Table Of ContentImpact
Feature Issue on Postsecondary
Education and Students with Intellectual,
Developmental and Other Disabilities
Published by the Institute on Community Integration (UCEDD) & Research and Training Center on Community Living Volume 23 · Number 3 · Autumn/Winter 2010/11
From the Editors
Postsecondary education is a primary goal for the
majority of high school students with transition
plans, according to the National Longitudinal
Transition Study–2. However, according to that
same study, only about 3 in 10 young adults
with disabilities have taken postsecondary
education classes since high school. And among
those with the lowest rates of participation
are students with intellectual disabilities. This
Impact issue explores what we know, and what
we still need to know, about what works to
support increased participation of students with
disabilities, especially those with intellectual
disabilities, in postsecondary education and why
that participation is important. It includes stories
about students with disabilities succeeding in
Micah Fialka-Feldman on his first day of living in the dorm at Oakland University in Rochester, Michigan. See story below.
higher education, strategies for families and
school personnel to use in supporting planning
What’s a Parent to Do? Micah’s College Dream
for postsecondary education during high school,
research findings and historical overviews on our
by Janice Fialka national journey to support full participation
in all areas of life – including education – for
My father proudly graduated from the University of Michigan in 1948, the first in his
individuals with intellectual and other disabilities,
family of 11 children. Little did he know he established a generational pattern for the
and explanations of the education laws that can
important men in my life. My two brothers, several cousins, and my husband all claim
the same “maize-and-blue.” At the age of 5, our son, Micah, attended his first U of M undergird that participation. It’s our hope that
football game and was immediately awestruck by the “Go Blue!” spirit. I sensed he felt readers of this issue will find new ways of thinking
destined to follow in the footsteps of his Papa, father, and uncles. He didn’t have the about the role of post-high-school education in
words to express this dream – words did not come easily to him then – but his dream
the lives of young people with disabilities, and
was deepened with every U of M game he attended.
about the benefits to those young people as well
We as parents wanted both our children, Micah and Emma, to have dreams.
as our communities and nation.
Dreams motivate our spirit, drive us forward, stretch us in new directions, and compel
us to try new things. We wanted our children to gradually feel the pull of passion and
What’s Inside
purpose. But what if their dreams are met with words like “unrealistic,” “impossible,”
“out of reach,” “can’t do that,” “unheard of,” or simply “Why would he do THAT…..?” Overviews
Those were some of the very words we heard when Micah talked about his college How-To Articles
dream. “Look at the facts,” we were told, even by well-meaning people who cared Personal Profiles
about Micah. Fact # 1: Micah has a cognitive impairment with a low I.Q. score. Fact #2: Resources
Micah didn’t read or write (though he could sign his name after years of practice.) Fact
#3: There were no fully inclusive college programs in our community. Fact #4: Youth
like Micah, with an IEP, go to community-based programs after high school, not col-
lege! What’s a parent to do?
[Fialka, continued on page 24]
2 Overview
Students with Disabilities in Higher Education:
Participating in America’s Future
by David R. Johnson and Derek Nord
Ensuring that high school students public and private vocational training There is also growing concern regard-
with disabilities have access to and programs, has intensified for both stu- ing student persistence and the success-
can fully participate in postsecondary dents with and without disabilities. ful completion of programs of study for
education has been identified as one of Policies related to transition plan- those who do enroll in postsecondary
key challenges in the future of second- ning have been put in place to support education. Access is only a first step
ary education and transition for such students with disabilities in achieving in a larger challenge of persisting and
students (Luecking & Gramlich, 2003). postsecondary education and other succeeding within the postsecondary
As the American economy becomes post-high-school goals. The Individuals education environment, completing
increasingly more knowledge-based, with Disabilities Education Act of 2004 a program of study and graduating,
attaining a postsecondary education (IDEA) amendments specifically draw and, ultimately, achieving meaning-
is more critical than ever (Carnevale & attention to postsecondary education ful employment following program
Desrochers, 2003). Projections for the as one of several critically important completion. Because of the high stakes
post-school goals for youth with dis- involved, exploring the conditions that
abilities that needs to be addressed in contribute to postsecondary success and
Postsecondary education is a the young person’s IEP/Transition meet- persistence has been a focus of educa-
ings. The National Longitudinal Transi- tional psychology research for the past
primary goal for more than tion Study–2 (NLTS2) has found that three decades. Some researchers have
postsecondary education is a primary noted as students are actively engaged
four out of five secondary school high school goal for more than four out in learning, they are more likely to
of five secondary school students with participate in college (Gardner, 1998),
students with transition plans. transition plans (Cameto, Levine & whereas, others emphasize the role
Wagner, 2004). Perhaps reflecting this, student involvement in out-of-class ex-
However, only about 3 in 10 young youth with disabilities increasingly are periences plays in students persistence
taking rigorous academic courses in (Kuh, 1991). No single variable explains
adults with disabilities have taken high school, including college prepara- persistence. What we know is that of the
tory classes such as math and science
postsecondary education classes (Wagner, Newman, & Cameto, 2004).
However, the NLTS2 has also revealed
As the American economy
since leaving high school. that only about 3 in 10 young adults
with disabilities have taken postsecond-
becomes increasingly more
ary education classes since leaving high
school (Wagner, et. al., 2005). This cur-
knowledge-based, attaining
next decade suggest that the strongest rent rate of attending postsecondary
job growth will be in occupations requir- school is less than half of their peers in a postsecondary education is
ing postsecondary education. Further, the general population, with students
analyses exploring the relationship with intellectual disabilities among more critical than ever.
between educational attainment and those with the lowest rates of enroll-
earnings have, over the past 25 years, ment. Attainment of a postsecondary
found that the gap in earnings between education credential opens opportuni-
the different educational levels has wid- ties in the labor market for individuals 53% of high school graduates who enter
ened. For example, in 1975, those with with and without disabilities, including a four-year college directly from high
an advanced degree earned 1.8 times as higher earnings, benefits, and opportu- school, only 35% graduate with a college
much as high school graduates; by 1999, nities for career advancement. In short, degree. Findings are even more dismal
the disparity had increased to 2.6 times it has increasingly become a ticket to an for students who enroll in two-year com-
as much (Day & Newburger, 2002). The individual’s future economic self-suffi- munity and technical colleges, with only
need for knowledge attainment and skill ciency. Yet, students with disabilities are one-third of students who enroll full-
development through two-year and four- still very much in the minority in post- time in community colleges successfully
year colleges and universities, as well as secondary education. completing their programs of study and
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/
Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
Overview 3
graduating (Tinto, Russo, and Kadel, education and employment. And we Postsecondary Education:
1994). Even among those who enroll need to apply that emerging knowledge
A National Priority
with a goal of earning a degree or certifi- in ways that make it possible for stu-
cate, fewer than half actually complete dents with intellectual, developmental,
a credential of any kind (Silverberg, and other disabilities to successfully President Obama, in his February 2009
Warner, Fong, & Goodwin, 2004). enter and complete post-high school
speech to the Joint Session of Congress, laid
These findings do not bode well for educational programs through which
out his administration’s goals and vision for
young people with disabilities because they gain the knowledge and skills
postsecondary education participation in
there is virtually no data that suggests necessary to participate in our nation’s
that their experiences are any different. workforce, and to be engaged citizens in America. Among his comments were these:
While more youth with disabilities are our communities and society. In a global economy where the most valu-
able skill you can sell is your knowledge, a
References
Cameto, R., Levine, P. & Wagner, M. (2004). Transition planning for stu- good education is no longer just a pathway
dents with disabilities: A special topic report of findings from the National
We need a better understanding Longitudinal Transition Study-2. Menlo Park, CA: SRI International. to opportunity – it is a pre-requisite. Right
Carnevale, A. & Desrochers, D. (2003). Standards for what? The economic now, three-quarters of the fastest-growing
roots of K- 12 reform. Princeton, NJ: Educational Testing Service.
of what it takes to support Day, J. C., & Newburger, E. (2002). The big payoff: Educational attain- occupations require more than a high
ment and synthetic estimates of work-life earnings. In Current Popula-
tion Reports (23-210). Washington, DC: U.S. Census Bureau. school diploma. And yet, just over half of
students with disabilities to Gardner, J. (1998, November). The changing role of developmental educa-
our citizens have that level of education. We
tors in creating and maintaining cultures of success. Keynote address at
the College Reading and Learning Association Conference, Salt Lake
have one of the highest high school dropout
successfully enter and complete City, UT.
Kuh, G. D. (1991). Involving colleges: Successful approaches to fostering rates of any industrialized nation. And half
student learning and development outside the classroom. San Francisco:
post-high-school education. Jossey-Bass. of the students who begin college never
Luecking, R. & Gramlich, M. (2003). Quality work-based learning and
postschool employment success. Information Brief, 2(2). [Minneapolis: finish. This is a prescription for economic
University of Minnesota, National Center on Secondary Education and
Transition]. decline, because we know the countries
Silverberg, M., Warner, E., Fong, M., & Goodwin, D. (2004). National that out-teach us today will out-compete
enrolled in two-year community and assessment of vocational education: Final report to Congress: Executive
summary. Washington, DC: U.S. Department of Education. Retrieved us tomorrow. That is why it will be the goal
technical colleges than in other types of July 12, 2007, from http://www.ed.gov/rschstat/eval/sectech/nave/
naveexesum.pdf of this administration to ensure that every
postsecondary schools, there is no infor-
Tinto, V., Russo, P., & Kadel, S. (1994). Constructing educational com-
mation currently available on their rate munities. Community College Journal, 64(4), 26-29. child has access to a complete and competi-
of postsecondary education completion. Wagner, M., Newman, L., & Cameto, R. (2004). Changes over time in tive education – from the day they are born
the secondary school experiences of students with disabilities. A report of
But given the additional barriers to par- findings from the National Longitudinal Transition Study (NLTS) and the to the day they begin a career...
National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI
ticipation that they encounter in many International.
It is our responsibility as lawmakers and
postsecondary settings (i.e., program- Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005)
matic, support service, accessibility, dAifstaerb ihliitgiehs s. cAh oreopl:o Art fifrrostm lo tohke aNta tthioen paol sLto sncghiotould einxaple Trireanncseitsi oonf ySotuutdhy -w2i th educators to make [our educational] system
financial etc.), their opportunities for (NLTS2). Menlo Park, CA: SRI International. Retrieved 12/12/10 from work. But it is the responsibility of every
http://www.nlts2.org/reports/2005_04/nlts2_report_2005_04_
success are likely more limited than stu- complete.pdf citizen to participate in it. And so tonight,
dents without disabilities.
I ask every American to commit to at least
David R. Johnson is Director of the
Seventy percent of students with dis-
one year or more of higher education or ca-
Institute on Community Integration, and
abilities identified some type of employ-
Associate Dean for Research in the College reer training. This can be community college
ment as a goal for the years after second-
ary school in their IEPs according to the of Education and Human Development, at or a four-year school; vocational training or
NLTS2 (Wagner, et. al., 2005). Their the University of Minnesota, Minneapolis. an apprenticeship. But whatever the train-
He may be reached at [email protected]
future employability and opportunity to ing may be, every American will need to
or 612/624-6300. Derek Nord is a Research
become economically self-sufficient is,
get more than a high school diploma. And
Associate at the Institute. He may be reached
as for all students, linked to the attain-
dropping out of high school is no longer an
at [email protected] or 612/624-0386.
ment of increased levels of knowledge
option. It’s not just quitting on yourself, it’s
and skills gained through participation
in postsecondary education and voca- quitting on your country – and this coun-
tional preparation programs. We need try needs and values the talents of every
a better understanding of what it takes American.
to support students with disabilities
– especially those with the lowest par- Excerpted from the Address to joint session of Congress, Tuesday,
February 24th, 2009. Washington DC: The White House. Retrieved
ticipation rates – in postsecondary 12/2/10 from http://www.whitehouse.gov/the-press-office/
remarks-president-barack-obama-address-joint-session-congress
4 Overview
A Prelude to Progress: Postsecondary Education
and Students with Intellectual Disabilities
by Meg Grigal, Debra Hart and Sharon Lewis
Given the current activity and recent is, “I want to go to college, but there is implementing evidence-based practices,
coverage in some mainstream media nothing available in my community. cultivating common standards with
around the issue of postsecondary Can you help me? Do you know of any which to measure and research such
education for individuals with intel- programs in my area?” Data from the practices, and generating supportive
lectual disabilities, it would be easy to National Longitudinal Transition policies at the federal, state, and local
assume that this area is well established Study-2 (NLTS-2) indicate that only 2% levels will require significant amounts
in terms of common values, philosophi- of out-of-school youth with intellectual of time and resources. As we look to this
cal foundations, data-driven practices, disabilities in 2009 were enrolled in any next realm of adult life – higher educa-
and widely available existing services. kind of postsecondary education institu- tion – with the intent to build upon
Evidence of progress abounds. There tion (National Longitudinal Transition what’s been achieved and determine
are now specific provisions support- Study – 2, 2009). These recent findings what might be possible for people with
ing college access for individuals with demonstrate that for the majority of stu- intellectual disabilities, we must bear in
intellectual disabilities in a federal law; dents with intellectual disabilities in our mind that as a field of study this is one
unprecedented access to some forms of country, college is still not considered a that is in its infancy. History shows us
financial aid; a recent State of the Art viable or realistic option. that change takes time.
2010 national conference with over 300 Therefore, the markers of progress It is not that long ago that a student
participants; a Web site with databases may be a bit misleading as they in some with an intellectual disability did not
on literature and existing programs; ways reflect the potential for a new real- have access to a public education, let
and, as a sign of the times, a Facebook ity more than our current reality. We alone college. In fact, some states had
and Twitter presence. These are all posi- cannot assume that the existence of laws that explicitly excluded children
tive accomplishments and surely serve some research, some online or print with certain types of disabilities, includ-
as significant markers toward progress. resources, and a relatively small number ing students with “mental retardation,”
of programs means that our work here from attending public school. In the
is done. The progress achieved thus far 1970s, parents in 26 states had to resort
has allowed our field to begin a conver- to litigation to assert their children’s
We are entering a new phase of the sation that will likely need to last a very right to attend public schools (National
long time. And we should expect to hear Council on Disability, 2000). Large
conversation when the questions conflicting opinions regarding what numbers of people with intellectual dis-
can and should be possible for students abilities languished in state institutions
focus less on, “Should students with with intellectual disabilities in the con- where their basic needs were barely met.
text of postsecondary education. If, as The thought of educational or rehabili-
intellectual disabilities go to college?” Mohandas Gandhi observed, healthy tation services was not even considered,
discontent is the prelude to progress, certainly not as we know these services
and more on, “How can students with then we are certainly in the prelude today. The medical community often
phase of this conversation. Perhaps as counseled parents to institutionalize
intellectual disabilities go to college?” we celebrate these recent, and yes, im- their children so they could get the
portant markers of progress we should “care” they needed and be “kept safe.”
also take a look back at the journey thus With the passage of the Education
far to acknowledge and inform the long For All Handicapped Children Act (PL
However, for a young person with road ahead. 94-142) in 1975 (now known as the
an intellectual disability in a town or Individuals with Disabilities Education
state where the choice of going to col- Act – IDEA), Congress finally cleared the
A Historical Perspective
lege does not exist, these markers have way for children with disabilities to have
little impact. In fact they may serve as This topic of conversation, postsecond- the opportunity to learn and to succeed
a frustrating reminder of the paucity ary education for students with intellec- in public school. Initially, the law was
of available options. A constant refrain tual disabilities, brings with it important about creating access to a free, appro-
from students with intellectual disabili- and complex questions about research, priate public education as well as indi-
ties and their families across the country policy, and practice. Developing and vidualized planning and least restrictive
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/
Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
Overview 5
learning environments. In the 35 years As IDEA evolved to reflect higher been the Americans with Disabilities Act
since 1975, our public education system expectations for youth with disabilities (ADA). This year was the 20th anniver-
has responded to new expectations for transitioning out of high school, this new sary of the ADA. Remarkable progress
these students and developed teacher emphasis was reflected in the hundreds has been made: We now know what
training programs, standards and qual- of projects funded by the Office of quality services are and that they must
ity indicators, and regulatory oversight Special Education Programs (OSEP), U.S. be designed to support people with
mechanisms. Much of this work was Department of Education, focused on intellectual disabilities in deciding what
funded by the U.S. Department of demonstrating and researching transi- they want to do, when, and where. Peo-
Education in the form of personnel tion practices in the 1980s and 1990s ple with intellectual disabilities have the
preparation, model demonstration, and (OSEP, 2010). A similar level of interest right to try, take risks, fail, and succeed.
field-initiated research projects. in postsecondary education for students The rights of students with intellectual
This view of history allows us to put with intellectual disabilities, and corre- disabilities afforded under the ADA
the current status of postsecondary sponding funding from federal agencies, (Office for Civil Rights, 2010) must not
education access into perspective. It has will be required to expand the current only be protected but fully implemented
been only two years since the passage foundation of practice and to guide so that the goals of the law – equality of
of the Higher Education Opportunity future research and policy agendas. opportunity, across all aspects of adult
Act amendments (PL 110-315), the law Another pivotal piece of legislation life, including higher education – are
that supported access to higher educa- that has had a major impact on the lives fully realized for each person with an
tion and federal aid for students with of people with intellectual disabilities has intellectual disability.
intellectual disabilities. Consider for a
[Grigal, continued on page 26]
moment the status of public school ac-
cess for students with disabilities two
years after the passage of the Educa-
Postsecondary Education for Students with Intellectual
tion for All Handicapped Children Act.
What was the level and consistency of
Disabilities: An Overview of Current Program Types
services, the existence of standards to
guide best practice, and the research
There are currently three main models of postsecondary education programs that admit students with
supporting evidence-based practices
intellectual disabilities: mixed or hybrid, substantially separate, and totally inclusive. Within each
and outcomes for special education
students that existed two years after this model, a wide range of supports and services is provided. Each model is described here in the order of
ground-breaking piece of legislation? prevalence:
The policies and practices of that time
(cid:133)(cid:1)Mixed/hybrid model: Students participate in social activities and/or academic classes with
reflected the knowledge base and values
students without disabilities (for audit or credit) and also participate in classes with other students
of the time, and provided a foundation
for future expansion and innovation. For with disabilities (sometimes referred to as “life skills” or “transition” classes). This model typically
example, the notions of least restrictive provides students with employment experience on- or off-campus.
environment, community integration,
(cid:116)(cid:1) Substantially separate model: Students participate only in classes with other students with
and individualized planning have been
disabilities (sometimes referred to as a “life skills” or “transition” program). Students may have the
present in disability, special education,
and rehabilitation legislation for many opportunity to participate in generic social activities on campus and may be offered employment
years; yet the manner and extent to experience, often through a rotation of pre-established employment slots on- or off-campus.
which these notions have been imple-
(cid:116)(cid:1) Inclusive individual support model: Students receive individualized services (e.g., educational
mented in practice has evolved signifi-
coach, tutor, technology, natural supports) in college courses, certificate programs, and/or degree
cantly over time. Self-contained special
programs, for audit or credit. The individual student’s vision and career goals drive services. There
education classrooms, sheltered employ-
ment workshops, and group homes were is no program base on campus. The focus is on establishing a student-identified career goal that
at one time “state of the art” in their directs the course of study and employment experiences (e.g., internships, apprenticeships, work-
respective fields of education, employ- based learning). Built on a collaborative approach via an interagency team (adult service agencies,
ment, and community living. However,
generic community services, and the college’s disability support office), agencies identify a flexible
as our expectations evolved about what
range of services and share costs.
people with intellectual disabilities
could achieve in terms of learning,
Excerpted with permission from Hart, D., Grigal, M., Sax, C., Martinez, D. & Will, M. (2006). Postsecondary education
working, and living with people without
options for students with intellectual disabilities, Research to Practice, 45. Boston: Institute for Community Inclusion,
disabilities, so did our practices. University of Massachusetts. Retrieved 12/21/10 from http://www.communityinclusion.org/article.php?article_id=178
6 Profile
How College Benefits Us: Students with
Intellectual Disabilities Speak Out
compiled by Maria Paiewonsky
Learning New Things
Staff from the Institute for Community signs were, if they even had Braille
Inclusion, at the University of Massachusetts signs at the campus. I got some help Many students talked about what they
Boston, asked 50 students with intellectual from my mobility instructor. She are learning in their courses, and were
disabilities who have participated in inclu- helped me learn routes around the especially eager to talk about courses that
sive college experiences to share how they campus and reminded me to listen are related to their interests:
perceive they have benefited from attending for new sound cues like the hum of
(cid:133)(cid:1)(cid:42)(cid:171)(cid:78)(cid:1)(cid:85)(cid:66)(cid:76)(cid:74)(cid:79)(cid:72)(cid:1)(cid:66)(cid:1)(cid:68)(cid:80)(cid:86)(cid:83)(cid:84)(cid:70)(cid:1)(cid:68)(cid:66)(cid:77)(cid:77)(cid:70)(cid:69)(cid:1)(cid:168)(cid:46)(cid:86)(cid:84)(cid:74)(cid:68)(cid:1)(cid:80)(cid:71)(cid:1)
college. Below are some of their comments on the vending machines in the student
the 20th Century.” We talked about
six different aspects of college life. lounge. I do it on my own now.
Richard Strauss and we listened to his
– Roberto, 19
Alpine Symphony. We talked about
Overcoming the First Day Jitters Louis Armstrong. We listened to Elvis
Realizing the Differences Between Presley, the king of rock and roll, and
Several students admitted that even
High School and College Courses we also listened to Ella Fitzgerald. A
though they were excited about going
whole variety of music and jazz.
to college, the first few days were a little
A strong theme in the students’ respons-
– Michael, 20
nerve-wracking. In addition to talking
es was the realization they came to that
about how they felt at the time, three stu-
the college courses they take are much
dents talked about how they overcame
more rigorous than classes they took in
their fears: high school, and that they are meeting My best class is my Choral Class.
(cid:133)(cid:1)(cid:34)(cid:85)(cid:1)(cid:178)(cid:83)(cid:84)(cid:85)(cid:13)(cid:1)(cid:42)(cid:1)(cid:69)(cid:74)(cid:69)(cid:79)(cid:171)(cid:85)(cid:1)(cid:76)(cid:79)(cid:80)(cid:88)(cid:1)(cid:73)(cid:80)(cid:88)(cid:1)(cid:85)(cid:80)(cid:1)(cid:67)(cid:70)(cid:1)(cid:74)(cid:79)(cid:1)(cid:66)(cid:1) higher academic expectations:
It really helped me find my voice.
college classroom. It’s scary in there.
(cid:133)(cid:1)(cid:56)(cid:73)(cid:70)(cid:79)(cid:1)(cid:90)(cid:80)(cid:86)(cid:171)(cid:83)(cid:70)(cid:1)(cid:84)(cid:85)(cid:74)(cid:77)(cid:77)(cid:1)(cid:74)(cid:79)(cid:1)(cid:73)(cid:74)(cid:72)(cid:73)(cid:1)(cid:84)(cid:68)(cid:73)(cid:80)(cid:80)(cid:77)(cid:13)(cid:1)
Cuz I just started. It was my first time
when you’re taking math, for ex-
Not just my singing voice. I’m
going to college. When you start new
ample, you think you’re taking a hard
things, you’re not sure you can do
class. Then, after you finish high
speaking up for myself now in
it. Then you just say in your head, “I
school and you sign-up for a math
think I can” and then you just do it.
class at college, okay, that’s actually a
many different situations.
– Adrian, 19
hard math class. – Cassidy, 21
(cid:133)(cid:1)(cid:36)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:1)(cid:74)(cid:84)(cid:1)(cid:80)(cid:76)(cid:66)(cid:90)(cid:15)(cid:1)(cid:42)(cid:85)(cid:171)(cid:84)(cid:1)(cid:76)(cid:74)(cid:79)(cid:69)(cid:1)(cid:80)(cid:71)(cid:1)(cid:77)(cid:74)(cid:76)(cid:70)(cid:1)(cid:73)(cid:74)(cid:72)(cid:73)(cid:1)
school but different. The class is
In college, the professors don’t harder. In high school, you can come (cid:133)(cid:1)(cid:42)(cid:1)(cid:85)(cid:80)(cid:80)(cid:76)(cid:1)(cid:66)(cid:1)(cid:78)(cid:90)(cid:85)(cid:73)(cid:80)(cid:77)(cid:80)(cid:72)(cid:90)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:1)(cid:77)(cid:66)(cid:84)(cid:85)(cid:1)(cid:84)(cid:70)(cid:78)(cid:70)(cid:84)(cid:85)(cid:70)(cid:83)(cid:1)
in late. Here at college if you call your and even found a mythology Web
baby you like they do in high professor, you can come in late, but site for the class that lists the gods in
they don’t accept excuses. They tell alphabetical order and by country. At
school. You’re responsible for you that. It’s up to you. Class starts first the professor was skeptical about
on time and you have to be there. It’s letting a student with disabilities
your own work. I like that. your responsibility. That’s what they take the class. Then he realized I had
tell us. – Fabiola, 19 already read an older version of the
textbook he was using for the class
(cid:133)(cid:1)(cid:39)(cid:80)(cid:83)(cid:1)(cid:78)(cid:70)(cid:13)(cid:1)(cid:88)(cid:73)(cid:70)(cid:79)(cid:1)(cid:42)(cid:1)(cid:88)(cid:66)(cid:84)(cid:1)(cid:74)(cid:79)(cid:1)(cid:73)(cid:74)(cid:72)(cid:73)(cid:1)(cid:84)(cid:68)(cid:73)(cid:80)(cid:80)(cid:77)(cid:13)(cid:1)(cid:42)(cid:1)
and changed his mind. – Crystal, 21
didn’t have the chance to take classes
(cid:133)(cid:1)(cid:42)(cid:85)(cid:1)(cid:88)(cid:66)(cid:84)(cid:1)(cid:85)(cid:80)(cid:86)(cid:72)(cid:73)(cid:1)(cid:67)(cid:70)(cid:74)(cid:79)(cid:72)(cid:1)(cid:74)(cid:79)(cid:1)(cid:66)(cid:1)(cid:79)(cid:70)(cid:88)(cid:1)(cid:81)(cid:77)(cid:66)(cid:68)(cid:70)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)
with regular kids. Now, in college, I’m (cid:133)(cid:1)(cid:42)(cid:1)(cid:77)(cid:80)(cid:87)(cid:70)(cid:1)(cid:78)(cid:90)(cid:1)(cid:81)(cid:66)(cid:74)(cid:79)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:78)(cid:90)(cid:1)(cid:71)(cid:66)(cid:87)(cid:80)(cid:83)-
all, but I got by. I joined a club pretty
having to learn to do harder work. In ite painting is “The Egg.” I put lots of
quick and made a lot of friends.
high school I didn’t have homework shadow into it, light, dark. My other
– Antony, 21
a lot. In college the professors don’t painting,“The Green Bottle,” it was
(cid:133)(cid:1)(cid:40)(cid:70)(cid:85)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:66)(cid:83)(cid:80)(cid:86)(cid:79)(cid:69)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:68)(cid:66)(cid:78)(cid:81)(cid:86)(cid:84)(cid:1)(cid:88)(cid:66)(cid:84)(cid:1)(cid:84)(cid:80)(cid:1) baby you like they do in high school. part of the college’s Student Art Show.
difficult at first. It was so hard figur- You’re responsible for your own I went to the artist’s reception. I feel
ing out where everything was. Like work. I like that. – Grace, 21 great that I had three paintings in the
where the entrances were, what floor art show! – Allison, 20
my class was on, and where the Braille
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/
Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
Profile 7
Survey Findings on College
(cid:133)(cid:1)(cid:42)(cid:1)(cid:77)(cid:70)(cid:66)(cid:83)(cid:79)(cid:70)(cid:69)(cid:1)(cid:66)(cid:1)(cid:77)(cid:80)(cid:85)(cid:1)(cid:74)(cid:79)(cid:1)(cid:85)(cid:73)(cid:74)(cid:84)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:15)(cid:1)(cid:56)(cid:70)(cid:1)(cid:83)(cid:70)(cid:66)(cid:69)(cid:1) who quit college and don’t want to
Stephen Covey’s book, The Seven Hab- get an education. Last year I thought Programs for Students with
its of Highly Effective People, and we about quitting, but I didn’t. I said to
Intellectual Disabilities
learned about multiple intelligences. myself that the work might be hard,
I know now I am an interpersonal but I know I can do it. And I did it.
In 2009, Think College conducted a national online
worker. That means I like to work with – Stephan, 20
people, not by myself. – Adrian, 19 survey of postsecondary education programs to
identify existing services for students with
Some Advice About College
intellectual disabilities. There were 149 program
Appreciating More Freedom and
When asked what advice they have for respondents from 37 states. Key findings included
Independence
younger students who have not thought the following (the number of respondents is in
Nearly all the students commented on about college or are anxious about try- parentheses – response rate varied by question):
how much they appreciated the freedom ing college, the students had a number
Types of Programs
and independence they felt at college: of encouraging responses:
(cid:116)(cid:1)(cid:1)(cid:1)(cid:22)(cid:17)(cid:6)(cid:1)(cid:88)(cid:70)(cid:83)(cid:70)(cid:1)(cid:66)(cid:85)(cid:1)(cid:71)(cid:80)(cid:86)(cid:83)(cid:14)(cid:90)(cid:70)(cid:66)(cid:83)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:84)(cid:1)(cid:80)(cid:83)(cid:1)(cid:86)(cid:79)(cid:74)(cid:87)(cid:70)(cid:83)(cid:84)(cid:74)(cid:85)(cid:74)(cid:70)(cid:84)(cid:13)(cid:1)
(cid:133)(cid:1)(cid:53)(cid:73)(cid:70)(cid:83)(cid:70)(cid:171)(cid:84)(cid:1)(cid:78)(cid:80)(cid:83)(cid:70)(cid:1)(cid:71)(cid:83)(cid:70)(cid:70)(cid:69)(cid:80)(cid:78)(cid:1)(cid:66)(cid:85)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:13)(cid:1)(cid:78)(cid:80)(cid:83)(cid:70)(cid:1) (cid:133)(cid:1)(cid:46)(cid:80)(cid:85)(cid:74)(cid:87)(cid:66)(cid:85)(cid:70)(cid:1)(cid:90)(cid:80)(cid:86)(cid:83)(cid:84)(cid:70)(cid:77)(cid:71)(cid:15)(cid:1)(cid:35)(cid:70)(cid:77)(cid:74)(cid:70)(cid:87)(cid:70)(cid:1)(cid:90)(cid:80)(cid:86)(cid:1)(cid:68)(cid:66)(cid:79)(cid:1)(cid:72)(cid:80)(cid:1) (cid:21)(cid:17)(cid:6)(cid:1)(cid:66)(cid:85)(cid:1)(cid:85)(cid:88)(cid:80)(cid:14)(cid:90)(cid:70)(cid:66)(cid:83)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:84)(cid:13)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:18)(cid:17)(cid:6)(cid:1)(cid:66)(cid:85)(cid:1)(cid:1)(cid:85)(cid:83)(cid:66)(cid:69)(cid:70)(cid:16)
independence. It doesn’t matter if it’s to college. You don’t have to be the technical schools ( N=135)
after class, or on the weekends. You world’s smartest student. You just
(cid:116)(cid:1)(cid:1)(cid:1)(cid:21)(cid:22)(cid:6)(cid:1)(cid:84)(cid:70)(cid:83)(cid:87)(cid:70)(cid:69)(cid:1)(cid:80)(cid:79)(cid:77)(cid:90)(cid:1)(cid:66)(cid:69)(cid:86)(cid:77)(cid:85)(cid:84)(cid:13)(cid:1)(cid:19)(cid:23)(cid:6)(cid:1)(cid:84)(cid:70)(cid:83)(cid:87)(cid:70)(cid:69)(cid:1)(cid:69)(cid:86)(cid:66)(cid:77)(cid:77)(cid:90)(cid:14)(cid:1)
come to college and find things to do. have to try. – Grace, 21
(cid:70)(cid:79)(cid:83)(cid:80)(cid:77)(cid:77)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:13)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:19)(cid:26)(cid:6)(cid:1)(cid:84)(cid:70)(cid:83)(cid:87)(cid:70)(cid:69)(cid:1)(cid:67)(cid:80)(cid:85)(cid:73)(cid:1)(cid:72)(cid:83)(cid:80)(cid:86)(cid:81)(cid:84)(cid:1)
In college, it’s okay to hang out when
(cid:133)(cid:1)(cid:58)(cid:80)(cid:86)(cid:1)(cid:76)(cid:79)(cid:80)(cid:88)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:85)(cid:73)(cid:74)(cid:79)(cid:72)(cid:1)(cid:74)(cid:84)(cid:13)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:66)(cid:83)(cid:70)(cid:1) (N=118)
you’re not in class any time you want
thinking that college is going to be
Admissions and Fees
to. – Joey, 21
tough for them in their future, but
(cid:116)(cid:1) (cid:23)(cid:17)(cid:6)(cid:1)(cid:74)(cid:79)(cid:69)(cid:74)(cid:68)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:88)(cid:74)(cid:85)(cid:73)(cid:1)(cid:74)(cid:79)(cid:85)(cid:70)(cid:77)(cid:77)(cid:70)(cid:68)(cid:85)(cid:86)(cid:66)(cid:77)(cid:1)
(cid:133)(cid:1)(cid:42)(cid:1)(cid:77)(cid:74)(cid:76)(cid:70)(cid:1)(cid:73)(cid:66)(cid:87)(cid:74)(cid:79)(cid:72)(cid:1)(cid:85)(cid:74)(cid:78)(cid:70)(cid:1)(cid:85)(cid:80)(cid:1)(cid:88)(cid:80)(cid:83)(cid:76)(cid:1)(cid:80)(cid:86)(cid:85)(cid:1)(cid:66)(cid:85)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1) you know what? College is more
disabilities were formally enrolled (N=143)
fitness center. You can meet people fun for people. They can take more
there, get a work out, just hang out. different classes then they were tak- (cid:116)(cid:1)(cid:1)(cid:22)(cid:23)(cid:6)(cid:1)(cid:73)(cid:66)(cid:69)(cid:1)(cid:84)(cid:81)(cid:70)(cid:68)(cid:74)(cid:66)(cid:77)(cid:1)(cid:70)(cid:79)(cid:85)(cid:83)(cid:66)(cid:79)(cid:68)(cid:70)(cid:1)(cid:68)(cid:83)(cid:74)(cid:85)(cid:70)(cid:83)(cid:74)(cid:66)(cid:1)(cid:9)(cid:47)(cid:30)(cid:18)(cid:21)(cid:26)(cid:10)
– Antony, 21 ing back in high school. And get (cid:116)(cid:1)(cid:1)(cid:24)(cid:18)(cid:6)(cid:1)(cid:74)(cid:79)(cid:69)(cid:74)(cid:68)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:69)(cid:80)(cid:1)(cid:79)(cid:80)(cid:85)(cid:1)(cid:85)(cid:66)(cid:76)(cid:70)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:1)
(cid:133)(cid:1)(cid:42)(cid:1)(cid:77)(cid:74)(cid:76)(cid:70)(cid:1)(cid:84)(cid:81)(cid:70)(cid:79)(cid:69)(cid:74)(cid:79)(cid:72)(cid:1)(cid:71)(cid:83)(cid:70)(cid:70)(cid:1)(cid:85)(cid:74)(cid:78)(cid:70)(cid:1)(cid:66)(cid:85)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:77)(cid:74)(cid:67)(cid:83)(cid:66)(cid:83)(cid:90)(cid:1) everything done in college, not just course placement test (N=132)
so I can check sports Web sites and my be lazy. None of this, I don’t want to (cid:116)(cid:1)(cid:1)(cid:24)(cid:25)(cid:6)(cid:1)(cid:69)(cid:74)(cid:69)(cid:1)(cid:79)(cid:80)(cid:85)(cid:1)(cid:68)(cid:73)(cid:66)(cid:83)(cid:72)(cid:70)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:80)(cid:83)(cid:1)(cid:71)(cid:66)(cid:78)(cid:74)(cid:77)(cid:74)(cid:70)(cid:84)(cid:1)(cid:71)(cid:70)(cid:70)(cid:84)(cid:1)
email. – Wilson, 21 do this, I don’t want to do this, I want for additional services related to students with
to listen to music… No! Go to college
intellectual disabilities (N=129)
and get your education done through
Becoming a Changed Person college. That’s what students have to Course Access
understand. – Arielle, 19 (cid:116)(cid:1)(cid:1)(cid:24)(cid:22)(cid:6)(cid:1)(cid:80)(cid:242)(cid:70)(cid:83)(cid:70)(cid:69)(cid:1)(cid:80)(cid:85)(cid:73)(cid:70)(cid:83)(cid:1)(cid:74)(cid:79)(cid:84)(cid:85)(cid:83)(cid:86)(cid:68)(cid:85)(cid:74)(cid:80)(cid:79)(cid:1)(cid:80)(cid:83)(cid:1)(cid:84)(cid:80)(cid:68)(cid:74)(cid:66)(cid:77)(cid:1)(cid:70)(cid:87)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)
Several students described how they have
specifically for students with intellectual
changed as a result of going to college: (cid:133)(cid:1)(cid:53)(cid:66)(cid:76)(cid:74)(cid:79)(cid:72)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:70)(cid:84)(cid:1)(cid:66)(cid:79)(cid:69)(cid:1)(cid:77)(cid:80)(cid:80)(cid:76)(cid:74)(cid:79)(cid:72)(cid:1)(cid:71)(cid:80)(cid:83)(cid:1)
disabilities (N=129)
work when you are still in school isn’t
(cid:133)(cid:1)(cid:41)(cid:70)(cid:83)(cid:70)(cid:171)(cid:84)(cid:1)(cid:88)(cid:73)(cid:66)(cid:85)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:1)(cid:73)(cid:66)(cid:84)(cid:1)(cid:85)(cid:66)(cid:86)(cid:72)(cid:73)(cid:85)(cid:1)(cid:78)(cid:70)(cid:1) easy. First of all, you have to work a (cid:116)(cid:1)(cid:1)(cid:24)(cid:22)(cid:6)(cid:1)(cid:74)(cid:79)(cid:69)(cid:74)(cid:68)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:88)(cid:74)(cid:85)(cid:73)(cid:1)(cid:74)(cid:79)(cid:85)(cid:70)(cid:77)(cid:77)(cid:70)(cid:68)(cid:85)(cid:86)(cid:66)(cid:77)(cid:1)
about myself: (1) I’ve learned how to lot. And you might miss your friends disabilities participate in group instruction
be more aware; (2) I learned more from school and the classes you had or activities only with other students with
about who I am as a person; (3) I’ve there. It’s hard to manage your new intellectual disabilities (N=129)
learned how to be an independent and
schedule. And there are always go- (cid:116)(cid:1)(cid:1)(cid:22)(cid:20)(cid:6)(cid:1)(cid:74)(cid:79)(cid:69)(cid:74)(cid:68)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:66)(cid:68)(cid:68)(cid:70)(cid:84)(cid:84)(cid:1)(cid:68)(cid:80)(cid:86)(cid:83)(cid:84)(cid:70)(cid:84)(cid:1)(cid:85)(cid:73)(cid:83)(cid:80)(cid:86)(cid:72)(cid:73)(cid:1)
responsible person; and (4) I’m learn-
ing to be transportation problems. I the typical registration process (N=130)
ing to be more focused. – Grace, 21
worry about working it all out. But if
Access to Disability, Housing and Other
(cid:133)(cid:1)(cid:46)(cid:90)(cid:1)(cid:67)(cid:70)(cid:84)(cid:85)(cid:1)(cid:68)(cid:77)(cid:66)(cid:84)(cid:84)(cid:1)(cid:74)(cid:84)(cid:1)(cid:78)(cid:90)(cid:1)(cid:36)(cid:73)(cid:80)(cid:83)(cid:66)(cid:77)(cid:1)(cid:36)(cid:77)(cid:66)(cid:84)(cid:84)(cid:15)(cid:1)(cid:42)(cid:85)(cid:1) you’re thinking is it all worth it? Yes,
Services and Supports
really helped me find my voice. Not I think it is. – Adrian, 19
(cid:116)(cid:1)(cid:1)(cid:22)(cid:25)(cid:6)(cid:1)(cid:83)(cid:70)(cid:68)(cid:70)(cid:74)(cid:87)(cid:70)(cid:69)(cid:1)(cid:84)(cid:70)(cid:83)(cid:87)(cid:74)(cid:68)(cid:70)(cid:84)(cid:1)(cid:71)(cid:83)(cid:80)(cid:78)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:68)(cid:80)(cid:77)(cid:77)(cid:70)(cid:72)(cid:70)(cid:8)(cid:84)(cid:1)(cid:69)(cid:74)(cid:84)(cid:66)(cid:67)(cid:74)(cid:77)(cid:74)(cid:85)(cid:90)(cid:1)
just my singing voice. I’m speaking
office (N=128)
up for myself now in many different
Maria Paiewonsky is the Participatory
(cid:116)(cid:1)(cid:1)(cid:20)(cid:26)(cid:6)(cid:1)(cid:80)(cid:242)(cid:70)(cid:83)(cid:70)(cid:69)(cid:1)(cid:83)(cid:70)(cid:84)(cid:74)(cid:69)(cid:70)(cid:79)(cid:85)(cid:74)(cid:66)(cid:77)(cid:1)(cid:80)(cid:81)(cid:85)(cid:74)(cid:80)(cid:79)(cid:84)(cid:1)(cid:9)(cid:47)(cid:30)(cid:18)(cid:19)(cid:20)(cid:10)
situations. I was quiet before but now,
Action Research Coordinator for Think
here I am, talking about college. It’s (cid:116)(cid:1)(cid:1)(cid:21)(cid:26)(cid:6)(cid:1)(cid:74)(cid:79)(cid:69)(cid:74)(cid:68)(cid:66)(cid:85)(cid:70)(cid:69)(cid:1)(cid:84)(cid:85)(cid:86)(cid:69)(cid:70)(cid:79)(cid:85)(cid:84)(cid:1)(cid:73)(cid:66)(cid:69)(cid:1)(cid:81)(cid:70)(cid:83)(cid:84)(cid:80)(cid:79)(cid:14)(cid:68)(cid:70)(cid:79)(cid:85)(cid:70)(cid:83)(cid:70)(cid:69)(cid:1)
College, Institute for Community Inclusion,
like, bam! I’ve got everything under planning (N=115)
University of Massachusetts, Boston. She
control. – Arielle, 19
may be reached at maria.paiewonsky@ Note: These findings represent only the programs that responded
(cid:133)(cid:1)(cid:42)(cid:1)(cid:71)(cid:70)(cid:70)(cid:77)(cid:1)(cid:69)(cid:74)(cid:71)(cid:71)(cid:70)(cid:83)(cid:70)(cid:79)(cid:85)(cid:1)(cid:79)(cid:80)(cid:88)(cid:1)(cid:67)(cid:70)(cid:68)(cid:66)(cid:86)(cid:84)(cid:70)(cid:1)(cid:42)(cid:171)(cid:78)(cid:1)(cid:72)(cid:70)(cid:85)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1) umb.edu or 617/287-7697. to the survey, and are not representative of every program
serving students with intellectual disabilities in the U.S. Also,
an education and meeting new people.
responses indicated that programs vary considerably in terms of
College might be hard, but you can get level of student integration, access to typical courses, services,
through it. I know plenty of people and the level of involvement of disability services, if at all.
Contributed by Debra Hart, Meg Grigal, and Cate Weir, Think
College, Institute for Community Inclusion, University of
Massachusetts, Boston. For more see http://thinkcollege.net
8 Overview
Federal Legislation Increasing Higher Education
Access for Students with Intellectual Disabilities
by Judy L. Shanley
New Projects Using Diverse Strategies
In 2008, the Federal legislation that included; staffing projects with career
regulates higher education policy was The Transition Program for Students center staff; and creating roles for
reauthorized. The legislation, known with Intellectual Disabilities (TPSID) employers, business leaders, and
as the Higher Education Opportunity Model Demonstration Projects are Department of Labor agencies and
Act (HEOA) (PL 110-315), includes two required to support students through workforce development systems in the
major provisions that have the potential a focus on academic, social, employ- delivery of instruction and develop-
to facilitate entry into higher educa- ment, and independent living strategies. ment of courses related to careers and
tion for more students with intellectual Twenty-seven five-year grants started employment.
disabilities. First, through Title VII of on October 1, 2010 and offer hetero- (cid:133) Independent Living/Residential Strate-
the legislation, the U.S. Department geneous strategies and supports (see gies: Creating inclusive residential
of Education, Office of Postsecondary http://www2.ed.gov/programs/tpsid/ options for students; offering life and
Education (OPE), awarded five-year index.html). The range of strategies independent living skill coursework;
grants to two- and four-year institu- implemented by these grantees sug- and addressing content related to
tions of higher education and consortia gests that there is not a one-size-fits-all community activities such as trans-
to implement model demonstration model for program implementation. portation, money management and
projects. These projects will provide the Grant outcomes are expected to result budgeting, consumerism, and com-
in improved understanding of varying munity participation.
strategies used across programs, en-
(cid:133) Social Strategies: Ensuring that in-
hanced learning regarding the resources
The Higher Education Opportunity formation about campus clubs and
required to use these strategies, and,
social activities reaches students with
to the extent possible, extended under-
Act includes two major provisions intellectual disabilities; providing ac-
standing of how particular strategies
cess to institutional processes such as
may affect student performance and
that have the potential to facilitate obtaining a college identification card,
success in higher education, and student
and ensuring that students with intel-
outcomes. The following illustrates the
entry into higher education for more lectual disabilities have access to rec-
broad range of strategies used by transi-
reation events such as purchasing ath-
tion programs for students with intellec-
students with intellectual disabilities. letic event tickets; inviting students
tual disabilities:
with intellectual disabilities to serve
(cid:133) Academic/Instructional Strategies: in leadership positions within clubs or
Using peer tutoring and mentoring organizations; and educating student
by students without disabilities, and campus leaders about students with
infrastructure for 27 institutions or con-
educational coaching; implement- intellectual disabilities attending the
sortia to establish or extend programs
ing Universal Design for Learning; college and encouraging outreach and
for students with intellectual disabilities
enhancing faculty skill to provide communication strategies that invite
in postsecondary education settings.
supports through their involvement a diverse range of students to partici-
Second, the Title IV regulations of the
in advisory functions for the project; pate in social activities.
HEOA enable eligible students to receive
engaging disability student service
Federal financial aid if they are enrolled
professionals; and sharing informa- These transition programs for stu-
in an approved comprehensive transi-
tion with higher education faculty dents with intellectual disabilities require
tion and postsecondary program. These
and staff at professional develop- students to be socially and academically
two pieces, made possible through the
ment forums. integrated with students without dis-
HEOA, are expected to create increased
abilities to the maximum extent possible,
(cid:133) Employment/Career Strategies: Provid-
opportunities for students with intel-
evidenced by providing students with
ing inclusive practicum and intern-
lectual disabilities to attend higher
choices to enroll in regular college
ships; inviting participation of voca-
education.
classes, live in inclusive residences,
tional rehabilitation professionals;
develop employment and career skills
raising awareness of campus career
through integrated work experiences,
center events and ensuring that stu-
and participate in social activities, clubs,
dents with intellectual disabilities are
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/
Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
Overview 9
and recreation with college peers with- The Individuals with Disabilities a high school diploma or its equivalent,
out disabilities. Programs incorporate Education Improvement Act of 2004 and to pass an ability-to-benefit test. One
educational supports and instructional (IDEA) (PL 108-446) requires transition use of this test is to assist higher educa-
delivery methods, such as educational planning for students with disabilities tion professionals to determine the in-
coaching, peer tutoring, academic and that includes a coordinated set of activi- structional needs of incoming students.
social mentors, universal course design ties in a results-oriented process focused The HEOA includes waivers to these two
(Hart & Grigal, 2010; Zeff, 2007), and on improving the academic and func- provisions, thus, if an institution choos-
Universal Design for Learning (Rose tional achievement of the student with es, and they participate in Federal student
& Meyer, 2002; Shaw, 2010) to facili- a disability to facilitate their movement aid programs, the institution can apply
tate student retention, advancement, from high school to post-school activi- to Federal Student Aid to have its com-
and success (Thoma, Bartholomew, & ties, including postsecondary education, prehensive transition and postsecondary
Scott, 2009). Programs also use varying vocational preparation, and integrated program approved. With the approval,
methods of person-centered planning, employment (U.S. Department of students with intellectual disabilities who
including individualized career plans, to Education, 2007). Students with intel-
ensure that students have a voice and a lectual disabilities may receive these
choice in planning their coursework, services, if they are identified in the
selecting social opportunities, and individualized educational program The HEOA has provided an
deciding upon career and employment (IEP), in higher education settings.
goals. Educators suggest that under- The differences across secondary and impetus for transition planning
standing individualized academic, so- postsecondary settings such as campus
cial, and career-related needs of students size, variety of classes, and the increased and building transition
with disabilities and encouraging equal opportunities that students have to plan
opportunity, full participation, indepen- their own learning and social experi- infrastructures across K-12 and
dent living, and economic self-sufficiency ences, require early transition planning
are important to raising expectations for (Getzel & Wehman, 2005). Educators in postsecondary education.
student outcomes (Turnbull, Turnbull, K-12 settings can invite higher education
Wehmeyer, & Park, 2003). program staff and students with intel-
Another key feature of the transi- lectual disabilities to visit schools to help
tion programs for students with intel- raise awareness regarding the possibili- are eligible to participate in Federal
lectual disabilities is the expectation ties of attending higher education; offer student aid, based on financial need,
for cross-setting collaboration and summer programs in which middle and may be eligible to receive Federal Pell
linkages across K-12 settings, and across high school students with intellectual Grants, Federal Work-Study (FWS),
employment and community settings. disabilities attend the college program; and Federal Supplemental Educational
Characteristics related to collaborating and offer family events at which parents Opportunity Grants (FSEOG). (Informa-
across secondary and postsecondary of students with intellectual disabilities tion about the process by which institu-
education settings and transition plan- can receive information about post- tions update their Federal application to
ning are linked to improved post-school secondary education programs. These Federal Student Aid is available at
outcomes for students with intellectual strategies are often linked to improved http://ifap.ed.gov/eannouncements/
disabilities (Neubert & Redd, 2008). In post-school outcomes for students with 062110TitleIVEligibility.html).
some projects, transition personnel may disabilities (Halpern, Yovanoff, Doren,
sit on advisory committees at the higher & Benz (1995).
Making Use of the HEOA Provisions
education institution and may plan and
co-teach classes. In other projects, busi- The HEOA has not only provided op-
New Regulations Open Up Federal
ness leaders, employers, and vocational portunities for students with intellectual
Student Financial Aid
rehabilitation professionals are part of disabilities to access higher education,
the planning, implementation, and ad- Students with intellectual disabilities the legislation has provided an impetus
visory functions of the program. As the and their families cite the high cost of for transition planning and building
evidence supports, when students have higher education as a barrier to partici- transition infrastructures across K-12
access to a range of community-based pation in postsecondary education and postsecondary education. Transition
instruction, work-based learning, and (Grigal & Hart, 2010). Prior to the personnel can learn about the programs
a focus on career-development (Izzo & HEOA, students with intellectual dis- that may be available in their area, and
Lamb, 2003) improved post-school out- abilities were unable to participate in can offer to provide information and
comes are realized. Federal aid programs because of re- resources regarding program develop-
quirements for students to have attained ment to students and their transition
[Shanley, continued on page 27]
10 Profile
“What Do You Want to Be When You Grow Up?”:
A College Graduate
by Claire Bible
“What do you want to be when you grow I can’t remember a time from 12 on When I flew home for the holiday I took
up?” A question that is timeless through up when I didn’t think about going to a meeting with the program. I had found
the ages. When I was little, growing up college. I kept daydreaming about it even the door with the talking door knob
in Wisconsin, the response was simple, in high school. In high school I took the at long last! In 2008, I graduated from
automatic: I wanted to be a writer. When ACTs, and applied to colleges. Since I Threshold with a certificate in early
asked the same question in middle school have a learning disability in math I didn’t childhood, a few transferable credits,
my response was, “To go to college.” take the regular set of math classes (this and moved home to an opportunity that
I daydreamed about college. In the wasn’t for lack of trying). I took both I felt lucky to have.
realm of daydreams I would minor in pre-algebra and algebra 1 my freshmen The differences between the two pro-
one or two areas of study, double-major and sophomore years, and after that I grams hit me right away. While I respect
graduate with a Bachelor of Arts, go on took life skill math classes. Because of the Threshold Program, it’s an older
to graduate school to get my Masters. this not many colleges were open to me. model. Threshold gives you the funda-
I even got two rejection letters from the mental education, which is important; it
same school. gives you a solid foundation. Where it is
Then I found the Threshold Program lacking is in giving you the wings to fly.
I daydreamed about college. In at Lesley University in Boston. Threshold
is an independent living curriculum that
the realm of daydreams I would shares the Lesley campus and facilities.
I moved to Boston and began college in
minor in one or two areas of study, the Threshold Program in 2006 and was
there for two years. They had their own
double-major graduate with a dorms for us, their own agenda of what
was important, and a curriculum that
Bachelor of Arts, go on to graduate had us hopping from nine in the morn-
ing to seven, sometimes eight or nine, at
school to get my Masters. night. After a time I began to get steadily
frustrated. I wasn’t getting anywhere in
the arts (my main area of interest); they
offered only three extra-curricular class-
These daydreams were fueled by the fact es in the arts. I picked one of the two While the goal of living independently
that my oldest cousin was at the time available majors, Early Childhood, kept is well and good, your 20s should be the
going off to college. I was inspired by it up with my classes, and began to look time of pursuing your dreams, making
all. I wanted to go myself. I even thought for that small talking doorknob out of mistakes, finding out who you are. In
occasionally of stuffing myself into a Alice in Wonderland that could lead me Threshold, “our 20s” are your mid-40s.
duffle bag so that he would have to take somewhere different. In the meantime, Cutting Edge puts the student in
me with him. Unfortunately for me there I involved myself on my campus. I went the college classroom with the motto
wasn’t a duffle bag that I could fit into. to every event, cause or otherwise. I saw that everyone that wants a postsecond-
I’ve always loved to learn; I was a fantastic plays, many comedians, and ary education can get one. Instead of
curious kid. Learning didn’t always come heard and saw so many bands that way. focusing on independent living, Cutting
easy to me (I have a learning disability I would spend weekend nights, or any Edge spends only five hours a week on
in math). Despite that, I loved school. time when I didn’t have anything else independent living, and the rest is made
This love of learning and my childhood pressing, at the student center, some- up of the classes you’re taking, study-
curiosity helped me in high school. I saw times to the witching hour of five in the ing, and living life. No college is ever a
homework as recreation and I loved it, I morning, working on my novels. And my breeze to get through, and Cutting Edge
thrived on it. Many evenings were spent poetry found a voice at the open mike. is no exception. But, if you work hard
reading books and cuddling with Domi- It was around Christmas that I learned you’ll find that Cutting Edge is that fairy
no or Stella (whichever cat preferred me of the Cutting Edge program at Edge- godmother that you dreamed of as a
at that moment) while listening to music. wood College in Madison, Wisconsin. child, along with Tinkerbell who holds
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu/products/impact/233). Citation: Weir, C., Fialka, J., Timmons, J., Nord, D., & Gaylord, V. (Eds.). (Autumn/
Winter 2010/2011). Impact: Feature Issue on Postsecondary Education and Students with Intellectual, Developmental and Other Disabilities 23(3). [Minneapolis: University of Minnesota, Institute on Community Integration].
