College Bound: Policy Recommendations for Improving Long-Term Employment Outcomes by Advancing Higher Education for Students with Disabilities

George Jesien, Ph.DExecutive Director

Association of University Centers on DisabilitiesJuly 27, 2007

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Points to be covered…

Post-Secondary Education (PSE) is the critical next frontier we must address to improve the quality of life for people with disabilitiesWe have under-invested in making PSE a real possibility for students with disabilitiesNational interest and working models are increasing in number and qualityWe have resources that we can build on

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Clear Link between Education & Employment

The gap in employment rate between people with and without disabilities ranged from 24.2% in Utah to 45.3% in Kentucky, with a national average of 37%.(American Community Survey, 2005)People with disabilities with even less than four years of postsecondary education are employed at double the rate of those with just a high school diploma (Getzel, Stodden and Briel, 1999). Employment rates for people with disabilities demonstrate a stronger positive correlation between level of education and rate of employment than appears in statistical trends for the general population (Stodden, 1998).Graduates of post-secondary education institutions can expect to earn at least $250,000 to $600,000 more over their lifetime than high

school graduates (High Hopes, 1998).

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Importance of PSEBureau of Labor Statistics (2004)

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Historical Federal Focus on Education for Individuals with Disabilities1975 – Access to Education: K-121986 – Early Intervention1990 – Transition Services1997 – Access to the General

Curriculum1999 – Demonstration Grants in Higher Education

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Federal Investment in EducationEI/Elem./Secondary

State SE improvement grantsIDEA state fundsDemonstrationOutreach/Replication Personnel PreparationField Initiated ResearchInstitutesTechnical Assistance

Post SecondaryDemonstration Grants Vocational Rehabilitation

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Barriers to Post-Secondary Education

Low high school expectations & inadequate preparationLack of availability of supports and services in Higher EducationFaculty Attitudes and Academic CultureKnowledge and experience of higher education faculty & teaching assistants in accommodating diverse needsAccess to Financial Support

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What Parents SayUn of IOWA MARKETING STUDY FOR STUDENTS WITH DD & LD (2006)

Parents report an overwhelming enthusiasm for a post-secondary program on a university campus.Proximity to home or within the respondent’s home state is a significant influencing factor in choosing a program.Approximately two-thirds of the parents have considered some form of post-secondary education program, but only 20% of the sample report that they have enrolled their child. Respondents show a preference for a program that is balanced equally between job training and life skills instruction. The more inclusive the educational program, the higher the interest level of the parents. They preferred some participation in college courses, living on campus, and, as noted, a balance of career training and life skills instruction.

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University Centers for Excellence in Developmental Disabilities (UCEDDS)

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Mandated Core Functions

Interdisciplinary preservice trainingContinuing EducationCommunity services that provide T&TA, or model services & supportsResearch: basic, applied & evaluationDissemination of information, research findings and policy analysis

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Why UCEDDsPart of the University System – know culture and processHave extensive experience with wide range of disabilities across the life spanExperience in training and technical assistanceHave close ties with families and community partnersCan serve as a network attune to national trends yet responsive to local state needs

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Examples of Activities in UCEDD Network

AUCD National Post-Secondary WorkgroupCalifornia Consortium on Post Secondary Education Options for Young Adults with Intellectual & Developmental Disabilities- UCLAUniversity of Iowa Post-Secondary Certificate Program – Realizing Educational and Career Hopes (REACH)State wide higher education forums & planning meetings – SC, TN, OH- UCEDDs & DDCsHigher Education for students from Culturally and Linguistically Different populations – HI-UCEDDUniversal Course Design – ME-UCEDD with 4 other UniversitiesUse of Assistive Technology in Higher Education – MS & PA– UCEDDsFaculty & Administrator Modules – OH - Nisonger College Career Connection- Use of IDEA funding for college experiences & dual enrollment- MA-ICI

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8 Partnerships:

19 Public Schools 10 Institutes of Higher

Education 112 Students

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Bottom Line…..

Higher education plays a critical role in improving the outcomes of students with disabilities and even more so for students with severe disabilities.Keeping college in the mix of possibilities as students with severe disabilities explore which steps to take after high school says that we believe in their potential for successBeing part of campus life, taking classes and learning to navigate a world of high expectations leads to development of skills needed for successful adult lifeGaining knowledge and work skills to pursue meaningful and competitive work related to career goal

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Policy RecommendationsExpand Demonstration Project EffortsExpand financial support options for parents & studentsProvide training and TA to university faculty, graduate assistants and administrationConduct research to expand knowledge of what is most successfulFully exploit assistive and internet technologiesEngage Higher Education Leadership – Deans, Presidents, etc.Build on existing disability infrastructure – UCEDDs, DD Councils, Disability Organizations

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Upcoming Legislative Vehicles for Improving PSE Options

Higher Education Act – need to reauthorizeWorkforce Investment Act

Vocational Rehabilitation

Developmental Disabilities Act - Possibly

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Steve Harper Graduating from Shoreline Community College (WA). Steve has CP.

Alicia Vitiello walks at the Hanover Park High School (NJ). Alicia has Down syndrome

The joy of accomplishment!

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Thank You

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