Archived Information Ensuring Success for High School Students with Disabilities: Creating Options and Engaging Students Washington Hilton & Towers, Washington D.C. October 8, 2003 Margo Vreeburg Izzo, Ph.D. Ohio State University, Nisonger Center 257 McCampbell Hall 1581 Dodd Drive Columbus, OH

Project HIRE: Follow-up of High School Vocational Students with Disabilities THE DESIGN Pretest = Posttest Control Group Design ROXOOO ROOOO

Project HIRE: Con’t. THE TREATMENT Transition Services Included: Vocational Assessment Coordinating Interagency Supports through IEP/IPE process Extended Time in Vocational Training Employment Instruction and Counseling Job Development Job Interview Services Job Coaching Follow Along

Project HIRE: Con’t. OUTCOME MEASURES Five Years of OBES Wage Data ( ) Independent living and employment measures as reported by parents and youth through questionnaire (1998)

Demographic Characteristics of the Participants by Group GroupsExperimentalControl Characteristics(n=62)%(n=36)% Gender Male Female Disability LD MR Other Full Scale IQ Mean (n=46)* SD (n=30)* SD * n indicated when data is missing

Mean Earnings for Eight Quarters by Group

Post-School Outcomes by Group Post-School OutcomeExperimental n=30 Control n=17 Freq.% % Full-time Employment Part-time Employment Not working – but looking for work Post-secondary Program and Working Part-time Training Program – Goodwill, MR/DD Raising Children – not working No Productive Activity

StudyMalesFemales NPercentN NATIONAL LONGITUDINAL TRANSITION STUDY (1991) Youth with disabilities194153%100530% Youth without disabilities Comparison Population632565%259748% General Population632568%259754% PROJECT HIRE ( ) Experimental Group2968%1458% Control Group2050%1338% OREGON/NEVADA FOLLOW-UP (1991) Youth with disabilities27571%14740% Youth without disabilities6865%6360% Comparison of Employment Outcomes Across Transition Studies

Self-Determination (SD) and Career Development (CD) Research suggests that poor post- school outcomes of youth with disabilities are due to their limited SD and CD skills. These skills are often not cultivated at the secondary level because of limited opportunities to make self-directed choices and explore careers.

Use IEP Process to Teach SD Student Directed IEPs: Helps students learn to advocate and manage their own education program Helps students become knowledgeable about their disability Helps students develop a sense of independence and perseverance Helps students learn problem solving and conflict resolution

The NLTS: Postsecondary Enrollment About 15% of students with disabilities enrolled in postsecondary education Youth with disabilities were far less likely to enroll in colleges and postsecondary vocational schools than youth in the general population after having been out of school 3-5 years.

Strategies to Increase Successful Transition to College 1. Summer Orientation Programs 2. DSP participation in IEP process 3. Self-determination class offered in high school and college 4. Teach students self-advocacy and AT use 5. Provide Up-to-Date Documentation

Documentation Students Should Exit High School: With up-to-date documentation that indicates diagnosis, how diagnosis was reached, and how disability affects major life activities, including postsecondary education; Transition summary should include: Results of testing on adult versions, and Recommendations on accommodations, services, and supports needed to be successful in postsecondary, employment and independent living settings

OPE Demonstration Grants Funded Improve quality of education for postsecondary students with disabilities 21 projects funded projects funded All projects provide professional development activities for faculty and administrators

Needs of Postsecondary Faculty Some faculty members are unaware of the many services and supports available to assist college faculty and students with disabilities. Mellard, 1994; Minskoff, 1994, Izzo, Hertzfeld & Aaron, 2003

Faculty/TA Quotes “There is a movement to train TA’s to meet the needs of students with disabilities. However, the department as a whole doesn’t address the issue.” (Teaching Assistant focus group, personal communication, January 24, 2001.)

Faculty/TA Quotes (Con’t.) “I think that some students do not come out (to disclose) because of a stigma. I’m not sure how you educate people in regards to that...” (Teaching Assistant focus group, personal communication, January 24, 2001)

Faculty/TA Quotes (Con’t.) “When I hear someone has dyslexia, I have no idea what the individual deals with or what it means. I do not think many of us know much about disabilities.” (CSCC faculty, personal communication, November 12, 2000)

Faculty/TA Quotes (Con’t.) “People respond to disability in different ways. That is why some students try to get through classes without saying anything to you. All they need is one bad experience and they are going to try to avoid saying anything to you. I think it goes back to trust...” (Human Ecology Faculty member, personal communication, February 29, 2000)

Engaging Faculty at Postsecondary Level 1.Improve communication among faculty, students & Disability Support Services (DSS) Establish a department liaison with DSS office Provide overview of how to access DSS services and supports Provide students with DSS brochures to help with disclosure process 2. Add Disability Statement to Syllabi

Engaging Faculty (Con’t.) 3.Provide training to faculty and TA’s on topics such as: Universal Design for Learning Web accessibility and AT Roles and responsibilities of faculty, students and DSS staff 4. Equip computer stations with AT devices for students to use within the department

Project GRAD: Follow-up of College Graduates with Disabilities Purpose: To explore services, accommodations, supports, and outcomes. To determine the types of accommodations and assistive technologies (AT) used in high schools, college, and the workplace.

Project GRAD: Methods Graduates targeted for the study were those who graduated between (N=139) Graduates were recruited through disability service providers (or equivalent) at 20 colleges and universities nationally. Graduates were asked to participate in a 25- minute phone interview on employment outcomes, instructional accommodations, and AT supports used in school and work settings.

Project Grad: Identification Data 39% of participants indicated their disability was first identified within college 41% reporting ADHD were first identified at the secondary and postsecondary levels 19% reporting a Psychiatric Disability were identified at the secondary and postsecondary levels. Project GRAD

Project Grad: Instructional Accommodations Reading, Attention Span, and Listening were identified as the “top three” areas of how disability impacted learning Providing extra time for tests and assignments, a quiet learning environment and communicating instructional needs with instructors were the “top three” instructional accommodations Provision of instructional accommodations was more frequent at the postsecondary vs. secondary 69% of participants indicated they were “Very Satisfied” with the instructional accommodations they received – 1% indicated they were “Very Dissatisfied” Project GRAD

Project GRAD: Assistive Technology (AT) 48% of participants indicated they first learned to use AT at the postsecondary level 74% of AT users indicated they “taught themselves” how to use the device 17% of AT users indicated that they needed an AT that was not provided to them and 9% indicated they were asked to use AT that they did not think they needed 53% of participants indicated they were “Very Satisfied” with the AT they received – 3% indicated they were “Very Dissatisfied.” Project GRAD

Project GRAD: Employment Outcomes 82% of participants indicated they were currently employed 78% reported hourly wages between $6 and $15 an hour, with the mean wage at $12 In general, AT does not appear to transfer from postsecondary to the workplace 17% of participants indicated some level of dissatisfaction with their ability to discuss accommodation needs with their employer Project GRAD

Project GRAD: Implications Data suggest the following: Provide AT supports as early as possible Teach students with disabilities to self-advocate as early as possible Improve identification and assessment of disability at the secondary level and earlier Provide greater AT and accommodations training to students and disability service providers at the college level

Findings: SD & CD Programs that teach SD & CD skills in context of self-directed, vocational learning experiences have improved outcomes. Vocational experiences can result in better school performance, increased motivation to learn, and the opportunity to develop and refine career interests and make job contacts.

Findings: Follow-up School and agency personnel who pool funds and resources and deliver follow-up services gain improved employment outcomes. Students who receive extended transition services are significantly more likely to be employed or engaged in training than those without extended transition supports.

Recommendations: Students Engage Students to- Practice disclosure prior to college Practice self-advocacy skills Contact teachers early Work with college staff to determine what appropriate academic adjustments, aids, or services may be needed

Recommendations: Teachers Integrate SD and CD skills into General Curricula Actively involve students in the IEP and a coordinated assessment process Teach students to coordinate their own accommodations Visit disability service & employment offices Teach students to use assistive technology (AT)

Implications for Policy & Practice Involve students in a coordinated assessment and planning process that includes AT supports Facilitate student-centered IEP meetings and self- directed learning models Integrate SD and CD into curricula Offer work-based/vocational learning opportunities Extend transition services beyond graduation

Implications for Policy & Practice Integrate training on SD and CD into cross-agency pre-service & in-service programs, including parents Collect and use follow-up data to improve services and outcomes Provide training and support for higher education faculty and administrators