Opening Doors: Postsecondary Education for Students with Intellectual Disabilities November 21, 2008 GCCCU Transition Wo

1. Opening Doors:Postsecondary Education for Students with Intellectual DisabilitiesNovember 21, 2008GCCCU Transition Workshop

2. A Regional Collaborative • Molly Mattheis, School Age Matters Program Coordinator, Down Syndrome Association of Greater Cincinnati molly@dsagc.com • Steve Sunderland, Professor of Peace and Educational Studies, University of Cincinnati sundersc@email.uc.edu • Joe Link, Adjunct Faculty, School of Education, Xavier University linkj@xavier.edu

3. A Regional Collaborative • Jennifer Radt, Director of Disability Services University of Cincinnati / Clermont College Jennifer.radt@uc.edu

4. The Postsecondary Collaborative PoSec

5. PoSEC Background • First met July 2006 • Sub Committee of Cincinnati Public School’s Transition Committee • Continued after CPS Committee folded in July 2007 • 20-25 current members • Meets every other month • Various task forces as needed

6. Mission of Postsecondary Education Collaborative (PoSEC)(approved in 1/08) To advocate for students with intellectual disabilities who are seeking postsecondary education options

7. Vision • Because we believe that all people benefit from inclusive environments, the vision of PoSEC is for people with intellectual differences to realize their dream of participating in postsecondary education, being provided the supports needed to be successful both academically and socially.

8. Objective #1 • Educate people about options for Postsecondary Education for people with intellectual disabilities • Made a video showing students and ex-students’ experiences in PSE • Working on a web-based depository of information about PSE • Planning a PSE Conference in 2009 • Present at variety of conferences

9. Objective #2 • Create and distribute best practices information to area colleges about Mentors

10. Objective #3 Gather and share information about PSE Work with grad students who will research • Families/Self-Advocates Goals and Interests • Dual Enrollment Programs • Funding Options Become “experts” ourselves Keep informed on local college progress Share information about available technology

11. Possible Future Plans • Become a non-profit in order to apply for funding for • Scholarships • Pilot Projects • Publish paper based on findings of research

12. Continuum of Models • Substantially Separate Model • Mixed Hybrid Model • Inclusive Individual Support Model

13. Peace Village/MRDD/UC College Camps Our first Peace Village/MRDD/UC College Camp opened on June 27-29, 2007 with about 25 students and 8-12 staff. One session was held in 2008 with 25 students in attendance and 8-12 staff. Another session begins in January 2009!

14. Sample Courses Offered • Art and Peace Poster Project • Theater and Reflection • Entrepreneurship • Leadership and Decision Making

15. Collaborative Staff from Diverse Organizations • Robert Harris, Bridges for a Just Community • Joe Link, Xavier University • Susie Rutkowski, Great Oaks & Project Search • Ann Mitchell & Trisha Heim, Project Search • Children’s Hospital • Maria Werle, Ross High School • Janet Gora & Patrice McHale, DSAGC • Matt Sauer, UC Disability Services, • Derrick Jenkins, UC College of Education doctoral student

16. Questions to Consider • Why should colleges and universities offer college programs to students with intellectual difficulties? • Should college programs be inclusive or special classroom experiences? • What kinds of faculty orientation would be useful for teaching success?

17. Questions to Consider • How similar/different are the problems of students with intellectual limits and “typical” students? • What are best practices that have continued to work?

18. Xavier UniversityDepartment of Secondary and Special Education Supported College Courses and Associates Degree in Liberal Arts

19. Purpose • Rigorous 100 level undergraduate electives which can count towards an associates degree • Open to all students • Designed with the thought of supporting adults with intellectual disabilities who might not otherwise go to college

20. The Continuum • The Supported College Classes are part of a continuum of options for teenagers and adults with intellectual disabilities exploring higher education at Xavier. • auditing classes at Xavier • Xavier University Supported College Classes as electives for the Associates Degree in Liberal Arts • Human Development and Learning – a transition course between the Supported College Classes and typical Xavier classes, fulfills a core requirement in the Associates Degree in Liberal Arts • Associates Degree core classes

21. Associates Degree in Liberal Arts • 40 hours of core liberal arts classes • 20 hours of electives (potentially the Supported College Courses)

22. Supports • Co-Teaching • Expectations and hiring of instructors • Learning Assistance Center • Math and Writing Lab • Mentoring as needed

23. Offerings • Fall and spring semesters • Two courses a semester with one course focused on liberal arts and the other course emphasizing life skills.

24. Admissions • No SAT or ACT required • Interview • High School Diploma or GED • Two letters of recommendation from high school • If these requirements cannot be met, the student can always enroll as a non-degree seeking undergraduate student

25. Costs • Xavier undergraduate students tuition is expensive • MRDD has funded a class in one instance • Other disability-related funding sources • Financial aid

26. Residential Options • In discussion stages • A student must take 12 hours/semester to be eligible for residential opportunities on campus.

27. Student Reaction to the Classes • “Life long dream” • “I want to start a business.” • “I need better social skills.”

28. Parent Reactions • “We love Xavier basketball.” • “…the high school teachers don’t understand.” • Child deserves this experience.

29. Northern Kentucky UniversityHighland Heights, Kentucky

30. Making Strides Toward Inclusion • It began with an idea: • inclusive communities means everyone, all the time, no exceptions, in all environments. • Universities should be no exception.

31. We want to tell a story… • The evolution of inclusion at a local university Focusing on Academics First • High School graduates with significant learning differences can apply as non-degree seeking students, avoiding typical entrance requirements • May audit classes if desired • Mentors provided for support both in and out of class

32. Starting small, working with one student • One student agreed to be our trail blazer • Took two freshmen classes in Fall 2007 with support from two mentors • Mentors sat in on classes • Provided tutoring • Helped to modify some assignments

33. Broadening the Focus to Include Quality of Life Skills • Supported social interaction • Introduced him to faculty and other students on campus • Provided feedback on social situations • Modeled typical friendship / peer relationships • Instilled/demonstrated a positive attitude about the entire inclusive experience in a variety of settings and with a variety of people • This led to others interacting in a positive and valued way, seeing beyond the disability

34. Expanding his (and our) world • His world: • Increased independence • Increased and improved social relationships with others (not “official mentors) • Increased meaningful involvement in both on and off campus extra-curricular activities • Lots of friends!

35. Our world: • Increased diversity awareness and acceptance among students • Have actually experienced inclusion on campus • Mentors increased personal abilities to work with others with disabilities in the future • Mentors had an opportunity to put learning into practice through a meaningful experience prior to student teaching • Made a new friend!

36. What we learned: • Improved patience • Learned how to focus on building communication skills for both the mentors and the student. • Inclusion is as much about the social reality as it is about academics. • It is important to fade our support, allowing the natural supports to take over. • Had experience helping others interact as a peer and an equal

37. Words from one of the Professors • “I simply embraced the courage and spunk that Mac possesses and brings to our class.” • “We (who are untrained) need not be afraid of what may or may not happen.” • “I really believe that Mac being in class has to help students in class accept and maybe even appreciate others who are not similarly abled.”

38. “Exclusion is not about difference; it is about our responses to difference.” • Mara Sapon-Shevin

39. UC Clermont “ I like UC Clermont because it provides different services for students.” Tiffany, 3rd year student

40. UC Clermont • UC Clermont is an open enrollment institution situated in Clermont County, Ohio. • Students with cognitive/intellectual disabilities are welcome to participate in all facets of campus life. • There is no substantially separate program model. • Students are supported through academic accommodations, assistive technology, and the resources and opportunities afforded to all students. • Our goal is to lay a foundation for students to allow them the best possible support for “success” and allow students to define “success” in their own way.

41. UC Clermont • There are currently 133 students with disabilities registered with the Disability Services Office at UC Clermont, 7 who are identified with the category of “Cognitive Disability” (It is important to note that students are entered into our database with a categorical label but that label is not emphasized at any other point in their educational experience). • Students have a variety of ability levels and 5 of the 7 are enrolled in degree-seeking programs. Students have had variability in their academic performance. The biggest barriers to overcome are in the English and Math areas.