College Participation for Students with Learning and Intellectual Disabilities: Similarities & Differences

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1 College Participation for Students with Learning and Intellectual Disabilities: Similarities & Differences Rhode Island Transition Conference Warwick Rhode Island January 26, 2012

2 Who are we talking about? Students with Learning Disabilities Participated in general education curriculum in high school Typically took some college prep classes Typically received accommodations in high school May have had an IEP/Section 504 plan Took SAT/ACT w/or w/out accommodations Applied to college via traditional means

3 Who are we talking about? Students with Learning Disabilities May have been accepted via traditional process May have been accepted via a modified process Registration at office for students with disabilities is optional Must submit documentation that verifies LD, supports requests for accommodations May have issues with some college requirements, such as math or foreign

4 Who are we talking about? Students with Intellectual Disabilities Often in life skills/transition classes in high school Limited access to general academic curriculum Often does not receive high school diploma IEP diploma or high school certificate of attendance/completion Cannot apply to college via typical process Register at office for students with disabilities

5 Students with Disabilities: Total Enrollment 88 to % 10.00% 8.00% 6.00% 4.00% 2.00% 0.00% * = HEATH, 2001 #= IES/NCES ^ = NCES, Horn and Berktold

6 Percent of 2 & 4 Year Degree-Granting IHE Enrolling Students by Disability: NCES

7 Disability Type % 25% 20% 15% 10% 5% 0% Hearing Speech LD Health Visual Other ADHD Mental Illness Of the 10.8% of all students reporting a disability National Center for Education Statistics. (2010). Profile of Undergraduate Students:

8 Stages of Higher Education Moving On Staying In Getting Out Getting In Getting Ready

9 Getting Ready Challenges LD Low Expectations Academically & Socially Unprepared Lack of Self Determination & Self-Advocacy Poor Understanding of Differences Between High School and College Family Preparation for College Gaps in Technology Access ID Low Expectations Academically & Socially Unprepared Lack of Self Determination & Self-Advocacy Poor Understanding of Differences Between High School and College Family Preparation for College Gaps in Technology Access

10 Getting Ready Solutions LD Set IEP goals that reflect high expectations Improve access to college prep coursework Increase student participation in IEP Provide school personnel opportunities to learn about breadth of PSE options Partner with families Practice Soft Skills Internet, & assistive technology literacy ID Set IEP goals that reflect high expectations Improve access to college prep coursework Increase student participation in IEP Provide school personnel opportunities to learn about breadth of PSE options Partner with families Practice Soft Skills Internet, & assistive technology literacy

11 Getting In

12 Getting In LD Have a four-year plan Conduct systematic college search Match Needs with OSD Visit the College and OSD Prepare disability documentation Funding ID Have a plan Conduct systematic college Search - entrance criteria Match Needs with OSD and program Visit the College and OSD Prepare disability documentation Funding

13 Where Do They Enroll? NELS (students with LD only) 2-year school: 72% 4-year school: 28% NLTS year school or program: 32% Vocational, business, or technical schools: 23% 4-year colleges or universities: 14%

14 Where Do They Enroll? (ID) 250 PSE programs across 37 states 51% 4-year 40% 2-year 10% Trade/Technical School 45% Adult only 26% Dually Enrolled 29% Both Groups

15 Staying In LD Advising (Register with OSD) Access Accommodations Campus Membership Employment Appreciate significance of first year Practice All the Traditional Success Behaviors (e.g., Strategies and Study Skills) ID Advising (Register with OSD) Access Accommodations Campus Membership Employment Appreciate significance of first year Practice All the Traditional Success Behaviors (e.g., Strategies and Study Skills) Coordination of services

16 Self-Disclosure 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% Do Not Consider Self to Have a Disability Considers Self to Have a Disability: Did not Inform School Considers Self to Have a Disability: Informed School Before Enrollment Considers Self to Have a Disability: Informed School After Enrollment From: Newman, Wagner, Cameto, & Knokey (2009). The post high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the NLTS2. Menlo Park, CA.

17 Accommodation Use 14% 12% 10% 8% 6% 4% 2% 0% Extended Time or Test Format Tutors Registration Assistance Readers or Notetakers Course Substitutions Other From: Mamiseishvilli & Koch (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), Data from Beginning Postsecondary Students Longitudinal Study. Percentages reflect those of the 1,910 students in the sample.

18 Accommodations-ID Kurzweil Reader or e reader Advanced receipt of syllabus and course handouts Screen Enlarger Laptop computer Priority registration Course substitute for required course Early registration Time and or Schedule Changes Changes in Test Format Alterations in Setting Outline or notes from professor Priority seating Tape recorded lecture Spellchecker and grammar checker Textbooks on tape RFBD or other Course materials are available in alternative Screen Reader CCTV - FM Listening Device Read and Write software Academic support counseling referral and special advising Modified course load

19 Tiers of Accommodations-ID Reasonable Accommodations via DSO Course Access (credits, audit) Program specific individualized supports (peer mentor, alternative staffing, program specific structures such as course reviews)

20 Retention: Year 1 to Year 2 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% From: Mamiseishvilli & Koch (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), Data from Beginning Postsecondary Students Longitudinal Study. Percentages reflect those of the 1,910 students in the sample.

21 Getting Out LD Select compatible major Understand degree requirements Follow through on plan of study Meet all (and likely increasingly rigorous) academic standards Increase self-advocacy Plan next steps ID Select compatible course of study with Advisor Understand requirements for credential Follow through on course of study Meet all program standards Increase self-advocacy Plan next steps Service coordination Employment

22 Rates of Completion Students with LD, out of HS 1 to 6 years in 2007: A license, certificate, or diploma (38% v. 51%) 2 year community college (29% v. 13.8%) Vocational, business or tech school (55% v. 62.6%) Four-year college (0% v. 42.2%) Most common reasons for leaving college: Cost (24%) Employment (14%) Changing schools (14%) Disliking school (14%) Poor grades (10%) Other (34%) Cameto, Knokey, & Sanford (in press). Participation in Postsecondary Education of Young Adults with Learning Disabilities: Findings from NLTS2: Learning Disabilities.

23 Getting Out What does completion look like? (Certificate, degree, credential) Preparation for next steps Coordination of services Prioritizing work and learning in the future Exploring independent living options Financial reality check

24 Moving On LD ID Job or graduate school search Decide about selfdisclosure and accommodation needs Available data is small, but points to outcomes comparable to peers without disabilities Job and/or continued learning plans Decide about self-disclosure and accommodation needs Service coordination Independent living Minimal data

25 Recommendations & Discussion Include students with ID in large scale data collection efforts Expand the range of available accommodations to reflect needs from all populations Change low expectations Personnel preparation address college preparation needs of ALL disability groups. Family & student outreach

26 Contact Information Meg Grigal: Joe Madaus:

27 Questions????

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