An Inclusive College Experience: Temple University’s Academy for Adult Learning Kathleen McNamara Miller Susan Richmond

The Need for Post Secondary Options Almost 40% of students drop out of school before their 18 th birthday Few students pursue additional education after high school 90% live with parents well after their 25 th birthday Socially isolated 30% are arrested within three years after leaving high school Over 90% are underemployed or unemployed Employment of youth with disabilities after High School. In M. Wagner,L. NewmanR. Canuto;Life outside the classroom for Youth with disabilities. Areport form the National Longitudinal Transition Study

What Do We Know? Most students know little about their career options Fewer know anything about their own talents Uninformed about how they should be prepared Not prepared for post high school options Frank R. Rusch, Ph.D.,Beyond High School: Preparing Adolescents for Tomorrows Challenges Lecture April 2006

What Else Do We Know? 40% of young adults are part of a growing number of individuals who are not working or going to school Frank R. Rusch, Ph.D.,Beyond High School: Preparing Adolescents for Tomorrows Challenges Lecture, April 2006

Why Mental Retardation Services? Administrative entity responsible for the provision of supports and services to >12,000 persons with mental retardation in Philadelphia, PA History of working with Community College of Philadelphia and Holy Family University

Why Temple University? Tradition of Diversity Founded in 1884 by Dr. Russell H. Conwell who spoke of “finding diamonds in the rough in our own backyard” Russell H. Conwell, Acres of Diamonds Lecture, 1870

Why Temple University? The Institute on Disabilities, a University Center for Excellence is an integral part of the University, in the College of Education for >30 years.

Initial Thinking About the Academy What the College should look like: The Participants define the types of supports needed Outcomes are individualized Need to look at models that work Self determination leads the way

Initial Thinking About the Academy What is meant by an Authentic College Experience: True Learning Having Friends No segregated classes Feeling part of the university community

Structure of the Academy 11 young adults with intellectual disabilities who receive supports from Philadelphia Mental Retardation Services

Structure of the Academy Desire to participate in the Academy Commit to attend for four semesters Commitment to attend classes and activities of their choice on campus

Structure of the Academy Matched with other college students who would be employed to act as mentors in academic and social areas

Structure of the Academy Attend a weekly seminar to : Explore Career possibilities and options Explore issues about college life

Structure of the Academy Attend a weekly seminar to : Create friendships and support networks Problem solve Network

The Evolution of the Academy Fall 2005: 19 Applicants Fall 2006, 10 Applicants Interviews held 15 standard questions asked including: past educational experience current activities reasons for wanting to participate goals and dreams

The Evolution of the Academy Fall 2005 and Temple students were recruited, interviewed and selected as mentors December 2005: 10 Academy students selected 3 women and 7 men Person Centered Planning done for each student to develop ideas for an action plan

The Academy Begins!!! January 9 to 15, 2006 Orientation week Kick off welcoming reception Temple Orientation Office takes charge Temple Owls conduct campus tour Sign up for Temple ID Cards Mentors only day Variation of “speed dating” for student/mentor match

The Academy Begins!!! Class selection Typical university classes: Intro to African American Studies Contemporary Aspects of Disabilities

The Academy Begins!!! Pan African Studies Community Education Programs (PASCEP) Intro to Computers Basic Skills Math and Writing Conversational Spanish American Sign Language Actors studio Line Dancing

Seminar Weekly class 10:30 to 3:30 Academy Students & available mentors Topics include: Classroom expectations and etiquette Campus safety Life balance Learning Styles Career exploration Healthy Sexuality Leadership and Self Advocacy

Mentor Relationships Students and mentors have participated in a variety of activities on campus: Basketball games Movies Tech Center Gym Hanging out Classes

Evaluation Students & mentors are assessed at baseline and periodically during the and after the program Course instructors are evaluated using formative and summative performance feedback Program components are evaluated and monitored

Successes

Fall 2006 Semester Expectations for the students more clearly defined More in depth person centered planning More structured Seminar - Syllabus, homework, and final project Orientation expanded to one week with students, one week with mentors

The Future Providing technical assistance to faculty who are willing to modify and adapt their curriculum to include Academy students Navigating more easily through the university bureaucracy for non matriculated students