Beth Harrison, PhD Barry Whaley, MS

Beth Harrison, PhD Barry Whaley, MS

Inclusion is a human right. It involves belonging to a diverse community, having access to equal opportunities, living a self-determined life, being actively engaged with and alongside others, and being valued for what one brings to the interaction.

Equal Opportunities everybody goes to college after school to experience things people who graduate from high school go to college." I want to be in what everyone wants to be in, everybody goes to college after school to experience things people who graduate from high school go to college."

A Self-determined life make my own choices, be more independent. do what I want to do, eat what I want to cook, go where I want to go.

Engaged and alongside others "asking people to hang out instead of just waiting for them to ask me to hang out." "better at asking people to be friends." how to be patient, how to not throw fits when things don t go (my) way, and how to work with people (I) don t like.

Valued people in college treat you nicer (than high school) (I) can feel like myself and be safe." "in high school I was bullied and taunted and got in trouble (college) is easier there are no bullies."

Higher Education Opportunity Act PL 110-315: Amendments to the HEA improve access for students with intellectual disabilities to postsecondary education.

Student must meet definition of intellectual disability. Higher Education Opportunity Act PL 110-315 FAQ at a Glance Student must be attending an approved Comprehensive Transition Program. Students may have, but do not need to have, a standard high school diploma Student who meet financial need criteria are eligible for Federal financial Aid Student is not eligible for student loans. Student is eligible for work study.

Established in 1988 Funded with State Lottery Dollars Graduated increments based on GPA, ACT, AP and IB scores

Allows students who receive an Alternate Diploma to have the same opportunity as any student to use KEES Students must be enrolled in a US Department of Education Comprehensive Transition Program Unanimously passed by the Kentucky State Legislature

Supported Higher Education Programs Degree Certificate Non- Degree Credential

Comprehensive Transition Programs Offered by a College or Career School approved by the Department of Education Designed to support students who want to continue their academic, career, and independent living instruction in preparation for gainful employment Student work internships Requires students to participate in integrated classroom settings

SHEP Partner Institutions SHEP PARTNER INSTITUTIONS

Guide for Students What if I need help with classwork? Peer mentors are other students at the college who can assist you with class work. Do I have to have a high school diploma? No. You don t need a diploma to enroll. Will I have help finding a job? Students participate in 2-3 work practicums. These help prepare students for going to work. Do I get a degree when I complete the CTP? Students receive a meaningful credential A CTP certificate is not a degree but shows an employer that you have completed a college program and prepared for work. Do I have to take a test? No. you do not have to take the ACT or other standardized tests. College is expensive! Can I get financial aid? Yes. You can get Pell Grants, Federal Work study and, in Kentucky, KEES scholarship money. What are the specific requirements? If you were eligible for services under Individuals with Disabilities Education ACT (IDEA) you qualify. Do I take classes just like any other college student? Yes. You attend classes with other college students. How do I apply? Applications for supported higher education can be found at www.shepky.org

Internship Elective MGT 120 Personal Finance CIT 105 Intro to Computing Elective Fall 1 Spring 1 Summer Fall 2 Spring 2 Internship FYE 105 Foundations of Learning Elective Internship Elective COM 101 Intro to Public Speaking Electives and internships reflect the student s area of interest.

Mentoring Supports In Class Supports Developing Natural Supports Student Academic Tutoring Social Mentoring

Supported Higher Education National Snapshot 838 students are enrolled in 44 programs Student Demographics 59% are male 73% are white Academics 34 approved Comprehensive Transition Programs 3 In Kentucky! 90% are between the ages of 18-25 95% have intellectual disability or Autism Since 2010 students have taken 5,584 college classes Since 2010, 154 students have earned a college credential

Supported Higher Education Kentucky Snapshot 23 students are enrolled Student Demographics 58% are male 82% are caucasian Academics 3 approved CTPs 95% are between the ages of 18-25 95% have intellectual disability or Autism Since 2010 students have taken 96 college classes Since 2010, 13 students have earned a college credential

Employment for people age 18-26 with ID lag behind youth without disabilities and youth with other disabilities Youth with ID who attend higher education are 25% more likely to exit with a paid job than if they only used VR as their post-secondary experience Youth with ID who participate in both higher education and VR have 75% higher income Sources: Butterworth, et.al., American Community Survey (2010)

Unemployment vs. Labor Force Participation Unemployment Rate People with disabilities Labor Force Participation People with disabilities 11.9% 19.6 People without disabilities People without disabilities 5.9% 68.2% Source: Department of Labor, Office of Disability Employment Policy, January 2015

Workforce Investment Reauthorization 2014 Participation in and measureable skill gains toward education or training programs that leads to a recognized credential or employment. (Wagner- Peyser Act Amendments) to ensure, to the extent possible, that youth with disabilities and students with disabilities continue their education or are employed in competitive integrated employment. Fifteen percent of funds used for transition services for youth with disabilities.

Why Should VR Partner with TPSIDS? Age Normative Services for Transition Age Students; Fits with WIOA mandates to provide counseling in supported higher education opportunities, pre-employment services and counseling in post-secondary education opportunities; Students are 25% more likely to exit their post-secondary program with a paid job than if they used VR services alone; Wages for young adults with intellectual disability who participated in supported higher education and simultaneously received services from Vocational Rehabilitation were 75% higher than if they only utilized VR services* *John Butterworth, University of Massachusetts Boston

That People Get Jobs Successful closures individuals who are successfully employed in competitive employment for a minimum of 90 days at a job is commensurate with the individual s skills, abilities, and choice. That People Get Good Jobs VR is also looking at the quality of the employment outcome as to wages and hours worked. By having successful outcomes at quality jobs, VR is assisted in meeting their Federal Standards and Indicators as outlined by RSA.

Course of Study Corresponds to a Vocational Goal VR must also be able to link the services that are provided by the TPSID program as services that the individual will need to be able to meet their vocational goal. Services are Delivered in a Cost Effective Manner Due to limited funding in most states, VR must always look at how their funds are being used. VR will be the funder of last resorts in most cases. When working with programs serving dually enrolled students, students who are completing their IEP on a college campus, VR cannot fund services that the secondary school would be expected to provide under the IEP.

Resources Think College, University of Massachusetts-Boston. http://www.thinkcollege.net/ Supported Higher Education Project, University of Kentucky. http://www.shepky.org/