning” mission Help infuse contact and awareness of individuals with

disabilities into higher education settings

VKC PSE PROGRAM: WHEN?

Year 1 (2009) = planning year

Year 2 = start program January 2010: 1st cohort (through May 2011) August 2010: 2nd cohort (through May 2012)

Year 3 = sustain program, develop outreach

Bridge ½ year (spring 2012)—end 2nd cohort

VKC PSE PROGRAM: YEAR ONE

Planning Year (January 1 – December 31, 2009)

Hire director and assistant director Finalize program details

Program physical space on Vanderbilt University campus

Tying to Vanderbilt and to Tennessee Technology Center

Developing admissions criteria, disseminating information (i.e., applications), admitting 1st class

Operating program Finalizing curricula, staffing, etc.

VKC PSE PROGRAM: YEAR TWO

Implementation (January 2010)

First class/cohort begins Program operation 2nd class/cohort applies, admissions, begins fall

2010 Outreach worker hired and starts outreach to

Tennessee community colleges Aggressive plans to sustain program past TN DD

Council grant

VKC PSE PROGRAM: YEAR THREE

Implementing and Sustaining (2011)

Efforts to sustain program past TN DD Council grant

Ties to Tennessee community colleges, with plans to help 1+ start their own program

CHANGING THE MAP:IMPLEMENTING PSE TASK FORCE PURPOSE

NATIONAL TRAINING INITIATIVE GRANT:CONSORTIUM OF NATIONAL PSE LEADERS

National Training Initiative (NTI) funded by the Administration on Developmental Disabilities (ADD)

The training initiative is called the National Consortium for Individuals with Developmental Disabilities in Postsecondary Education

FY 2008/9- FY 2014

CONSORTIUM PARTICIPANTS

Lead institution: Institute for CommunityInclusion, University of Massachusetts, Boston (PI: Deb Hart, Ph.D.)

5 institutions are first-level collaborators Vanderbilt was asked to participate as one of 4

partnering institutions; the others are Ohio State University, the University of South Carolina, and UCLA

ROLES OF PARTNERING INSTITUTIONS

Assist with outreach to other PSE initiatives

Pilot the survey that will be refined with input

Pilot training and technical assistance materials created through the grant

Participate in Capacity Building Institutes

Conduct training and provide technicalassistance locally to new PSE programs

REDESIGN CURRENT MATERIALS: THINKCOLLEGE.NET

PILOT OF NEW MATERIALS: FAST FACT SHEETS

PSE TASK FORCE NEXT STEPS

Increase Public Awareness

Engage LEAs and State Board of Education

Encourage the development of PSE programs at other Tennessee Colleges and Universities

Explore funding opportunities

Implement and disseminate best practices

CONTACT INFORMATION

Sharon Bottorff: (615) 790-5815, sbbarc@bellsouth.net

Megan Griffin: (850) 529-9383, megan.m.griffin@vanderbilt.edu

Elise McMillan: (615) 343-2540, elise.mcmillan@vanderbilt.edu

QUESTIONS OR COMMENTS?