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An Inclusive College Experience:
Temple University’s Academy for Adult Learning
Kathleen McNamara Miller
Susan Richmond
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The Need for Post Secondary Options
• Almost 40% of students drop out of school before their 18th birthday
• Few students pursue additional education after high school
• 90% live with parents well after their 25th birthday• Socially isolated• 30% are arrested within three years after leaving high
school• Over 90% are underemployed or unemployed Employment of youth with disabilities after High School. In M. Wagner,L. NewmanR. Canuto;Life outside the
classroom for Youth with disabilities. Areport form the National Longitudinal Transition Study
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What Do We Know?
• Most students know little about their career options
• Fewer know anything about their own talents• Uninformed about how they should be
prepared• Not prepared for post high school options
• Frank R. Rusch, Ph.D. ,Beyond High School: Preparing Adolescents for Tomorrows Challenges Lecture April 2006
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What Else Do We Know?
40% of young adults are part of a growing number of individuals who are not
working or going to school
• Frank R. Rusch, Ph.D. ,Beyond High School: Preparing Adolescents for Tomorrows Challenges Lecture, April 2006
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Why Mental Retardation Services?
• Administrative entity responsible for the provision of supports and services to >12,000 persons with mental retardation in Philadelphia, PA
• History of working with Community College of Philadelphia and Holy Family University
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Why Temple University?
• Tradition of Diversity
Founded in 1884 by Dr. Russell H. Conwell who spoke of “finding diamonds in the rough in our own backyard”
Russell H. Conwell, Acres of Diamonds Lecture, 1870
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Why Temple University?
• The Institute on Disabilities, a University Center for Excellence is an integral part of the University, in the College of Education for >30 years.
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Initial Thinking About the Academy
What the College should look like:
• The Participants define the types of supports needed
• Outcomes are individualized
• Need to look at models that work
• Self determination leads the way
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Initial Thinking About the Academy
What is meant by an Authentic College Experience:
• True Learning
• Having Friends
• No segregated classes
• Feeling part of the university community
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Structure of the Academy
11 young adults with intellectual disabilities who receive supports from Philadelphia Mental Retardation Services
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Structure of the Academy
• Desire to participate in the Academy
• Commit to attend for four semesters
• Commitment to attend classes and activities of their choice on campus
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Structure of the Academy
Matched with other college students who would be employed to act as mentors in
academic and social areas
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Structure of the Academy
Attend a weekly seminar to :
• Explore Career possibilities and options
• Explore issues about college life
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Structure of the Academy
Attend a weekly seminar to :
• Create friendships and support networks
• Problem solve • Network
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The Evolution of the Academy
Fall 2005: 19 ApplicantsFall 2006, 10 Applicants
Interviews held 15 standard questions asked including:
past educational experiencecurrent activitiesreasons for wanting to participategoals and dreams
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The Evolution of the Academy
• Fall 2005 and Temple students were recruited, interviewed and selected as mentors
• December 2005:
10 Academy students selected 3 women and 7 men
Person Centered Planning done for each student to develop ideas for an action plan
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The Academy Begins!!!
January 9 to 15, 2006 Orientation week
• Kick off welcoming reception• Temple Orientation Office takes charge• Temple Owls conduct campus tour• Sign up for Temple ID Cards• Mentors only day• Variation of “speed dating” for student/mentor
match
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The Academy Begins!!!
Class selection
Typical university classes:• Intro to African American Studies • Contemporary Aspects of Disabilities
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The Academy Begins!!!
Pan African Studies Community
Education Programs (PASCEP)
• Intro to Computers
• Basic Skills Math and Writing
• Conversational Spanish
• American Sign Language
• Actors studio
• Line Dancing
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Seminar
Weekly class 10:30 to 3:30Academy Students & available mentors
Topics include: • Classroom expectations and etiquette• Campus safety • Life balance• Learning Styles• Career exploration• Healthy Sexuality• Leadership and Self Advocacy
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Mentor Relationships
Students and mentors have participated
in a variety of activities on campus:
Basketball games
Movies
Tech Center
Gym
Hanging out
Classes
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Evaluation
Evaluation• Students & mentors are assessed at baseline
and periodically during the and after the program
• Course instructors are evaluated using formative and summative performance feedback
• Program components are evaluated and monitored
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Successes
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Fall 2006 Semester
• Expectations for the students more clearly defined
• More in depth person centered planning
• More structured Seminar - Syllabus, homework, and final project
• Orientation expanded to one week with students, one week with mentors
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The Future
• Providing technical assistance to faculty who are willing to modify and adapt their curriculum to include Academy students
• Navigating more easily through the university bureaucracy for non matriculated students