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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
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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
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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
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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,
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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.
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Academic Inclusivity in Florida’s IPSE’s
FAU FIU FSCJ FKCC TCC SEU PSC, UCF, USFSP, Santa Fe, Academically Inclusive Academically Specialized
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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)
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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)
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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
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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
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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
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Course Progression & Certifications
Audited coursework Certificate of Completion For-credit coursework Workforce & University Certifications Noncredit coursework Discrete Certifications X Meaningful Certificate
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Diversity in Inclusive PSE Programs Across Florida
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University of South Florida St Petersburg - STINGRAY
Program of Study 2-3 Year Dual Enrollment Liberal Arts/Field of Concentration A three year program
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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)
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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.
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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.
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Scheduling Example
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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Florida International University Panther LIFE
Program of Study 3 Years Dual enrollment Liberal Arts/Field of Concentration Academically Inclusive: and career focused
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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
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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
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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.
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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.
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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?
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Resources
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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
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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.
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