1. www.thinkcollege.net www.transitiontocollege.net Meg Grigal, Ph.D. Principal Investigator and Director The Postsecondary Education Research Center (PERC) Project TransCen, Inc. megrigal@transcen.org Improving Post-School Outcomes for Youth with Intellectual Disabilities: Focus on Postsecondary Education Debra Hart M.S. Principal Investigator National Centers for Postsecondary Education for Students with Intellectual & Developmental Disabilities Institute for Community Inclusion University of Massachusetts/ Boston debra.hart@umb.edu

2. Students 2

3. What do these students have in common? Intellectual disabilities such as mental retardation or a developmental disability Life skills /transition program for 18-21 year old students Low expectations Outcomes—day habilitation program, sheltered workshop, or underemployment Interest in continuing to learn and in going to college 3

4. Definition of Intellectual Disability (HEOA 2008) (A) with mental retardation or cognitive impairment, characterized by significant limitations in— (i) intellectual and cognitive functioning; and (ii) adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and (B) who is currently, or was formerly, eligible for a free appropriate public education under IDEA 4

5. 5 What is happening nationally?

6. 6

7. How does college impact transition? Who gets to go to college? What is done to prepare students for college? What are the outcomes of college? Who can provide support for college?

8. National Council on Disability National Disability Policy: A Progress Report “Few areas cry out for accountability more than transition, yet suitable outcome measure for this package of services have to date escaped policymakers’ ability to define, measure and report” (2003, p. 42)

9. 9 The Promise of Postsecondary Education Learning doesn’t have to end when special education does All students with disabilities should be encouraged to seek out and access adult learning opportunities PSE can change not only employment outcomes, but self image and social value Lifelong learning requires two things: –The expectation that it should happen –The instruction needed to access it

10. The Postsecondary Education Research Center (PERC) Project The purpose of the PERC Project is to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings 10

11. PERC Goals Conduct site improvement activities Support PERC site to provide statewide technical assistance Collect and synthesize data on the efficacy and outcomes of the model Disseminate findings nationally 11

12. PERC DATA Project 2005-2009 2 States 3 School Systems 5 Programs Sites 35 High Schools 42 students in 2007/2008

13. Preliminary Data MD PERC Site: College Courses 38% auditing classes at the college Reading and vocabulary, ESOL, Intro to Cartoon Characters & Anime Drawing, computer basics, Indian Art Studies, writing, keyboarding, water exercise, Child Care Aide, Intro to the Internet

14. Preliminary Data CT PERC Site – College Courses 90% auditing classes History, Political Science, Intro to Poetry, Judaism, Interpersonal Communication, Algebra, Criminology, Sociology, and Introduction to Fiction,World Government

15. Kinds of Learning in College Experience-what does it feel like to learn with other adults outside of high school Process-how do you access learning as an adult Content-I am interested in art history, computers, theater and want to know more

16. What will they take with them? Information learned in the class The understanding that learning can be a chosen experience The knowledge that adult learning opportunities exist in their community How to seek help to access future adult learning options to meet a desire or need.

17. College Career Connection 17

18. Dual Enrollment Eligible for services under IDEA until age 21 Continue learning academics, develop career goal, and secure competitive employment Inclusive adult settings 18

19. Supported Education More intensive array of services Wrap around services Education & Job Coaches 19

20. 20 Key Elements of C3

21. 21 Ramona Goal: Child Care  Child Care Certificate  Friendship  Transportation  Job offer  ADA monitor

22. Jeremy Goal: Computer Science Computer Science Certificate Price Chopper Transportation On-going participation in college 22

23. 23 Jessie Goal: Work with animals  Pet grooming 1 + 2  Kennel management  Internship  Petco  Full time  Benefits

24. The Higher Education Opportunity Act Amendments 2008 Eligible for Pell Grants, Supplemental Educational Opportunity Grants, and federal Work-Study Program Development of inclusive model comprehensive transition and postsecondary education programs Coordinating Center for the new model programs and to provide training and technical assistance for colleges, students with disabilities, and their families

25. Center on Postsecondary Education and Students with Intellectual Disabilities Funded through NIDRR 2008-2011 Institute for Community Inclusion, UMASS Boston TransCen, Inc.

26. Center on Postsecondary Education and Students with Intellectual Disabilities Conduct Secondary Analysis of NSLTS2, RSA 911, ACS Conduct national survey of PSE programs for students with ID Compile, create, & disseminate training and technical assistance materials

27. National Consortium to Enhance Postsecondary Education for Individuals with Developmental Disabilities

28. For more information On PERC: www.transitiontocollege.net For more information on the Center or Consortium visit: www.thinkcollege.net

29. Websites www.transitiontocollege.net www.thinkcollege.net www.going-to-college.org www.education.umd.edu/oco www.transitioncoalition.org www.STEPS-Forward.org www.heath.gwu.edu