Welcome to Southeast TACE Webinar Real Time Captioning Helpful Tips Captioning is available through...

Welcome to Southeast TACE Webinar

Real Time Captioning Helpful Tips

• Captioning is available through the webinar system - Select the “CC” button on the top of your screen to turn-on captioning

• Captioning will begin 10 minutes prior to webinar start

• Put captioning & webinar windows side by side

Start Time: 2:00 pm (Eastern) / 1:00 pm (Central)

Sound Check: Periodically you should hear a moderator speak. Check and adjust your volume as needed before the webinar. **You may listen to the audio through your computer speakers or call the phone conference bridge number below. Questions or Help? Type them in the text chat area.

Postsecondary Education and Employment Options for Students

with Intellectual Disabilities

February 3, 2011

Phone Conference Bridge Toll Call: 1-866-328-3812 [voice]

Helpful Tips• Use the Phone Bridge if unable to hear sound• Dial in 5 - 10 min. before webinar• Mute your phone line so other’s will not hear

participants’ incidental noises

Postsecondary Education and Employment Options

for Students with Intellectual Disabilities

Amy DwyreTransCen, Inc.

February 3, 2011

TACE Center: Region IV, a project of the Burton Blatt Institute.Funded by RSA Grant # H264A080021. © 2011 All Rights Reserved

3

Current State of Postsecondary Education Opportunities for Students with Intellectual Disabilities


4

• 149 currently listed in the ThinkCollege Programs Database

• In 37 states

• Countless individuals accessing typical services

Postsecondary Options in the US


5

• Social connections with family and friends

• Living as independently as possible

• Paid employment in an integrated community setting with appropriate supports

• Connected to adult support systems

• Increased independence & responsibility

• Access to postsecondary education or adult learning

The Vision


6

• The Higher Education Opportunity Act Amendments 2008-Allows students with ID, attending postsecondary programs to be eligible for Pell Grants, Supplemental Educational Opportunity Grants and the Federal Work-Study Program. (IHE’s need to apply)

• The Center on Postsecondary Education for Students with Intellectual Disabilities (2008-2011) Partnership between ICI-UMASS & TransCen, Inc. Research (national survey, secondary analysis) & TTA materials

• The National Consortium of University Centers for Excellence in Developmental Disabilities to Enhance Postsecondary Education for Youth and Adults with Developmental Disabilities-5 year Project by ICI/UMASS Boston with UCEDD Partners nationwide.

New Federal Initiatives


7

• Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID): Federal money through OPE was awarded to 27 IHE’s or IHE consortia to create or expand inclusive PSE experiences for SWID

• National Coordinating Center: ICI at UMASS-Boston was awarded money to support these TPSID awardees, developing standards, best practices and evaluation systems

New Federal Initiatives


8

• Dual enrollment (18-21)

• Full or Part-time access to existing PSE options

• Full or part-time enrollment in special program sponsored by IHE or agency

Current Forms of Access


9

• Course Access

• Independent Living

• EMPLOYMENT

• Community/Social Access

Focus of Services


10

• 30% of people with disabilities report being employed full or part-time, compared to 70% of those who do not have disabilities (NOD/Harris, 2004)

• Youth with MR exiting high school are the only disability category not experiencing an increase in earnings above minimum wage (NLTS2, 2004)

• 34% of individuals with disabilities say they are satisfied with life, compared to 61% of individuals without disabilities

General Outcomes


11

• For youth with disabilities, one of the most important research findings shows that work experience during high school helps them get jobs at higher wages after they graduate. NCWD/Youth, Hot topic: Work-Based Learning, 2003 Volume 2

• Secondary school students with disabilities who worked for pay outside the home in the preceding year before exit and/or have participated in a work-study program at school, have an increased chance for employment in their post school years. Changes over time in the Early Postschool Outcomes of Youth with Disabilities: A Report of Findings from the National Longitudinal Transition Study (NLTS) and the NLTS2.

The Importance of Employment


12

Employment of Youth with Intellectual Disabilities in their last year of Secondary

School:

• 50.9% earned less than $5.15 per hour

• Only 15.2% earned over $7.00 per hour

• 43.8% worked 5 hours per week or less

• Only 17.6% worked 15-20 hours per weekNLTS2 Wave 3 (2005) Parent/Youth Survey

NLTS2


13

Employment of Youth with Intellectual Disabilities in their last year of Secondary

School:

• 17.6% work in janitorial or maintenance jobs

• O% worked in clerical/computer jobs

• 23% worked in food service

• 0% worked in retail sales

NLTS2 Wave 3 (2005) Parent/Youth Survey

NLTS2


14

Data from the national vocational rehabilitation database (RSA 911) show that youth with ID who participated in postsecondary education were 26% more likely to leave vocational rehabilitation services with a paid job and earn a 73% higher weekly income..

Think College, Fast Facts, No. 1 Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary Education and Employment

Outcomes for Youth with Intellectual Disabilities .

Impact of Postsecondary Education on Employment for Students with ID


15

Review of RSA 911 data (from VR) showed:• Of Youth with ID who did not receive PSE services, 32%

acquired paid work at $195 per week on average

• Of Youth with ID who DID receive PSE services, 48% acquired paid jobs at $316 per week on average

• Of Youth with ID who, after PSE service attained a higher level of education, 58% acquired paid jobs at $338 per week on average

Think College, Fast Facts, No. 1 Migliore, A., Butterworth, J., & Hart, D. (2009). Postsecondary Education and Employment Outcomes for

Youth with Intellectual Disabilities .

PSE CAN Increase Employment


16

Promising Practices in Post Secondary Education

HANDOUT – Postsecondary Education Services for Students with Intellectual Disabilities


17

Case Study Research

The PERC Project in Maryland and Connecticut


18

The purpose of the PERC Project is to demonstrate and research exemplary practices supporting students with intellectual disabilities ages 18-21 in postsecondary settings.

The PERC Project


19

Mixed or Hybrid Model

Program Center and Coordinator

• Dual Enrollment• EMPLOYMENT (defined

as competitive, community-based, employer paid - at least minimum wage)

• Course access• Individualized planning

and support


20

• Project 2005-2010

• 2 States

• 3 School Systems

• 5 Program Sites

• 36 High Schools

• 112 students

PERC Data


21

5-year research study of 5 PSE Programs• 91 of 112 students were employed in 122 different paid jobs

during their PSE program• After exit, 83% of students in CT and 72% of students in MD

were engaged in paid work• Variables that contributed:

Expectation of work Trained job developers w/dedicated time Flexible staff scheduling Person-centered career discovery

Grigal, M & Dwyre, A. Employment Activities and Outcomes of College-Based Transition Programs for SWID. Insight Issue #3,

October 2010. ThinkCollege.

Data in Maryland and Connecticut:


22

Percentage of PERC Students Working

Percentage of Students Employed Total of All Sites by Year

0%10%20%30%40%50%60%70%80%90%

100%

2005 2006 2007 2008 2009


23

Average Hourly Wages and Hours worked for PERC Students

$0.00

$5.00

$10.00

$15.00

$20.00

$25.00

Avg $/hr Avg hrs/ wk

CT

MD$8.11 $7.97

13.6 hrs

21.6 hrs


24

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Connecticut

Maryland

Percent PERC Students exiting with Paid Job


25

National Longitudinal Transition Study, Wave 2 and 3 of Parent and Student Interviews in 2003 and 2005

0

5

10

15

20

25

30

Food

Ser

vice

Ret

ail S

ales

Stoc

king

Shi

ppin

g

Chi

ld C

are/

Tea

cher

's A

ide/

Tut

or?

Oth

er

Cle

rical

/ Com

pute

r Sup

port/

Fin

anci

al

Cas

hier

skille

d La

bor

Uns

kille

d La

bor/

Mai

nten

ance

Cle

anin

gAs

sem

bly/

Sor

ting/

Stuf

fing

Auto

Ser

vice

Gro

unds

Mai

nten

ance

CT & MD

NLST2 - MR

NLST2 - AU

Types of Jobs of PERC Students Compared to Commonly Held Jobs


26

PERC Students Taking College Classes

0%

20%

40%

60%

80%

100%

2005 2006 2007 2008

Mary

land

Conneti

cut

MarylandConneticut


27

PERC Students’ Plans for Further Education

Percent of PERC Students Intending to Take More courses

0%10%20%30%40%50%60%70%80%90%

100%

Connecticut Maryland


28

PERC Students Exiting to Adult Service Providers

Percent of PERC Students Exiting with CRP:

0%10%20%30%40%50%60%70%80%90%

100%

Connecticut Maryland


29

• PERC Students work more hours

• PERC Students make more money

• 22.5% of PERC Students worked in retail sales, compared to 2% NLTS2 data

• Only 2.9% of PERC Students worked in cleaning jobs, compared to 8 &16% in NLTS2 data

• 11.6% of PERC Students worked in clerical jobs, compared to 4 & 6% in NLTS2 data

NLTS2 Wave 3 (2005) Parent/Youth Survey

Discussion Points


30

• Connecting college experience with employment

• Providing access to college coursework

• Connecting the experience to real outcomes

Critical Elements


31

• Paid work is the goal from day one

• Hire dedicated, trained staff person for job development

• Practice customized employment strategies where appropriate

• Include in job description specific duties and flex time

• Ensure that students understand and can communicate their support needs.

Employment Success


32

• Student-driven goals

• Careers based on student interests, strengths and support needs

• Students monitor own progress

• Eliminate barriers to desired experiences

• Help students connect achievement in college with adult outcomes

• Plans change! Allow room for that change and adjust future plans

Person Centered Planning


33

• Ability to access adult learning opportunities

• Expanded social networks

• Opportunity to connect learning to personal desired outcome

• Individualized and Enhanced Employment outcomes

• Socially valued roles and experience

Positive Outcomes for Students


34

• Mission of Diversity

• Enhanced collaborations

• Increased revenue

• Student Opportunities

• Opportunities for faculty and staff

• Funding opportunities

Positive Outcomes for IHE’s


35

A Self-Assessment for College and Community-Based Services

Scores in categories; produces Action Plans• Program Planning• Staffing• Administration• Student Planning• Student Activities (courses, employment)• Self-Determination• Interagency Collaboration• Monitoring• Evaluation

www.transitiontocollege.net; click on Evaluate Your Program Online on the Home page

PERC Postsecondary Program Evaluation Tool

http://www.transitiontocollege.net/


36

www.thinkcollege.net


37

www.transitiontocollege.net


38

• Think College! Postsecondary Education Options for Students with Intellectual Disabilitiesby Meg Grigal and Debra Hart

Just Out!


39

Transition Services for Students with Significant Disabilities in College and Community Settings -Grigal, Neubert, & Moon (2005) http://www.proedinc.com/

Going to College - Getzel &Wehman (2005)

http://www.brookespublishing.com/

Additional Books

http://www.proedinc.com/whatsnew.php




41

Contact Information

Amy Dwyre

TransCen, Inc.

Email: [email protected]


42

THANK YOU!


43

TACE Center: Region IV Toll-free: (866) 518-7750 [voice/tty]

Fax: (404) 541-9002

Web: TACEsoutheast.org

My TACE Portal: TACEsoutheast.org/myportal

Email: [email protected]


44

Education CreditsCRCC Credit - (2.0)Approved by Commission on Rehabilitation Counselor Certification (CRCC) By Friday, February 11, participants must score 80% or better on a online Post Test and submit an online CRCC Request Form via the MyTACE Portal.

**For CRCC credit, you must reside in the 8 U.S. Southeast states served by the TACE Region IV [AL, FL, GA, KY, MS, NC, SC, TN]. If beyond TACE Region IV, you may apply for CEU credit.


4545

Disclaimer

This presentation was developed by the TACE Center: Region IV ©2011 with funds from the U.S. Department of Education, Rehabilitation Services Administration (RSA) under the priority of Technical Assistance and Continuing Education Projects (TACE) – Grant #H264A080021. However, the contents of this presentation do not necessarily represent the policy of the RSA and you should not assume endorsement by the Federal Government [34 CFR 75.620 (b)].


46

Copyright Information

This work is the property of the Southeast TACE Region IV

Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.

Welcome to Southeast TACE Webinar Real Time Captioning Helpful Tips Captioning is available through...

Documents

Transcript of Welcome to Southeast TACE Webinar Real Time Captioning Helpful Tips Captioning is available through...