Postsecondary Education for Students with Intellectual and Developmental Disabilities: An Action Plan for Michigan by Michael Bray, M.A. Developmental Disabilities Institute Wayne State University MCAN Annual Conference: Measuring What Matters East Lansing, Michigan April 30, 2012 The Postsecondary Education (PSE) for Youth with Intellectual and Developmental Disabilities Project was funded by a grant # / awarded by the Michigan Department of Community Health, Michigan Developmental Disabilities Council (MDDC) and completed by the Developmental Disabilities Institute (DDI), Wayne State University, Detroit, Michigan.

Michigan PSE Project Partners  Michigan Developmental Disabilities Council  Developmental Disabilities Institute  Michigan Disability Rights Coalition  The Arc Michigan, Michigan Alliance for Families  Michigan Protection & Advocacy Service, Inc.  Michigan Community College Association  Michigan Dept. of Licensing and Regulatory Affairs (Formerly DELEG)  The Arc of Kent County  Michigan College Access Network  Ready For Life Network  Michigan Department of Community Health  Parent & Advocates

Michigan PSE Project Overview The Problem:  Less than 5% of students with intellectual and/or developmental disabilities (ID/DD) attend postsecondary programs such as college or technical training programs.  There are gap in the knowledge of, and preparation for, such post-high school options.

Michigan PSE Project Overview Goals of Project:  Identify existing resources to serve students.  Determine unmet needs and gaps.  Identify why students are not accessing the full array of services and supports that are available to them.  Identify unintended barriers and special problems to overcome.  Identify strategies to meet stakeholder desires and needs.

Michigan PSE Project Overview Activities:  Convened the PSE Project Planning Team.  Implemented a comprehensive, statewide needs assessment of PSE for students with ID/DD, parents, and educators in Michigan.  Developed a PSE Action Plan and Memorandum of Understanding (MOU) among key stakeholders.

Michigan PSE Project Overview PSE Planning Team:  The PSE Planning Team met once per month starting in December of  The Team met in Lansing/E. Lansing at the offices of the MDDC and MDRC.  Team members included representatives from various educational, disability, & advocacy groups, as well as parents and persons with disabilities.  Meetings focused on identifying issues facing students in Michigan specifically, and how to best address those issues.  Team members were instrumental in the development of needs assessment tools and their dissemination.

Michigan PSE Project Overview Statewide Needs Assessment:  Two web-based surveys were developed:  One survey for students with ID/DD and their families.  One survey for disability and education professionals.  Survey questions asked about the experiences of students, parents, & professionals with the education system – both secondary & postsecondary – and transitioning between the two:  What was the transition process like for them?  How did they find out about postsecondary options?  What obstacles did they encounter?  What strategies did they use to overcome these obstacles?

Michigan PSE Project Overview Results of Needs Assessment:  Total of 229 people completed the online student/family survey.  Avg. age of 37 years old  67% Female  81% Caucasian, 11% African-American  46% reported disabilities  53% family members  42 Counties across Michigan represented  Of those reporting disabilities:  44% multiple disabilities  21% Intellectual Disabilities  21% Autism Spectrum Disorders (ASD)

Michigan PSE Project Overview Results of Needs Assessment:  Majority of student/family respondents believed going to college/earning a degree was important.  Only 18% had taken part in any college searches or campus visit activities.  Majority of respondents were unsure if college was an option for them.  Most students had either a Certificate of Completion (27%) or did not finish high school with any document (46%).  Of those in PSE Programs, only 23% are receiving college credit.  Most PSE Program participants reported not being very socially active on their campuses.

Michigan PSE Project Overview Results of Needs Assessment:  Barriers to accessing PSE (According to students/family members):  Lack of support from teachers or counselors.  Lack of transportation options.  Not confident in meeting people/making friends.  Not confident in skills necessary to succeed in college.  Not confident that I can do well in college.  Lack of money/knowledge of grants or student loans.  No help from the disability support office at my school.  I am afraid to go to school.  Do not know where to get information on colleges.

Michigan PSE Project Overview Results of Needs Assessment:  Total of 67 people completed the online professionals survey.  Avg. age of 44 years old.  79% Female.  94% Caucasian, 3% African-American.  10% reported disabilities.  39% family members.  Majority (87%) work with students/individuals with disabilities regularly.

Michigan PSE Project Overview Barriers identified by students/families:  Lack of support from teachers or counselors.  Lack of transportation options.  Not confident in meeting people/making friends.  Not confident in skills necessary to succeed in college.  Not confident that I can do well in college.  Lack of money/knowledge of grants or student loans.  No help from the disability support office at my school.  I am afraid to go to school.  Do not know where to get information on colleges. Barriers identified by professionals: Acquiring the (functional) skills necessary to succeed in post-high school settings such as college or work. Knowledge of the supports and resources that exist to them in the community and on campus and how to ask for and attain them. Eligibility (certificate vs. diploma) and the financial aspects of higher education. Lack of transportation. Lack of effective, realistic transition planning and follow-through from secondary to postsecondary educational settings. Lack of support. Lack of social skills and ability to navigate the community/college campus socially.

Michigan PSE Project Overview Statewide Needs Assessment:  Three focus groups were conducted:  One parent focus group (6) and one student (8) focus group in Grand Rapids, Michigan  One student focus group in Oscoda, Michigan (12)  Focus groups gave participants the chance to relate their experiences and concerns in person.  Participants’ experiences were compared to the information reported by survey respondents.

Michigan PSE Project Focus Groups

 Students reported that:  Those who became interested in college/PSE early had someone who encouraged them to do so.  Transportation was a primary concern/obstacle.  More hands-on experiences were desired, earlier on.  Campus Visits, for example.  They needed more information on where to find college resources and information.  They needed more academic support to succeed.  More PSE options at more Michigan schools!  They were told college was not an option for them.  Money for school was an issue.

Michigan PSE Action Plan Development of Action Plan:  Purpose: to address educational and support needs of students with ID/DD.  Intended to stand as a road map for future PSE Groups and advocates.  Outlines current issues to be addressed at the individual, community, and state levels.  Offers strategies for accomplishing the goals set out in the Plan.  Recommends action to be taken to implement strategies.

Michigan PSE Action Plan Action Plan Focus Areas: 1. Teacher & Staff Training 2. Community Partnerships and Collaborations 3. Hands-On Experiences and Opportunities for Students 4. Information & Family Outreach: Create Web-Based Information on PSE Programs in Michigan 5. Transportation 6. Self-Advocacy & Leadership Training for Students 7. Mentoring for Students in PSE Programs 8. Influence State Policy Using Evidence-Based Research & Practice

Michigan PSE Action Plan  Current PSE Team efforts include:  Conference presentations.  Formation of community and professional partnerships and collaborations.  MCAN/NCAN, THINKcollege, Michigan Alliance for Families (MAF)  Training development and implementation.  Increased use of web-based resources.  Website, social media, link with other PSE groups.  Outreach to parents, students, and school personnel.

 Work with MCAN:  Currently developing training sessions.  In-person and web-based.  Aim is to provide training to Local College Access Network (LCAN) members.  Training topics will include:  Working with students with disabilities.  Principles of Person-Centered Planning.  Self-Determination.  Working with parents and advocates of students with disabilities.  Local, state and national disability organizations and resources.  Who to turn to in Michigan for disability-related information. Michigan PSE Action Plan

Into the future!  Michigan DD Council vital link in moving forward.  Multi-level, multi-disciplinary collaboration is key in effectively addressing the issues that students, parents and educators face.  Identifying successful transition and support strategies may offer insight into what can be used on a wider basis.  Memorandum of Understanding (MOU) illustrates the commitment of many Michigan organizations and entities to the importance of improving access to PSE for students with ID/DD.  PSE success will only increase in importance for individuals to be able to live independently.  MUST show PSE’s link to successful employment outcomes! Michigan PSE Action Plan

 Helpful links:  THINKcollege  AHEADhttp://  MI-TOPhttp://mi-top.cenmi.org/  MDRChttp://  E & Ehttp://  DDI This presentation is available at:

Michigan PSE Action Plan Thank you! PSE Team Coordinator: Michael Bray (313) Michigan Developmental Disabilities Council: (517) _4868_ ,00.html