December 5, 2013 Navigating the New Waters: Planning for Transition to Inclusive Post-Secondary Education Presentation by Sheryl Arno & Susanna Miller

photi fish PH- f (as in phone) O- i (as in women) TI- sh (as in nation)

Why Inclusive PSE?

What is an Inclusive PSE Program?

History of Inclusive PSE Nationally Regionally Locally

Happening in Georgia KSU Academy Georgia Inclusive Post-secondary Education Consortium – Implementation Grants Capacity Building

Behavior Barriers As a group, we are going to take turns listing out what are perceived challenging behaviors that would interfere with inclusive post- secondary education settings.

Setting up for Success Student’s choice Buy-in from families Clear communication – Everyone on same page – Honesty around behaviors when completing transition plan

Setting up for Success Clearly define expectations of college life Understand age-appropriate behaviors – Boundaries – Time-management Knowing when student is just not college ready – Other options

Advice from Self-advocates Understand differences between high school and college experiences – Expectations of college students – Rights & responsibilities – College culture Know your resources on and off campus

Advice from Self-advocates Scheduling “down time” between classes instead of having one class right after another Having a designated “decompression place” on campus where the student can go for some alone time Avoiding loud areas, crowds, stimulating activities, or anxiety-provoking meetings at already stressful times Requesting (with documentation) a private room or an exemption from the freshman residency requirement Source: Navigating College: a Handbook on Self-advocacy. The Autistic Self-advocacy Network

Transition Goals Education Development of Employment Community Adult Living/Post School Options Related Services Daily Living

Transition Plans Address the needs of moving from high school to post-secondary education Focus highly on Community & Adult Living Skills section of transition plans

Community Skills Goal Example: – Joins _____ clubs/organizations per (week/month/semester) Activities: – Reviews list of club/organization possibilities – Selects __ club/organization(s) of interest base on sport or hobby preference or career choice – Contact organizer – Attend at least two meetings

Community Skills Goal Example: – Joins ___ advocacy organizations Activities: – Conduct internet search to discover ___ appropriate advocacy organization(s) – Attend agency fair and identify at least two organizations of interest – Contact organizer – Attend at least two meetings

Adult Living Skills Goal Example: – Advocates for assistance appropriately by completing ___ activity(ies) Activities – Makes and keeps ___ appointment(s) with counselor to review course schedule – Makes and keeps ___ appointment(s) with teacher(s) to review academic accommodations/assess effectiveness per (week/month/semester) – Make and keeps ___ appointment(s) with employer to discuss job accommodations.

Adult Living Skills Goal Example: – Demonstrates understanding of daily schedule, class routines, and discourse by completing ___ activity(ies) Activities: – Follows schedule and arrives promptly to class ____% of the time – Follows ___ step class routine – Follows ___ rules of classroom discourse – Makes entry on electronic calendar/software to manage schedule and assignments ___ times per (week/month/semester)

Ultimate Goal Transformed behaviors lead to meaningful contributions to college experience for EVERYONE!

CHOICE College is not for everyone College doesn’t have to happen immediately after secondary completion

Resources Think College Georgia Inclusive Post-secondary Education Consortium Center for Leadership in Disability Kennesaw State University Academy for Inclusive Learning

Feel free to contact us Sheryl Arno Susanna Miller