1. Academic Access In Florida’s Inclusive College Programs for Students with Intellectual Disability
Kathleen Becht, Ph.D. Diana Valle-Riestra, Ph.D.
Jordan Knab, Ed.S. Denise Giarrusso, M.A.
VISIONS XXIV
May, 2017

2. The FCIHE Vision
Inclusive Postsecondary Education is a Tenet woven into the fabric of the institution (not a Silo), in which students with intellectual disabilities:
are enrolled as non-traditional students (no SAT req.),
fully included in campus/residential life,
pay tuition,
take academic (general catalog) classes,
participate in employment experiences including paid employment,
participate in person-centered planning/advising to develop an individual program of study, and
earn a meaningful certificate toward career employment.
In other words – real college

3. The FCIHE Vision
Inclusive Postsecondary Education is a Tenet woven into the fabric of the institution, through which professors/instructors/support staff:
employ differentiated learning techniques and
provide appropriate accommodations, and where necessary, modifications

4. Career Technical Colleges State Colleges
IPSEs by Institution Type
FAU, FIU, UCF, UNF, USFSP
Universities
Career Technical Colleges
Florida Keys CC, Tallahassee CC,
Florida SC Jax,
Santa Fe C,
Pensacola SC
State
Colleges
FPTC,
Robert Morgan TC,

5. What kind of Courses? Academically Inclusive (48%)
Academically Specialized (52%)
Reverse inclusion
academically inclusive courses: typical college courses attended by students with ID and other college students.
academically specialized courses: courses designed for and delivered to only students with ID
In Florida we are seeing students with ID in
academically inclusive includes: adult education, continuing education, career & technical education, and general education college courses.
academically specialized includes intro to college, independent living, cooking
Grigal, M., Hart, D., Smith, F., Domin, D., & Weir, C. (2015). Think College National Coordinating Center: Annual report on the transition and postsecondary programs for students with intellectual disabilities (2013–2014). Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.

6. Academic Inclusivity in Florida’s IPSE’s
FAU
FIU
FSCJ
FKCC
TCC
SEU
PSC, UCF, USFSP, Santa Fe,
Academically Inclusive
Academically Specialized

7. Defining Comprehensive Transition & IPSE Programs
Inclusive postsecondary programs for students with intellectual disability means degree, certificate, or non-degree programs that —
are offered by an institution of higher education;
support students seeking to continue academic, career and technical, and independent living instruction in preparation for gainful employment;
include an advising and curriculum structure; and
require students to participate on not less than a half-time basis, focused on academic components.
Title VII, Part D, Section 760 of the Higher Education Opportunity Act (2008)

8. General Courses Audited by SwIDs -
> 5,000
Acting for Non-Majors Astronomy Basic Phonetics Bowling Criminal Justice Career Planning Communications Child and Adolescent Development Exercise Science Foundations of Leadership History of Motion Pictures Introduction to… American Sign Language Hospitality Music Education Social Change Sports Theatre & Dance Teaching Marriage and Intimate Relationships Personal Fitness Psychology World Religions Strategies for Success Self Defense Social Problems Wellness, Children, and Schools
Some Colleges and Universities provide a limited preselection of courses,
While others allow students to choose coursed based on their career and personal interests (maintaining prerequisite limitations)

9. Sample IPSE Program Hours
Semester 1 2 3 4 5 6
Academics (inclusive classes)
(2 classes)
(internship)
Academic Support
≥ 6
Service/ Employment
≥ 5
Week Totals 17 12
Academic Support: peer coaching, tutoring, faculty advising, academic mentor,
Service/Work: paid employment, volunteering, internships
One Semester = 16 weeks

10. Getting Into College-Life
Social Clubs
Volunteering, Internships, Employment
Academic Support Activities
Often required to some degree to encourage interaction and participation
FSCJ Yoga Student Life Activity

11. Diverse Curricula Life Centered Education
Advising Curriculum (Course Progression Choices)
Transition Curriculum (Critical Areas of Independent Living, Wehman & Kregel, 2012)
Work Force Certification: Industry Certifications
Discrete Certifications
Certifications under construction
(Grigal, Hart, & Weir, 2012)
WFC: Welding, Child Care, Carpentry,
Advising Curriculum: a framework of courses to choose from (Liberal Arts)
Descrete Cert: child care, CPR, First Aid, Food Handling, Red Carpet Service Training

12. Course Progression & Certifications
Audited coursework
Certificate of Completion
For-credit coursework
Workforce & University Certifications
Noncredit coursework
Discrete Certifications X
Meaningful Certificate

13. Diversity in Inclusive PSE Programs Across Florida

14. University of South Florida St Petersburg - STINGRAY
Program of Study
2-3 Year
Dual Enrollment
Liberal Arts/Field of Concentration
A three year program

15. USFSP Program of Study Guiding Principles Of Design
1. Individualized and person centered.
Specialized program of study designed according to student's vision, strengths, and needs.
2. Functional or practical.
Careful analysis and development to maximize competence and independence.
3. Adaptive.
Adjustable to meet student's needs according to specific goals and capabilities.
4. Ecologically relevant.
Based upon student's environments and major activities within each.
Project STING RAY curriculum was designed according to Wehman and Kregel’s (1997) principles. These principles indicate that curriculum for our students should be individualized and person-centered, functional or practical to maximize independence, adaptive or adjustable to meet each student’s needs, and ecologically relevant or based upon the student’s environments and major activities. The students’ primary educational experiences or “classroom” will be the university campus and all the components of university life (extracurricular activities, sporting events, membership in clubs/organizations).
(Adapted from Wehman & Kregel, 2012)

16. Component & Curricular Examples - USFSP
Courses/
Domain Activities
Hours
Needed
Program
Hours
Completed
Hours
Competency
This is an example of a 2-3 year program explicitly identifying a Transition Taxonomy, showing both AI coursework and supplemental academic supports for students’ access.

17. STING RAY Programmatic Domains
Domain 1: Employment, Internship, and Related Employment Activities Domain 2: Academics and Technology Domain 3: Socialization, Relationships, and Self-Esteem Domain 4: Community Living Domain 5: Self-Determination Domain 6: Health and Safety Domain 7: Personal Care and Hygiene Domain 8: Home Living Domain 9: Travel and Mobility Domain 10: Financial Planning and Money Mngmnt
Five Domain Clusters:
Career Development and Employment
Academic Enrichment
Campus and Community Engagement
Self-Determination
Independent Living
Domains are similar to the TC standards and also related to Test et al.’s (2009) predictors of post-school success, and components specified by Wehman & Kregel (2012)
STING RAY uses a research-based individualized, person-centered, adaptive curriculum built upon the student’s individual needs, strengths, and interests.  The curriculum is a “clock hour” structure with 5 Domain Clusters: Career Development and Employment, Academic Enrichment, Campus and Community Engagement, Independent Living, and Self-Determination.
Those five clusters are subdivided into 10 Curricular Domains (Self-Determination; Academics and Technology; Financial Planning and Money Management; Socialization, Relationships, and Self Esteem; Employment; Travel and Mobility; Community Living; Home Living; Personal Care; and Health and Safety).
The STING RAY curriculum is further detailed with the use of Domain Competencies.  The competency goals were developed using the Florida Department of Education Exceptional Education Course Descriptions and several professional resources.

18. Scheduling Example

19. How Does It Work? Students are supported by Employment Specialist
Curriculum Coordinator –
scheduling academics, career building
Program Coordinator and Mentors
Peer, Academic, and Community
Employment Specialist
Career Internships on & off campus

20. Liberal Arts/Field of Concentration
University of Central Florida Inclusive Education Services (IES)
Program of Study
3 Year
Postsecondary only
Liberal Arts/Field of Concentration

21. UCF Course Progression
Introduction to College (3 hours)
Leadership, Personal Exploration, Interpersonal Communication (3 hours)
Social Studies, Civilization, Global (3 hours)
Art, Music Humanities (3 hours)
Electives in Field of Vocational Direction
(9 hours)
Electives in Field of Personal Interest (6 hours)
Internship and Volunteer Experiences (2 opportunities)
Strategies for Student Success
Fundamentals of Oral
Communication
World Religions
Theater Survey 1
Fundamentals of Technical Presentations
Introduction to Philosophy
Cinema Survey
Foundations of Leadership
World Civilization I
Enjoyment of Music
Career Planning
Humanistic Tradition I
History of Western Art I 3 2

22. Cooks Dinner & Lunch for next Day
Monday
Tuesday
Wednesday
Thursday
Friday
8 am
Home-work Session
Homework Session
9 am
Volunteer on Campus
SAW workout
10 am
UCF Class
11 am
RWC 12
1 pm
Ladies Group Lunch 2
Student Union 3
Homework Session &
Board games 4 5
UCF Club 6
Cooks Dinner & Lunch for next Day 7
RWC Fitness Class
Grocery Shopping w Dad
UCF Student’s Schedule
Ana has:
Classes 4 days week
Works M, W, F 2 – 6
Goes to gym 2 times week, SAW trainer
Best buddies, 2/x month.
She likes to hang out with her past best buddies, they go out
And Ashley and Elise go to the movies off campus with a best buddy.
She’s really good about saving her money from work so she doesn’t spend it all.
Goes home on some Saturdays to go to the store with dad… maybe not every weekend.

23. How Does It Work? Students are supported by:
Director & Assistant Director of IES
Scheduling & Facilitating Courses Accom/Mods,
Coordinating Resource Facilitators, and
Internship & Job Development/Placement
Resource Facilitators 10 – 20 hours/week
Social, Academic, and Campus Community Support
Campus-Wide Programs and Supports

24. Inclusive Education Services Student Health Services
How Does it Work? – Systemic Supports
Inclusive Education Services
Student Health Services
Housing Department
Student Accessibility Services
Recreation & Wellness Center
University- wide Courses
Full Access to UCF services and programs
Housing – RA, community wide programs, floor programs, Room agreements
FYE – SLS class (career exploration and campus resources), academic advising, 1x/semester
IES: Appreciative Advising – PCP, annually w/ea. Student (parents may request), RFs, tutoring, social suport
Courses: is it offered that semester, has student met prereqs., (even audited), does it fall w/in student’s program of interest and their POS.
College of Ed, Psychology, Arts & Humanities (acting), Engineering (computer classes), College of Sciences (Biology & Astronomy), Rosen School of Hospitality Management
Classes for zero credits (music forum)
RWC: students utilize SAW (student assist w/o) with PT Doc students (may be specific for IES), lots of yoga, Zumba, trampoline, spin class, outdoor adventure club – 2 overnight trips
Student Academic Resource Center - ACE (Univer wide)academic coaching and engagement
Career Services
First Year Experiences
Counseling 5

25. Florida State College at Jacksonville Achieve, VERTICAL+ , TIES Training
Program of Study
1-2 Years
Single/dual enrollment
Industry & Specialized Certifications
A State College which provides 1-2 year certifications
Academically Inclusive: Industry Certifications
Academically Specialized: Career Ed Workforce Certificate – career focused

26. FSCJ Course Progression Option 1 (1-2 years)
Non-industry Certification– Workforce Certificate
New PSAV FLDOE curriculum frameworks:
Basic – S990005
Advanced – S990006
Academically Specialized
Career Ed Work Force Certificate
General Catalog courses toward a Career Specialization
Non-credit certificate programs
Specialization
Academically Inclusive
Internship ( hours as needed)
2 required internships
Transition to paid employment supported by Job Placement Specialist
Transition to VR for post-graduation Job Support
Uses FLDOE curriculum framework: Career Education for Students with Disabilities
New PSAV uses Program #S Basic and S Advanced courses (SLS0460, 0461 and 0462)
Old PSAV uses Program # S (SLS0050 and 0051)
Program is designed for students “undecided” on long-term career goals to help them develop and achieve meaningful career outcomes
Results in Workforce Certificate credential from FSCJ in Career Education
Can function as a primary OR secondary Program of Study
Employment

27. FSCJ Course Progression Option II (1-2 years)
Industry Certification
Academically Inclusive
Child care, Welding, Commercial Vehicle Driving, Automotive Collision Repair and Refinishing, Diesel Engine Repair, Construction and Electrical, Facial Specialist
Industry Certificate
Academically Specialized
Remediation courses/workshops
Remediation
Academically Inclusive
Job Placement & Coaching
Job Support from VR post-graduation
Uses FLDOE curriculum framework: Career Education for Students with Disabilities
New PSAV uses Program #S Basic and S Advanced courses (SLS0460, 0461 and 0462)
Old PSAV uses Program # S (SLS0050 and 0051)
Program is designed for students “undecided” on long-term career goals to help them develop and achieve meaningful career outcomes
Results in Workforce Certificate credential from FSCJ in Career Education
Can function as a primary OR secondary Program of Study
Employment

28. How Does It Work? Students are supported by: Career Development Center
VERTICAL Coordinator
Learn to Read Community Partner
Academic remediation
Scheduling & Facilitating Courses Accommodations
FSCJ Student Volunteers
Job Developer
Academic tutors, peer mentors,
PSAV Instructors,
Internship & Job Development, Placement, & Coaching
Jacksonville Transit Authority
Student Support Services
Travel Training
Accommodations, TABE Waivers

29. Florida International University Panther LIFE
Program of Study
3 Years
Dual enrollment
Liberal Arts/Field of Concentration
Academically Inclusive: and career focused

30. Program of Study Job Shadowing Paid Internships STAR PCP Process
University Courses (Computing & Technology; Business & Finance; Health & Nutrition; The Arts)
Career Workshops
Job Shadowing
Paid Internships
upTech Honors College Program
i-Ready & LCE
Professional Conferences
Campus Membership
Community Service
E-Portfolio

31. How Does It Work? Students are supported by: Academic Mentors
Peer Coaches
Faculty Advisors
Resident Supervisor & Resident Assistants
M-DCPS Project Coordinators
M-DCPS Job Coach
Parent to Parent Transition & Educational Support Specialist
Best Buddies Employment/ Community Liaison
Job Shadowing
shadow an FIU employee on the University campus
Students are assigned a direct supervisor to report to
encouraged to follow regular protocol. (e.g., application process, interview, fingerprinting, etc.)
2-3 days a week for 2-3 hours each day
Paid Internships
Guided by an on-site internship supervisor
Job coach support
18-20 hours/week and receive a stipend
Campus-Wide Programs and Supports

32. How Does It Work? Campus-Wide Programs & Supports
Provide natural supports open to all FIU students
Disability Resource Center (DRC)
Center for Academic Success
Counseling and Psychological Services (CAPS)
PURPOSE: Provide natural supports that are open and available to all University students
Disability Resource Center (DRC)
Serving as the one-stop-shop for disability service needs, the DRC provides the resources to facilitate a smooth transition to University life. By providing one-on-one consultation throughout the academic journey, the DRC staff is a specialized resource for students.
Center for Academic Success
Provides individual and group workshops and tutoring so that students can develop the academic skills needed to succeed in a University setting.
Counseling and Psychological Services (CAPS)
Provides mental health services to students that will facilitate and enhance their personal learning, emotional well-being, and academic skills development.

33. Supplemental Curricular Resources
My Virtual Reading Coach/Mind Play reading-coach/
Ascend Math
Life Centered Education: 2/LCETransitionCurriculum/default.htm
Let’s Talk (Life Skills)
Skills to Pay the Bills: Mastering Soft Skills for Workplace
Money Smart:
These are Supplemental Curriculum which can be offered throughout the student’s day, activities, or independent study.
Life Centered Education (LCE) Transition Curriculum   This curriculum, by the Council for Exceptional Children (CEC),  helps better prepare students for independent and rewarding lives after high school.
Money Smart  A Financial Education Program is a curriculum from the Federal Deposit Insurance Corporation for teaching students money management skills.  Skills to Pay the Bills: Mastering Soft Skills for Workplace Success  "Skills to Pay the Bills: Mastering Soft Skills for Workplace Success" is a curriculum from U.S. Department of Labor designed to improve soft skills needed on the job.  FLRT -A Fluent Reading Trainer  FLRT is a reading fluency tool used in Project STING RAY to increase reading comprehension and speed. Students can use FLRT  at their own pace as it trains the reader’s eyes to move from left to right which makes reading easier, as well as increases vocabulary and reading comprehension.  Ascend Math  Ascend Math, an online math curriculum that provides instruction and assessment, is used successfully by students in Project STING RAY. Ascend Math delivers instruction at individual levels to build math skills faster through web based technology to address each student’s needs.

34. Discussion
What do teachers need to prepare their students with ID to attend college?
What are the barriers for teachers/students?
What TA would be helpful?
What PD would be helpful?

35. Resources

36. Florida Consortium On Inclusive Higher Education Contact Information
   Adam Meyer, Ph.D., Principal Investigator
Kathleen Becht, Ph.D., Director
Ilisa Patterson, Office Assistant:
UCF: &
USFSP: Danielle Roberts-Dahm, M.A.,
Jordan Knab, Ed.S.,
FIU: Diana Valle-Riestra, Ph.D.,
FSCJ: Michele Kennedy Johnson,
Additional Resources: FCSUA.com - ThinkCollege.net

37. References
Grigal, M., Hart, D. & Weir, C. (2012). Framing the future: A standards-based conceptual framework for research and practice in inclusive higher education. Think College Insight Brief, Issue No. 10. Boston, MA: University of Massachusetts Boston, Institute for Community Inclusion.
Wehman, P., & Kregal, J. (Eds). (2012). Functional Curriculum for Elementary and Secondary Students With Special Needs (3rd Edition). Austin, TX: ProEd, Inc.