Self-Determination ConferenceNovember 12, 2014
Think College Wisconsin: Expanding College Opportunities
for Students with Disabilities
What is Think College?
Why is college important?
Program Profiles
How can we prepare for college?
Student panel
Overview
For Middle School & High School Students
Advice from college students in video format
College search option http://www.thinkcollege.net/for-st
udents
For middle school students with ID to promote self awareness about their disability, education/IEPs, careers, college, & social life
http://www.thinkcollege.net/think-college-island
Who are we talking about?
Students who historically have not had access to college
o Don’t meet college entrance criteria: HS diploma, GPA, college entrance exams
o Before now, never thought of collegeo Looking for a college experience, “participating” in college
classes [auditing]o Want to experience college and personal growth just like
other students
Given the opportunity to explore their interests and passions and with the benefit of higher
expectations, some students find they can take courses for credit.
ReThinking College
http://www.thinkcollege.net/training/rethinking-college-the-film
Self-determination, person-centeredplanning, academic access and increasedpreparation for competitive employment andindependent living are the core values
evidentthroughout the TC Standards.
–Martha E. Mock, Ph.D., Assistant Professor& Director, Institute for Innovative Transition,University of Rochester
Inclusion is Best Practice
What does inclusion in college really mean? 1. Academic access…to college courses taken by other students without disabilities…credit or audit 2. Campus membership
3. Career development
4. Self-determination
http://www.thinkcollege.net/topics/think-college-standards
Jobs during college and Internships Peer mentors Person-Centered Planning/ Self
Determination Inclusive experiences…Students spend at
least 50% of their time with students without disabilities◦ Taking courses◦ Living on campus◦ Being involved with campus activities
The Best College Programs Include…
YES!!!
Students with ID participating in college were 26% more likely to exit VR with paid jobs
They also earned an income 73% higher than
those who hadn’t attended college
(Migliore & Butterworth, 2009)
Does college lead to better employment outcomes?
www.thinkcollege.net © Think CollegeDebra Hart, 04/29/13 14
National Data from Think College
Model Demonstration College Programs
14 programs 2-year colleges 28 programs 4-year colleges
12 programs have access to housing
792 students across 42 sites 318 continuing students 474 new students
More than 90% using peer mentoringThe following slides are from Debra Hart, Think College National Coordinating Center, Institute for Community Inclusion, University of Massachusetts
www.thinkcollege.net © Think College15
Sample JobsArt Studios YMCAsInsurance Companies HospitalsElementary Schools Radio StationsRetail Stores Government Offices Neighborhood Markets Fitness CentersNursing Homes RestaurantsCoffee Shops Colleges/UniversitiesLibraries AutomotiveMicro-enterprises UtilitiesMedical – Hospitals, Clinics Police Departments
Parents report increases in… Employment skills: 20% increase Independent living skills: 17% increase Self-determination skills: 16% increase
Students report increases in… Employment skills: 13% increase Independent living: 14% increase Self-determination skills: 16% increase
-Hartz, Eric. “Outcomes of Inclusive Postsecondary Education for Students with ID at Edgewood College,” 2014.
What are the other benefits?
Other Results
1. Friendships 95% of participants said Cutting Edge helped develop new friendships. Types of Friends Cutting Edge students-85% Edgewood non - Cutting Edge students- 76% Faculty and Staff – 38% Other people not from Edgewood 38% 71% of the Alumni said they maintain their friendships after they exit.
2. Academic Skills - an increase in reading and writing skills
3. Problem Solving Skills – an increase in problem solving skills
-Hartz, Eric. “Outcomes of Inclusive Postsecondary Education for Students with ID at Edgewood College,” 2014.
We need to get colleges on board
Money
Transportation
Low expectations◦ College wasn’t an option….we didn’t consider it,
save for it, or teach to prepare for it
Why aren’t more people going to college?
Concurrent, or dual, enrollment — students still
in high school age 18-21
Adults only age 18+ who have exited high
school
Individualized models
Types of College Programs
Concurrent Enrollment
Nicolet College, Jump!Start Partnership between Nicolet College, Northland
Pines and Rhinelander School Districts, and Headwaters, Inc.
Madison College, Campus Connect UW-Baraboo
Partnership between UW-Baraboo, Sauk Prairie School District, and Baraboo School Districts
What’s available in WI?
Adult Only age 18+
Edgewood College, Cutting Edge
Concordia University, Bethesda College (partnering with Bethesda Lutheran Ministries)
What’s available in WI?
Commitment to Inclusive college opportunity Personally committed to creating better outcomes for people with
Intellectual Disabilities Meaningful employment is a win for everyone Inclusive setting
Perfect combination of factors create opportunity…as TAC became more functional essential questions emerged: How can we increase employment options for young adults with ID? Why are options so limited? How can we increase options for
employment?
Subgroup 2009-10 developed curriculum for course to be offered on Nicolet Campus Rhinelander SD Headwaters, Inc Nicolet Technical College Northland Pines School District - fiscal agent
Nicolet College: From Pilot to Program
Courses to Date
2011-12Pilot 1Soft Skills for Employment
2012-13Pilot 2Soft Skills Employment and Employability Skills
2013-14Strategic Planning
Pilot 3 Soft Skills Employment and Employability Skills Next phase Jump! Start program development Spring/Summer 2014
Nicolet College: From Pilot to Program
For Students and Families: Preparing for college
31
Participate in and/or lead IEP or planning meetings
Understand own disability and learn to talk with others about the disability
Ask for needed accommodations in classes and on the job
Work on organizational skills like time management and planning
Recognize own skills and areas of difficulty
Participate in clubs, organizations, and events to develop greater self awareness
Early employment is a predictor of post-high school employment (Test et al, 2009) so try to get a job!
• Beth Moss• Project Coordinator• Future Pathways, LLC• [email protected]• 608-215-0466
• Molly Cooney• Outreach Specialist• Waisman Center, UW-Madison• [email protected]• 608-890-1688
• Katherine Garrison• Headwaters, Inc.• [email protected]
Thank you !
• Missy Baldwin• Student, Nicolet College – Jump! Start
• Natalie Scheider• Student, Nicolet College – Jump! Start
• Billy Dipple• Student, Nicolet College – Jump! Start
• Chaz Mortiz• Student, Nicolet College – Jump! Start
• Abigail Tessman• Graduate, Edgewood College – Cutting Edge
www.thinkcollege.net www.waisman.wisc.edu/thinkcollege/
National Gateway to Self-Determination, Research to Practice in Self-Determination (2013). Self-Determination and Postsecondary Education, Issue 6. Produced by Think College Consortium for Postsecondary Education for Individuals with Intellectual and Developmental Disabilities.
Information on Comprehensive Transition Programs (CTP)--defined by the Higher Education Opportunity Act of 2008, programs approved as a CTP can offer federal financial aid to students w/Intellectual Disabilities—can be found at the following websites:http://eligcert.ed.gov/ http://www.thinkcollege.net/topics/becoming-a-comprehensive-transition-program
Information on TPSIDS—Transition and Postsecondary Education Programs for Students w/ Intellectual Disabilitieshttp://www.thinkcollege.net/about-us/think-college-grant-projects/national-coordinating-center http://www.ed.gov/news/press-releases/us-secretary-education-duncan-announces-109-million-awards-under-new-programs-he
Folk, E., Yamamato, K., Stodden, R. (2012). Implementing Inclusion and Collaborative Teaming in a Model Program of Postsecondary Education for Young Adults With Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 257-269.
Gilmore, S., Bose,J., & Hart, D. (2001). Postsecondary education as a critical step toward meaningful employment Vocational rehabilitation's role. Research to Practice, 7(4), 1-4.
Grigal, M., Hart, D., Weir, K. (2012). A Survey of Postsecondary Education Programs for Students with Intellectual Disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 223-233.
Hart, D., Pasternack, R., Mele-McCarthy, et al. (2004). Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings. Education and Training in Developmental Disabilities. 39 (1), 54-66.
Hughson, Moodie, and Uditsky (2006). The story of inclusive post secondary education in Alberta: Final research report 2005-2005. Retrieved from http://www.stepsforward.org/The_Story_of_Inclusive_Post_Secondary_Education_in_Alberta.pdf
Resources and References
Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities. Think College Fast Facts, 1. Retrieved from http://www.thinkcollege.net
Mock, M., Love, K. (2012). One State’s Initiative to Increase Access to Higher Education for People with Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 289-297.
Neubert, D. & Moon, M.S. (2006). Postsecondary Settings and Transition Services for Students with Intellectual Disabilities: Models and Research. Focus on Exceptional Children. 39, 1-9.
O’Connor, B., Kubiak, J., et al. (2012). Lecturer Reponses to the Inclusion of Students with Intellectual Disabilities Auditing Undergraduate Classes. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 247-256.
Test, D.W., Mazzotti, V.L., Mustian, A.L., Fowler, C.H. Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predicors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181.
Uditsky, B. and Hughson, E. (2012). Inclusive Postsecondary Education—An Evidence-Based Moral Imperative. Journal of Policy and Practice in Intellectual Disabilities. 9 (4), 298-302.
Wehman, P. (2002). A new era: Revitalizing special education for children and their families. Focus on Autism and Other Developmental Disabilities, 17(4), 194-197.
Zafft, Hart, Zimbrich. (2004). College Career Connection: A Study of Youth with Intellectual Disabilities and the Impact of Postsecondary Education. Education and Training in Developmental Disabilities. 39(1), 45-53.
Resources and References