1. Transitioning to Postsecondary Success: Increasing Post-School Outcomes for Students with Learning Disabilities Loni Leforce, MAT, Transition Scholar, University of Oklahoma Kylie Lyons, M.Ed., Transition Scholar, University of Oklahoma

2. Objectives  Participants will gain understanding of current research regarding postsecondary outcomes for students with learning disabilities.  Participants will learn three best practices that can be implemented in secondary education for increasing postsecondary outcomes for students with learning disabilities.  Participants will review three assessments that can be utilized for increasing self-determination and informing goals for increasing postsecondary outcomes for students with learning disabilities.

3. What Is College Readiness? For the neurotypical child: “College readiness cannot be measured simply by high school success…the ability to pass specific high school courses and/or earn a certain grade point average is not enough. The construct of college readiness has many intersecting facets[, including] -knowledge and writing skills -academic behaviors (study skills) -cognitive strategies (critical thinking) -contextual skills (knowledge of college policies, expectations) Additional variables -motivation -college expectations -social support -self-efficacy.” Milsom, A., & Dietz, L. (2009). Defining college readiness for students with learning disabilities: A delphi study. Professional School Counseling, 12, 315-323.

4. What Is College Readiness for a Student with a Learning Disability? “Many of the identified skills and knowledge areas are identical…for all students transitioning to college, and include time management and study skills as well as rigorous high school courses. Other characteristics are described as important to college success for students with LD include -knowledge of their disability -knowledge of their rights and responsibilities -postsecondary school responsibilities regarding accommodations outlined in ADA -self-advocacy skills.” Milsom, A., & Dietz, L. (2009). Defining college readiness for students with learning disabilities: A delphi study. Professional School Counseling, 12, 315-323.

5. What Does the Law Say? “Unlike your high school, however, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability” (http://www2.ed.gov).

6. Postsecondary Statistics for Students with Disabilities According to the National Center for Educational Statistics, from 2007-2008 only 10.9 percent of college populations were students with disabilities. This is a decrease from 2003-2004, in which it was reported that 11.3 percent of college students had disabilities. From 1994 to 1998, the percentage of students with disabilities graduating from high school was 51/7%. How can we increase entry, retention, and graduation from Institutions of Higher Education for students with learning disabilities?

7. Additional Statistics  Individuals with disabilities are more than twice as likely to live below the poverty line as individuals without disabilities (New Freedom Initiative, 2001).  Individuals with disabilities are less likely to be employed than individuals without disabilities, across all age groups (NCSPES, 2002).  Only 49% of individuals with disabilities are employed, versus 79% of individuals without disabilities (U.S. Census of Population and Housing, 2000).  The employment rates for individuals with cognitive impairments and significant disabilities are even lower (Kleman, 2002).

8. Additional Statistics  Sixty-seven percent of youth with a Bachelor of Arts degree were working full time, compared with 73% of people without disabilities holding the same degree (National Center for the Study of Postsecondary Education Supports, 2002).  Of those people with disabilities who are employed, less than one-half of one percent are professionals; instead, the vast majority of individuals with disabilities who are employed work at low-paying, nonprofessional jobs that require no higher education, are associated with less prestige, and provide no security, room for advancement, or significant medical/retirement benefits (Stoddard, Jans, Ripple, & Krauss, 1998).

9. Additional Statistics  Working-age adults with disabilities consistently earn less than their peers without disabilities. Employers are “resistant to hiring workers with disabilities because of their discomfort in having these workers, their concerns about costs, or their belief that such workers do not have the skills to perform particular jobs” (CWD, 2003, p. 1). However, 61% of employers reported the average cost of accommodations for their employees with disabilities was $500 or less (CWD, 2003).

10. Increasing Postsecondary Outcomes for Students with Learning Disabilities  Student Involvement in Goal Generation and IEP  Understanding Diagnosis and Disability  Transition Assessments to determine strengths and weaknesses  Participation in Transition Programs  Freshmen/Sophomore and Junior/Senior Levels

11. Transition Assessments  Transition Assessment and Goal Generator  College Readiness Checklist  AIR Self-Determination Scale

12. Creating a College-Going Culture through Transition Programs: 9 th & 10 th Grade  Students will participate in a postsecondary preparation class, focusing on  Interests to majors  College fit  Career goals  Understanding learning styles  Study skills  ACT preparation  Increased in-class support  Participation in IEP development and leading meetings  Annual visits to college campuses  Meeting with VocRehab counselor  Community Support

13. Creating a College-Going Culture through Transition Programs: 11 th & 12 th Grade  Students will participate in a postsecondary preparation class, focusing on  Selecting majors with a career focus  Attending workshops at local colleges and in various career fields  Increased in-class support  Participating in IEP development and leading meeting  Disability awareness  Campus visits  Meeting with VocRehab counselor  Financial Aid night with parents  Scholarship Search  Support in completing college applications  Community support

14. Self-Directed IEPs and Increasing Self- Determination During transition classes, students complete assessments to determine current levels of self-determine, including strengths, weaknesses, etc. Students will explore their disabilities, strengths, and weaknesses and will create PowerPoints, posters, or collages to be used in IEP meetings. Students will be supported and guided as they organize and run their IEPs.

15. Discussion

16. Questions Loni Leforce lonileforce@ou.edu Kylie Lyons Kylie.lyons@ou.edu