Developing an Inclusive Postsecondary Education Program Lipscomb University IDEAL Dr. Misty Vetter Parsley

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1 Developing an Inclusive Postsecondary Education Program Lipscomb University IDEAL Dr. Misty Vetter Parsley Action Steps Prep and Planning Admissions University Processes Training Peer mentoring Marketing Curriculum Academic classes Proposal to administration Locate university department to house program (College of Ed, Professional Studies, Disability Services, Adult Degree) Fundraise! Negotiate cost of tuition, what s included, who gets to keep tuition dollars Hire Director Create application packet Plan admissions process and timeline/deadlines Develop scoring rubrics to assess applications Create admissions interview materials/scoring documents Develop community contacts to recruit applicants Create FAQs for departments Meet with key departments: registrar s office, financial aid, student life, residence life, counseling center, admissions, legal, SACS/accreditation officer Dedicate classroom space, office space, dorm space (if needed) Develop faculty, staff, and peer training materials Introduce program at faculty meeting Create a plan for mentor recruitment (service clubs, Best Buddies club, greek life, athletics, service-learning classes, etc.) Meet with appropriate on-campus partners about offering mentoring as a service-learning opportunity Work with university marketing team to make a brochure Make list of places/people to advertise to Work with undergraduate admissions staff to plan partnership opportunities (can they give prospective student tours? Will they advertise for us when on the road?) Develop IPSE classes curriculum (objectives, long-term plan, syllabi, assessments) Develop daily schedule (will depend on academic classes) Develop list of possible academic classes Reach out to faculty Develop faculty training

2 Internships Develop a list of possible on- and off-campus internship sites Develop internship supervisor training Develop handbook for internship site vetting, selection, and support Most Important Steps (after program has been approved and there is administrative buy-in): Develop an application for admission Create a brochure Advertise! Work on and submit CTP Application with financial aid department Submit SACS proposal for certificate accreditation Connect with Voc Rehab about offering funds to students or program Meet with Registrar about how these students are going to take classes credit? audit? institutional/nontransferable credit? In a separate section of the class but cross-listed? In traditional section? Not enrolled at all but just sitting in? Are the specialized courses going to be in the catalog? Can students register through Banner or does the Registrar have to enroll them? Identify key skills for students to learn, create learning objectives, create curriculum long-term plan, put together syllabi for specialized classes, start lesson planning (some resources to check out CEC s LCE transition curriculum, learning.com for online technology modules, brainpop.com, lessonplannet.com) Start meeting with departments and faculty to compile a list of partners who are willing to have a specialized-program student as an intern or in class

3 IDEAL Admissions Process 1. Interested students will submit an Application for Admission to include the following: o Application o $50 application fee o Letter of Recommendation: Teacher o Letter of Recommendation: Service provider o Personal Statement o Transcript(s) o Psycho-educational evaluation o IEP/Summary of Performance documents from high school o Functional Behavior Assessment (if applicable) o Individual Support Plan(s) from Dept. of Rehabilitation Services and/or Dept. of Intellectual and Developmental Disabilities 2. Applications are reviewed by the Application Screening Committee 3. Applicants who are selected by the screening committee will be contacted (by phone or ) to schedule an interview 4. Selected applicants will participate in an interview with the Application Screening Committee 5. Applicants and families will complete a campus tour the same day as the interview 6. Applicants will return to campus and independently participate in a Day in the Life experience with support from IDEAL staff and student mentors 7. Applicant and family members will reconvene for an end-of-day conference with the Application Screening Committee to discuss the applicant s experience and their fit with the program 8. Applicants who are granted admission will receive an acceptance letter by mail 9. Admitted applicants (and their families) will participate in a Person Centered Planning meeting to prior to enrollment in order to determine appropriate classes and an internship placement for the student s 1 st semester

4 What is IDEAL? Igniting the Dream of Education and Access at Lipscomb (IDEAL) is a 2-year academic certificate program for young adults ages who have a documented intellectual and/or developmental disability (ID/DD) and who would be unable to enroll in college as a traditional student. What is the purpose? The IDEAL program has the ultimate goal of preparing individuals with ID/DD to work in a preferred job setting by strengthening independent social, communication, and vocational skills. Ideally, students will leave Lipscomb with a job in place and will be prepared to live and work as independently as possible. What does IDEAL look like? The program includes academic and skill-building courses, exercise sessions, internships, leisure time, and a daily study period. Students audit two academic general education classes per semester with traditional Lipscomb students based on their interests and career goals. The program director/faculty advisor works with university faculty to identify any necessary accommodations to the syllabi or course material. Students also enroll in two skill-building Special Topics courses and/or specially designed workshops per semester. These classes provide IDEAL students with independent living skills that help them to be better employees and prepare them to live on their own. Students are placed in on-campus internships during the first year and off-campus externships during the second year of the program. The students job interests and abilities are matched with available openings that align with the students career goals. Students are assigned student mentors to act as tutors and attend social events, exercise classes, and meals with the IDEAL students. What will this mean for you? The IDEAL program staff believes that integrating students who have intellectual and/or developmental disabilities into existing classes and activities will have a positive influence on university climate. In addition, cooperation among faculty and staff to help IDEAL students reach their fullest potential will model appropriate servant-leadership for our students. As the IDEAL students will take advantage of the many resources that the university has to offer, you and/or your department may be asked to meet with the faculty advisor and program director to discuss necessary accommodations for these new students. Accommodations will occur with the support and/or direction of the IDEAL staff so as to not overburden faculty and staff.

5 Frequently Asked Questions 1. What is an intellectual disability? An intellectual disability, as defined by the American Association on Intellectual and Developmental Disabilities, is a disability characterized by significant limitations in both intellectual functioning (IQ of 70 or lower) and in adaptive behavior, which covers many everyday social and practical skills. IDEAL students may present diagnoses such as Down syndrome, autism spectrum disorder, cerebral palsy, severe learning disabilities, and more. 2. What is the success rate for programs such as IDEAL? According to the National Longitudinal Transition Study-2, only 38.8% of young adults with disabilities secure paid employment outside of the home within 8 years of graduating high school 1. However, graduates of postsecondary programs similar to IDEAL have a much higher employment rate: between 71-84% of graduates have secured paid employment. In addition, a study completed by the Institute for Community Inclusion found that Youth who participated in postsecondary education earned a 73% higher weekly income than those who did not What sort of jobs will IDEAL students hold after completing the program? Graduates of similar programs hold jobs as diverse as the students themselves. Graduates of Vanderbilt s Next Steps program work at the Tennessee Performing Arts Center, Best Buy, Corizon Healthcare, an early childhood education center, and the YMCA. 4. Students will need to be kept safe on campus. Is this possible? Like all other students on campus, students with ID/DD will attend an orientation where campus safety and the code of conduct are reviewed. Students will also receive individual safety instruction and will be required to carry a cell phone. 5. Will including students with ID/DD compete with, or overburden, the disability services office on campus? The IDEAL program will not replace or compete with existing disability services. Like other students with disabilities, these students are likely to request accommodations from disability services. Unlike other students, though, they will receive additional support, including educational tutors and student mentors. 6. Faculty members are not trained to teach students with these types of disabilities. Will faculty be burdened by adjusting their teaching? Faculty members are not expected to change their course expectations or teaching methods. However, all students benefit from courses designed and taught according to the principles of universal design. The program director and faculty advisor will work with university faculty to create individual learning plans that will identify any necessary accommodations to the syllabi or course material. 7. What will the other college students think about having students with ID/DD on their campus? Most college students without disabilities are either neutral or positive about having classmates with ID/DD. This generation of students has experienced inclusive education and community participation by people with disabilities throughout their lives. 1 Newman, Wagner. Knokey, Marder, et al, (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER ). Menlo Park, CA: SRI International 2 Migliore, A., Butterworth, J., & Hart, D., Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities. Fast Facts Series, No. 1, Boston, MA: Institute for Community Inclusion.

6 Program of Study Year One: Fall Semester Year One: Spring Semester Technology Course 1: Communication Basic Programs Key Skill(s) Texting Personal Word Documents Online Banking Employment Skills Course 1: Key Skills Transition to College Communication Skills Money Management Healthy Lifestyle Choosing Healthy Food Yourself and Your Space Grooming Dressing Appropriately Self-Determination Setting Goals On the Job Following Directions Safety Awareness Technology Course 2: Communication Basic Programs Career Tools Employment Skills Course 2: Transition to College Healthy Lifestyle Yourself and Your Space Self-Determination On the Job Key Skill(s) Social Networking Internet Resume Building Key Skills Study Skills Budgeting Exercising Taking Medication Differences between self and others Understanding intimate relationships Staff Relations Work Tolerance Year Two: Fall Semester Year Two: Spring Semester Technology Course 3: Communication Basic Programs Career Tools Key Skill(s) Business Presentations (PPT) Applying for a Job Online Technology Course 4: Basic Programs Career Tools Key Skill(s) Spreadsheets (EXL) Building a Portfolio Job Search Skills Employment Skills Course 3: Healthy Lifestyle Yourself and Your Space Self-Determination On the Job Key Skills Planning a Menu Shopping Cleaning Understanding Emotions Accepting Praise and Criticism Work Quality Work Speed Employment Skills Course 4: Key Skills Healthy Lifestyle Cooking Keeping Personal Goals Yourself and Your Choosing a Living Space Space Maintaining your Space Interpersonal Skills Self-Advocacy Stating Beliefs On the Job Work Independence Initiative

7 Example Audited Courses The Story of Jesus The Story of the Church The Story of Israel Introduction to Social Work Child Welfare Future of Computing Intro to Psychology Methods of Teaching Sports Skills First Aid Rhythm and Dance for Schools Life Span Development Schooling in America Intro to Ministry History of Graphic Design Introduction to American Government Intro to Technical Theater The Family Healthful Living Music in Worship Strategies for Effective Learning Exploring Nature: Biology and Literature An Entrepreneur s Introduction to Business Power of Science I Principles of Nutrition Lifetime Fitness Art Applied to Everyday Life Nature Study and Lab Freshman English Writing Seminars (15+ unique topics!) Becoming a Local Fight for your Rights Problem Solving is Murder History of Western Civilization from st Century Media Reading the Visual Becoming You Media and Culture Career Creativity German Historical Culture Environmental Biology Journey of Leaving Home Faith and Art Storytelling 101 Methods of Teaching Elementary PE Missional Entrepreneurship Gospel according to the Simpsons

8 Example Internship Sites for IDEAL Students On-Campus: Events Management Lipscomb Athletics- Marketing Campus Dining Office of the Registrar Information Technology University Library Campus Ministry Safety and Security Ayers Institute for Teacher Learning and Innovation Lipscomb Media and Communications Office of Disability and Testing Services Lipscomb Athletics- Women s Basketball Retail Dining (Food Court) Lipscomb Athletics- Baseball Student Activity Center Lipscomb Academy Middle School College of Education Off-Campus: Fleet Feet Green Hills The Nashville Food Project ThriftSmart Saddle Up! Currey Ingram Academy Divine Art Café YMCA of Green Hills Spring Hill Elementary Friends of Warner Park Lipscomb Academy Therapy in a Bin DSI Inc.

9 Sample Schedule TIME Monday Tuesday Wednesday Thursday Friday 8:00-8:15 Planning and Planning and Games Planning and Games Planning and Games Planning and Games 8:15-8:30 Games (Elam B116) (Elam B116) (Elam B116) (Elam B116) 8:30-8:45 (Elam B116) 8:45-9:00 Meet McCarley T. Walk w/kayla R. to Meet McCarley T Meet Sarah S. Walk w/minna to class 9:00-9:15 class Joshua Project 9:15-9:30 Study (Bennett) Library (Bennett) 9:30-9:45 9:45-10:00 Walk by self Intro to Psychology Walk by self Intro to Psychology Walk by self 10:00-10:15 (Ezell 136) (Ezell 136) IDEAL Class IDEAL Class IDEAL Class 10:15-10:30 (Elam B118) (Elam B118) (Elam B118) 10:30-10:45 Meet Mallory Meet Sarah O. Meet mentors Meet Sarah O. Meet mentors 10:45-11:00 C. 11:00-11:15 Chapel IDEAL Chapel (Swang Plan/Org 11:15-11:30 SAC SAC (Allen Arena) 112) (Bennett) 11:30-11:45 11:45-12:00 Meet Courtney N. Meet Courtney N. Meet Olivia N. Meet Sarah M. Meet Callie P. 12:00-12:15 Lunch 12:15-12:30 Lunch (Bennett) Lunch (Bennett) Lunch (Bennett) Lunch (Bennett) (Bennett) 12:30-12:45 Walk Walk w/ Mallory Meet Mr. Kyle Walk w/ Mallory Meet Mr. Kyle 12:45-1:00 w/mallory 1:00-1:15 1:15-1:30 1:30-1:45 1:45-2:00 2:00-2:15 2:15-2:30 2:30-2:45 2:45-3:00 3:00-3:15 3:15-3:30 3:30-3:45 3:45-4:00 History of Graphic Design (Hughes 306) History of Graphic Design (Hughes 306) Intern - Nashville Food Meet Paige L. Project Meet Callie P. Intern - Nashville Food Project History of Graphic Design (Hughes 306) Meet Kade M. Study (Bennett) Study (Bennett) SAC Walk with A.T. Meet in Elam Walk with A.T. Meet in Elam Social Skills w/dr. P (Elam B 118) IDEAL Class (Elam B114) Workshop: Internship Skills (Elam B118) Workshop: Counseling Center (Elam B114) Walk with A.T. Health Workshop (Elam B118) OR Cooking (Nutrition House)

10 Schedule Descriptions 1. Lipscomb classes (Intro to Psych; History of Graphic Design): One course each semester that is aligned with the student s area of career interest, and one course each semester that is an academic core course. 2. IDEAL classes: See attached list of course objectives which demonstrate the employment-related skills covered. 3. Library time: Students practice basic computer skills using Word, Powerpoint, the internet and Google apps (mail, calendar, docs, drive). 4. Study blocks: Students work with peers to complete assignments for class, strengthening their skills in work tolerance, critical thinking, staying on task, work speed and writing. 5. Planning/Organizing block: Students work with peers to strengthen executive functioning skills, such as how to break down tasks into smaller tasks, prioritization, organization, time management, pre-planning and more. 6. Internship: Students work for a minimum of 5 hours per week at an internship site on or off campus, reporting to a departmental supervisor. Students learn new tasks, such as inventory, filing, budget coding, and scanning, while strengthening skills such as supervisor and co-worker relations, time management, work speed, work tolerance, and conflict management. 7. SAC: Students work with peers to cultivate health through scheduled exercise. Students develop increased strength and better mobility leading to fewer days missed due to illness and injury. 8. Lunch and Chapel: Students work with peers to strengthen communication and social skills. Peer students model age- and socially-appropriate behavior, and hold IDEAL students accountable for their words and actions. 9. Workshops: Students received targeted instruction and practice in relevant topics related specifically to employment-related social skils and job readiness skills.