1 / 17

Enhancing Access to Postsecondary Education for Students with Intellectual Disabilities

Enhancing Access to Postsecondary Education for Students with Intellectual Disabilities. Association on Higher Education & Disability (AHEAD) July 15th, 2010. Presenter: Judy L. Shanley, Ph.D. US Department of Education Office of Postsecondary Education.

henry-bernard
Télécharger la présentation

Enhancing Access to Postsecondary Education for Students with Intellectual Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Enhancing Access to Postsecondary Education for Students with Intellectual Disabilities Association on Higher Education & Disability (AHEAD) July 15th, 2010 Presenter: Judy L. Shanley, Ph.D. US Department of Education Office of Postsecondary Education

  2. The Higher Education Opportunity Act (HEOA) (PL 110-315) • Reauthorized the Higher Education Act of 1965, as amended (enacted August 14th, 2008) • The HEOA: • Includes provisions on universal design for learning, professional development, and students with intellectual disabilities • Extends OPE’s programs that promote access to higher education for all students with disabilities (Title VII, Part D) • Permits participation of students with intellectual disabilities in Federal Student Aid programs (Title IV) No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  3. Major Work to Support Students with ID • Title VII – discretionary grants – Office of Postsecondary Education (OPE) • TPSID 84.407A • Coordinating Center 84.407B • http://www2.ed.gov/programs/tpsid/index.html • Title IV – financial aid – Federal Student Aid (FSA) • http://www.ifap.ed.gov/ifap/index.jsp No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  4. Title IV Programs – Financial Aid • HEOA allows an eligible student with an intellectual disability attending an eligible comprehensive transition and postsecondary program (CTPP) to receive: • Federal Pell Grant, • Federal Supplemental Education Opportunity Grant, and • Federal Work-Study programs funds • Implementing regulations developed through negotiated rulemaking process No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  5. Three Pieces Related to How Students get Financial Aid • Student has to be eligible to receive financial aid • Apply for title IV eligibility with their FAFSA • http://www.fafsa.ed.gov/ • Student has to be an eligible student with an ID • Program must be an approved CTP Program • Apply to update their program through their E-app • http://www.eligcert.ed.gov • Internal review by FSA • External review by professionals with expertise in CTP – offer recommendations • 4-6 week process; institutions can reapply if they are not initially approved No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  6. Comprehensive Transition and Postsecondary Program (CTP) • Defined in section 760 of the HEOA (with slight modifications) • Must: • Be offered by a participating Title IV IHE • Be designed to support students with intellectual disabilities (ID) • Include an advising and curriculum structure • Require students with ID to participate in courses and activities with students without disabilities No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  7. Program Eligibility • For students to get title IV aid, school must update its E-App at http://www.eligcert.ed.gov/ • Using these Steps: • http://www.ifap.ed.gov/ifap/index.jsp • Application must include: • Detailed description of the program • Satisfactory academic progress policy • Length/number of credit hours in the program • Educational credential/identified outcomes for all students in program • Evidence that institution has notified its accrediting agency of the program No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  8. Student with an Intellectual Disability • Defined in section 760 of the HEOA (with slight modifications) • A student: • With mental retardation or significant cognitive impairment AND • Who is/was eligible for FAPE under IDEA • Private/home-schooled students • Institution ultimately determines if student meets the definition No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  9. Student Eligibility • An eligible student: • Must be enrolled in an approved CTP • Must meet all of the general student eligibility requirements under section 668.32 EXCEPT: • Does NOT have to be enrolled for the purpose of obtaining a degree or certificate • Is NOT required to have a high school diploma or have passed an ability-to-benefit test • Must maintain satisfactory academic progress under school’s policy for students in the CTP • Documentation must demonstrate that student has an intellectual disability No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  10. J. Shanley, US Dept. of Education, Office of Postsecondary Education, 07-15-10 CONNECTIONS ACROSS PART D PROGRAMS TO PROVIDE STUDENTS WITH DISABILITIES WITH A HIGH QUALITY EDUCATION • Existing and future program with appropriation • Future program with no current appropriation • Future program with appropriation • -Depicts formal and informal mechanisms across programs to develop and share knowledge Model demonstrations (84.333A) (current) contribute knowledge and dataregarding strategies and supports to enhance the ability of higher ed faculty and staff to instruct all students with disabilities • Coordinating Center (84.407B) (start on 10/01) • Develop standards • Support and provide TA to TPSID grantees • Develop evaluate protocols. • Evaluate programs • Develop communication mechanisms across programs that consider knowledge contributions of all programs • Provide support for developing student credentials upon completion of programs • National Center • (no appropriations to date) • Repository of Strategies and Supports for students with all disabilities, including ID • Obtain knowledge from Model Demos. • Obtain knowledge from TPSID grantees. • Obtain knowledge from accessible materials. TPSID (84.407A) (start on 10/01) Grantees contribute knowledge and data about program components to support students with ID through evaluating models Primary Relationship Accessible Materials Program (no appropriations to date) contribute knowledge and data about accessibility of instructional materials for all students Provide TA regarding all disabilities Support to other comprehensive transition & postsecondary programs Commission

  11. Title VII, Part D (TPSID Program) • Model Demonstrations (84.407A) • Expect to fund 20-25 model demonstrations • $500,000 annually • Five-year performance period • Program to start 10/01/2010 • http://www2.ed.gov/programs/tpsid/index.html • Coordinating Center (84.407B) • Expect to fund one Coordinating Center • $330,000 annually • Five-year performance period • Program to start 10/01/2010 • http://www2.ed.gov/programs/coordinatingcenter/index.html No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  12. Comprehensive Transition and Postsecondary ProgramsWhat do they look like? • Serves students with intellectual disabilities • Provides individual supports and services • Provides a focus on academic enrichment, socialization, independent living skills, including self-advocacy, and integrated work experiences and career skills that lead to gainful employment • Integrates person-centered planning • Participates with the coordinating center • Engages in regular meetings or conference calls • Partners with local educational agencies to support students under the IDEA • Plans for the sustainability of the model program • Creates and offers a meaningful credential Project Reach Convocation, U of Iowa, May 2010 http://www.desmoinesregister.com/article/20100510/LIFE/5100326/-1/COMM07/Students-learn-magic-of-I-can-not-I-can-t No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  13. Program Characteristics • Implementation of dual enrollment programs • (although dually enrolled students are not eligible for Title IV) • Collaboration between secondary transition professionals and disability service providers • Partnerships between IHEs, community organizations, & vocational rehabilitation agencies • Participation of parents and families • Opportunities for student housing No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  14. MANY PIECES….

  15. As with any major reform effort, change often happens slower than those fighting for that change would like, but, with continued effort and “relentless optimism” a new vision of higher education is emerging where all, even those who have been traditionally excluded from halls of academia, have a right to belong, succeed, and learn. Causton-Theoharis, Ashby, & DeClouette. (2009). Relentless optimism: Inclusive postsecondary opportunities for students with significant disabilities. Journal of Postsecondary Education and Disability, 22(2), 88-105. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  16. Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and Outcomes (June 1999). http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187 (6% of college students reported having a disability – however, survey did not collect data regarding whether student had a developmental or intellectual disability). • Postsecondary Education Research Center (PERC), Transition to College. http://www.transitiontocollege.net/. Wealth of resources regarding dual enrollment and evaluation. • Condition of Education (2009).Indicator 10 – undergraduate enrollment – did not collect data regarding disability status of college enrollees (http://nces.ed.gov/programs/coe/2009/pdf/10_2009.pdf). • Thinkcollege.net • Transition Services for Students with Significant Disabilities in College and Community Settings http://www.proedinc.com/customer/productView.aspx?ID=2367 • Article in US News http://www.usnews.com/articles/education/2009/02/13/college-is-possible-for-students-with-intellectual-disabilities.html?PageNr=2 • REACH (Realizing Educational and Career Hopes) (http://news.cofc.edu/2010/02/college-launches-realizing-educational-and-career-hopes-program/ program at the College of Charleston http://blogs.cofc.edu/life/ • Lewis & Clark Community College Program http://www.lc.edu/media/67984/presentation%20handout%20-%20accessible%20format.pdf • Vanderbilt Program http://kc.vanderbilt.edu/kennedy_files/PostSecondaryEducation.pdf • University of Iowa Reach (Realizing Educational and Career Hopes) Program -- http://www.education.uiowa.edu/reach/index.html Select Resources No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

  17. Judy L. Shanley, Ph.D. Judy.shanley@ed.gov Voice (business hours) – 857-277-1880 Voicemail – 202-502-7659

More Related