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The Family RoleThe Family Role in Postsecondary Education in Postsecondary Education

PSE Capacity Building SummitPSE Capacity Building Summit

Ellen Russell, The Arc of NCEllen Russell, The Arc of NC

Ann Palmer, CIDDAnn Palmer, CIDD

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Why I’m HereWhy I’m Here

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Preparing for the Preparing for the TransitionTransition

Preparing the studentPreparing the student Helping the student understand their Helping the student understand their

choiceschoices Helping the student be able to advocate for Helping the student be able to advocate for

himselfhimself Helping the student learn the skills they Helping the student learn the skills they

will need to be as independent as possiblewill need to be as independent as possible Preparing the parentPreparing the parent

Helping the parent understand the change Helping the parent understand the change in their role in their role

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Preparing for the Preparing for the TransitionTransition

Transition PlanTransition Plan Inviting the right peopleInviting the right people Student participationStudent participation Testing modificationsTesting modifications Preparing parents and student for Preparing parents and student for

importance of self-advocacyimportance of self-advocacy Importance of discussing functional Importance of discussing functional

skillsskills

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Functional SkillsFunctional Skills

Independent living- stay safe, take care Independent living- stay safe, take care of themselvesof themselves

Personal hygiene- showering, laundryPersonal hygiene- showering, laundry Communication- phone, email, in person Communication- phone, email, in person Financial- follow a budget, use debit Financial- follow a budget, use debit

cardcard Transportation- drive, use mass transitTransportation- drive, use mass transit Vocational- skills to do a job, social skills Vocational- skills to do a job, social skills

to be able to work with othersto be able to work with others

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Differences Between High Differences Between High School and CollegeSchool and College

High SchoolHigh School Strict mandated Strict mandated

class schedule- 30 class schedule- 30 hrs/wkhrs/wk

Smaller classesSmaller classes Textbook-basedTextbook-based Frequent Frequent

reminders by reminders by teachersteachers

School is required School is required to serve studentto serve student

CollegeCollege Student makes own Student makes own

schedule, 15 schedule, 15 hrs/wkhrs/wk

Larger classesLarger classes Lecture-basedLecture-based Student has to Student has to

keep track of keep track of assignmentsassignments

Student must meet Student must meet academic criteriaacademic criteria

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Leaving IDEA BehindLeaving IDEA Behind

No more IEP’sNo more IEP’s No more requirements to serve the studentNo more requirements to serve the student Americans with Disabilities Act of 1990 and Americans with Disabilities Act of 1990 and

ADA Amendments Act 2008ADA Amendments Act 2008 Mandates physical access and program accessMandates physical access and program access Every college should have an ADA coordinatorEvery college should have an ADA coordinator Also protects people with disabilities in the Also protects people with disabilities in the

workplaceworkplace

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Possible Possible AccommodationsAccommodations

Extended time for testingExtended time for testing Separate setting for testingSeparate setting for testing Priority seating in classroomPriority seating in classroom Priority registrationPriority registration Hard copies of notesHard copies of notes Tape recording lecturesTape recording lectures Single dorm roomSingle dorm room

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Disabilities Services Disabilities Services SupportSupport

Primary support for the student on Primary support for the student on campuscampus

Student needs to disclose to get Student needs to disclose to get accommodationsaccommodations

Support is primarily around Support is primarily around organizational and academic issuesorganizational and academic issues

Doesn’t provide support for problems Doesn’t provide support for problems related to self-help, social, financial related to self-help, social, financial issuesissues

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Self-AdvocacySelf-Advocacy

Student is an adult- has to initiateStudent is an adult- has to initiate Student has to understand his/her Student has to understand his/her

needsneeds Student has to be able to ask for help Student has to be able to ask for help

and explain why he/she needs helpand explain why he/she needs help No information shared with parents No information shared with parents

unless student requests that in writingunless student requests that in writing FERPA Waiver- Family Educational Rights FERPA Waiver- Family Educational Rights

and Privacy Actand Privacy Act

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Preparing the StudentPreparing the Studentfor Self-Advocacy in for Self-Advocacy in

AdulthoodAdulthood Increase student’s awareness of his/her Increase student’s awareness of his/her

strengths and challengesstrengths and challenges Help student understand that everyone Help student understand that everyone

learns differently; everyone needs help learns differently; everyone needs help sometimessometimes

Respect the student’s point of view; Respect the student’s point of view; involve them in everyday decisions and involve them in everyday decisions and choiceschoices

Allow the student to make mistakesAllow the student to make mistakes Talk about the future; prepare and planTalk about the future; prepare and plan

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Why I’m Here

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For Parents of Students with

Intellectual DisabilitiesThe possibility of PostSecondary Education

was: A different world An impossible dream A bridge too far For someone else

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A New Approach to Education

The old question….If the purpose of going to school for 13+ years is to provide students with the education and skills for what comes next (college, training, work), why do so many students with IDD leave school with no real outcomes? There are:

No expectations?No options?No clue?

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Family Role Anticipate and Prepare

Maximize and revolutionize public education Parents need to have high expectations Expect expectations! Make that IEP a worthwhile, effective, outcome

driven document…a blueprint for the future All IEP goals should be purposeful Start working on “transition” in elementary

school

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Families and IEP Goals should

Encourage and foster independence Self-help skills Communication Self-advocacy Decision-making skills Safety

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Education: It’s a long road

Plans and dreams change with Time Information Experience Opportunity Influence

IEP goals need to change as well

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Knowing the SystemsMaking it Work

Public school Transition OCS and other options

Post Secondary Options Many exciting possibilities here in NC

College program support staff

Personal support staff (CAP or other)

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Family Role

So, who are you now?

What parent roles do you maintain?

Decision making