1. Ann Palmer, B.A Donna Carlson Yerby, M. Ed. Deborah Zuver, MA, LMFT
College 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 IDEA
In 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 Transition
Envision 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 Communication
Will 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 Vocational
Can 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 Experience
Different 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’s
No 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 ADA
Those 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)

10. Full Inclusion College Experience
Student 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 College
Discuss 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 Organized
Contact 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 Accommodations
Extended 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 Office
Can 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 initiate
Student 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 Adulthood
Increase 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 Adulthood
Involve 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 Success
Structure/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.

21. What about students with intellectual disabilities going to college?

22. Reauthorization of Higher Education Opportunity Act (HEOA) 2008
Financial 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 IDD
N=91 Respondents to National Survey 2009 Hart, Grigal, Weir in press.

25. A Standards-Based Conceptual Framework

26. Work-based Learning: Inclusive Opportunities
Interest 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

27. Paid Employment
Youth who participated in PSE were 26% more likely to leave Vocational Rehabilitation with paid employment
Earned a 73% higher weekly income
Data Set: RSA 911
Migliore, A., Butterworth, J., & Hart, D Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities. Fast Facts Series, No. 1. Boston, MA: Institute for Community Inclusion

28. Predictors of Employment
The 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 - Nationally
Less 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 Universities
Appalachian 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 – UP
Two-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 Academics
4-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 Opportunities
Basic 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 students
ABE – 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 CC
Accelerate 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 CC
1 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.

41. Alamance CC - Career College, cont.
Automotive Assistant
Health & Public Services Assistant
Greenhouse/Nursery Assistant

42. Project SEARCH www.projectsearch.us
Real-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 Parents
Students 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 students
Private 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.org
Think 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 donna.yerby@cidd.unc.edu
College Readiness for Students with ID and/or ASD: Strategies and Options Thank you! ::: ::: :::
Ann Palmer
Donna Carlson Yerby
Deborah Zuver