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Archived Information
Ensuring Success forHigh School Students with
Disabilities: Creating Optionsand Engaging Students
Washington Hilton & Towers, Washington D.C.
October 8, 2003
Margo Vreeburg Izzo, Ph.D.Ohio State University, Nisonger Center
257 McCampbell Hall1581 Dodd Drive
Columbus, OH 43210-1257614-292-9218 [email protected]
Project HIRE: Follow-up ofHigh School Vocational
Students with Disabilities
THE DESIGN
Pretest = Posttest Control Group Design
1990 1990 - 1993 1995 1998
R O X O O O
R O O O O
Project HIRE: Con’t.
THE TREATMENTTransition Services Included: Vocational Assessment Coordinating Interagency Supports through IEP/IPE
process Extended Time in Vocational Training Employment Instruction and Counseling Job Development Job Interview Services Job Coaching Follow Along
Project HIRE: Con’t.
OUTCOME MEASURES
Five Years of OBES Wage Data (1991-95)
Independent living and employmentmeasures as reported by parents andyouth through questionnaire (1998)
Demographic Characteristics of the Participants by Group
Groups Experimental Control
Characteristics (n=62) % (n=36) %
GenderMaleFemale
4022
64.535.5
2313
63.936.1
DisabilityLDMROther
1740 5
27.464.58.0
1417 5
38.947.213.9
Full Scale IQMean
(n=46)*75.72
SD12.13
(n=30)*80.47
SD10.58
* n indicated when data is missing
Mean Earnings for EightQuarters by Group - 1993
$0
$500
$1000
$1500
$2000
$2500
1stQtr
2nd 3rd 4th 5th 6th 7th 8th Experimental
Control
Post-School Outcomesby Group - 1998
Post-School Outcome Experimental
n=30
Controln=17
Freq. % Freq.
%
Full-time Employment 21 70.0 9 52.9
Part-time Employment 6 20.0 3 17.6
Not working – but looking for work 0 0 1 5.9
Post-secondary Program and Working Part-time
1 3.3 0 0
Training Program – Goodwill, MR/DD
1 3.3 0 0
Raising Children – not working 1 3.3 1 5.9
No Productive Activity 0 0 3 17.6
Study Males Females
N Percent N Percent
NATIONAL LONGITUDINAL TRANSITION STUDY (1991)
Youth with disabilities 1941 53% 1005 30%
Youth without disabilities Comparison Population 6325 65% 2597 48%
General Population 6325 68% 2597 54%
PROJECT HIRE (1991-93)
Experimental Group 29 68% 14 58%
Control Group 20 50% 13 38%
OREGON/NEVADA FOLLOW-UP (1991)
Youth with disabilities 275 71% 147 40%
Youth without disabilities 68 65% 63 60%
Comparison of Employment Outcomes Across Transition
Studies
Self-Determination (SD)and Career Development
(CD) Research suggests that poor post-
school outcomes of youth with disabilities are due to their limited SD and CD skills. These skills are often not cultivated at the secondary level because of limited opportunities to make self-directed choices and explore careers.
Use IEP Process to Teach SD
Student Directed IEPs: Helps students learn to advocate and
manage their own education program Helps students become knowledgeable
about their disability Helps students develop a sense of
independence and perseverance Helps students learn problem solving and
conflict resolution
The NLTS:Postsecondary Enrollment
About 15% of students with disabilities enrolled in postsecondary education
Youth with disabilities were far less likely to enroll in colleges and postsecondary vocational schools than youth in the general population after having been out of school 3-5 years.
Strategies to Increase Successful Transition to
College
1. Summer Orientation Programs2. DSP participation in IEP process3. Self-determination class offered in high school
and college4. Teach students self-advocacy and AT use5. Provide Up-to-Date Documentation
Documentation
Students Should Exit High School: With up-to-date documentation that indicates
diagnosis, how diagnosis was reached, and how disability affects major life activities, including postsecondary education;
Transition summary should include: Results of testing on adult versions, and Recommendations on accommodations,
services, and supports needed to be successful in postsecondary, employment and independent living settings
OPE DemonstrationGrants Funded
Improve quality of education for postsecondary students with disabilities
21 projects funded 1999-2002 21 projects funded 2002-2005 All projects provide professional
development activities for faculty and administrators
Needs of Postsecondary Faculty
Some faculty members are unaware of the many services and supports available to assist college faculty and students with disabilities.
Mellard, 1994; Minskoff, 1994, Izzo, Hertzfeld & Aaron, 2003
Faculty/TA Quotes
“There is a movement to train TA’s to meet the needs of students with disabilities. However, the department as a whole doesn’t address the issue.”
(Teaching Assistant focus group, personal communication, January 24, 2001.)
Faculty/TA Quotes (Con’t.)
“I think that some students do not come out (to disclose) because of a stigma. I’m not sure how you educate people in regards to that . . .”
(Teaching Assistant focus group, personal communication, January 24, 2001)
Faculty/TA Quotes (Con’t.)
“When I hear someone has dyslexia, I have no idea what the individual deals with or what it means. I do not think many of us know much about disabilities.”
(CSCC faculty, personal communication, November 12, 2000)
Faculty/TA Quotes (Con’t.)
“People respond to disability in different ways. That is why some students try to get through classes without saying anything to you. All they need is one bad experience and they are going to try to avoid saying anything to you. I think it goes back to trust . . .”
(Human Ecology Faculty member, personal communication, February 29, 2000)
Engaging Faculty at Postsecondary Level
1. Improve communication among faculty,students & Disability Support Services
(DSS) Establish a department liaison with DSS
office Provide overview of how to access DSS
services and supports Provide students with DSS brochures to
help with disclosure process 2. Add Disability Statement to Syllabi
Engaging Faculty (Con’t.)
3. Provide training to faculty and TA’s on topics
such as: Universal Design for Learning Web accessibility and AT Roles and responsibilities of faculty,
students and DSS staff4. Equip computer stations with AT devices
for students to use within the department
Project GRAD: Follow-up of College Graduates with
Disabilities
Purpose: To explore services,
accommodations, supports, and outcomes.
To determine the types of accommodations and assistive technologies (AT) used in high schools, college, and the workplace.
Project GRAD: Methods
Graduates targeted for the study were those who graduated between 1999-2001. (N=139)
Graduates were recruited through disability service providers (or equivalent) at 20 colleges and universities nationally.
Graduates were asked to participate in a 25-minute phone interview on employment outcomes, instructional accommodations, and AT supports used in school and work settings.
Project Grad: Identification Data
39% of participants indicated their disability was first identified within college
41% reporting ADHD were first identified at the secondary and postsecondary levels
19% reporting a Psychiatric Disability were identified at the secondary and postsecondary levels.
Project GRAD
Project Grad:Instructional
Accommodations Reading, Attention Span, and Listening were
identified as the “top three” areas of how disability impacted learning
Providing extra time for tests and assignments, a quiet learning environment and communicating instructional needs with instructors were the “top three” instructional accommodations
Provision of instructional accommodations was more frequent at the postsecondary vs. secondary
69% of participants indicated they were “Very Satisfied” with the instructional accommodations they received – 1% indicated they were “Very Dissatisfied”
Project GRAD
Project GRAD:Assistive Technology (AT)
48% of participants indicated they first learned to use AT at the postsecondary level
74% of AT users indicated they “taught themselves” how to use the device
17% of AT users indicated that they needed an AT that was not provided to them and 9% indicated they were asked to use AT that they did not think they needed
53% of participants indicated they were “Very Satisfied” with the AT they received – 3% indicated they were “Very Dissatisfied.”
Project GRAD
Project GRAD: Employment Outcomes
82% of participants indicated they were currently employed
78% reported hourly wages between $6 and $15 an hour, with the mean wage at $12
In general, AT does not appear to transfer from postsecondary to the workplace
17% of participants indicated some level of dissatisfaction with their ability to discuss accommodation needs with their employer
Project GRAD
Project GRAD: Implications
Data suggest the following: Provide AT supports as early as possible Teach students with disabilities to self-
advocate as early as possible Improve identification and assessment of
disability at the secondary level and earlier Provide greater AT and accommodations
training to students and disability service providers at the college level
Findings: SD & CD Programs that teach SD & CD skills in
context of self-directed, vocational learningexperiences have improved outcomes.
Vocational experiences can result in better school performance, increased motivation to learn, and the opportunity to develop and refine career interests and make job contacts.
Findings: Follow-up
School and agency personnel who pool funds and resources and deliver follow-up services gain improved employment outcomes.
Students who receive extended transition services are significantly more likely to be employed or engaged in training than those without extended transition supports.
Recommendations: Students
Engage Students to- Practice disclosure prior to college Practice self-advocacy skills Contact teachers early Work with college staff to determine
what appropriate academic adjustments, aids, or services may be needed
Recommendations: Teachers
Integrate SD and CD skills into General Curricula
Actively involve students in the IEP and a coordinated assessment process
Teach students to coordinate their own accommodations
Visit disability service & employment offices
Teach students to use assistive technology (AT)
Implications for Policy & Practice
Involve students in a coordinated assessment and planning process that includes AT supports
Facilitate student-centered IEP meetings and self-directed learning models
Integrate SD and CD into curricula Offer work-based/vocational learning
opportunities Extend transition services beyond graduation
Implications for Policy & Practice
Integrate training on SD and CD into cross-agency pre-service & in-service programs, including parents
Collect and use follow-up data to improve services and outcomes
Provide training and support for higher education faculty and administrators