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AHEAD/PEPNet Conference, July 2010 Wendy S. Harbour, Ed.D. Syracuse University.

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Presentation on theme: "AHEAD/PEPNet Conference, July 2010 Wendy S. Harbour, Ed.D. Syracuse University."— Presentation transcript:

1 AHEAD/PEPNet Conference, July 2010 Wendy S. Harbour, Ed.D. Syracuse University

2  Wendy Harbour, from Taishoff Center for Inclusive Higher Education at Syracuse University: Overview of HEOA and general disability-related provisions  Deb Hart from Think College at UMass-Boston: Background and context for students with intellectual disabilities in higher ed  Judy Shanley from U.S. DOE: Details about federal HEOA provisions related to students with intellectual disabilities

3  1965: Higher Education Act (PL 89-329) signed into law by LBJ  Designed to address critical needs: for lower and middle- income families and small, less-developed colleges  Included financial aid: grants, loans and other programs to help students get an education beyond secondary school  Set up higher education as a federal interest: Federal funding to mobilize colleges in addressing national problems like poverty and community development

4  Technically reauthorized by Congress every six years (although last one was five years late)  Name change in 2008  Higher Education Opportunity Act (HEOA)  HEOA programs and activities fall primarily into four main categories: ◦ Student financial aid ◦ Services to help students complete high school, enter and succeed in postsecondary education ◦ Federal aid to institutions ◦ Support to improve K-12 teacher training at postsecondary institutions

5  New and revised disability-related provisions in HEOA  Means disability in higher education is now a national and federal issue

6  Requested by U.S. Representative George Miller (D-CA) (Chair of Committee on Education and Labor)  Published in October, 2009 (included in handouts): Higher Education and Disability: Education Needs a Coordinated Approach to Improve Its Assistance to Schools in Supporting Students

7  Students with disabilities are 11% of college students and growing  Colleges vary in accommodations and services, with some going beyond compliance  Range of challenges, including unidentified students, faculty, and emerging populations (e.g., vets and students with intellectual disabilities)  Lack of federal coordination: ◦ Office of Special Education and Rehabilitative Services (OSERS) and Office of Civil Rights (OCR) more prepared and helpful than Office of Postsecondary Education (OPE), but none are coordinating efforts

8 Provisions to foster inclusion of students with intellectual disabilities (e.g., Down Syndrome) and significant developmental disabilities (e.g., autism) in higher education (Stay tuned…)


10  Creates a definition of UDL in higher education, and applies it to K-12 teacher training programs, as well as curriculum development in higher education:  “The term “universal design for learning” means a scientifically valid framework for guiding education practice that – ◦ (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and ◦ (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students including students with disabilities and students who are limited English proficient.

11  Increased funding for TRIO  DOE programs designed to identify and provide services for individuals from disadvantaged backgrounds, including low-income individuals, first-generation college students, and individuals with disabilities  Goal is to aid in access, retention, and graduation rates.

12  Demonstration Projects to Ensure that Students with Disabilities Receive a Quality Higher Education  Commission on Accessible Materials  Model demonstration projects on topics like transition  National Technical Assistance Center Currently “on hold” - but there is some hope!

13 Students participating on campus (e.g. music lessons, lectures, athletic events) Students auditing classes – usually through open enrollment Students are fully matriculated – for credit and degree Students auditing or taking classes through formal programs on campus (e.g., dual enrollment, summer programs) Students taking classes for credit – part-time and not in degree programs or other formal programs

14  Standardized reporting of student demographics  Website development (including improved navigation to sites)  Increased federal funding for research and demonstration projects  Greater support for UDL initiatives  Influx of students with intellectual and developmental disabilities on all campuses

15 Dr. Wendy S. Harbour, Executive Director Taishoff Center for Inclusive Higher Education Syracuse University 101 Hoople Building, 805 South Crouse Ave. Syracuse, NY 13244 315-443-1288 (Phone)/315-443-3289 (Fax)

16  Lyndon Johnson photo from  Some disability-related HEOA information from Disability Provisions in the Higher Education Opportunity Act : Webinar Hosted by the Association of University Centers on Disabilities, September 11, 2008 Presented by Sharon Lewis, Sr. Disability Policy Advisor to Chairman George Miller, House Committee on Education and Labor  Map of USA from  GAO logo from us-governmentaccountabilityoffice-logo_svg.png us-governmentaccountabilityoffice-logo_svg.png  Image of man with Down Syndrome using computer from  TRIO Logo from content/uploads/2008/10/eoc20trio_plain.jpg content/uploads/2008/10/eoc20trio_plain.jpg

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