College Options for Students with Intellectual and Developmental Disabilities

THINK COLLEGE NEW YORK!

Presenters

Kristin ThatcherDirect Support Professional/Activity Specialist, AHRC New York City’s Employment and Business ServicesSelf-Advocate, LobbyistAlumna, Melissa Riggio Higher Education Program at the College of Staten Island

Lynn ThatcherParent Advocate

Carole R. Gothelf, EdDDirector, Individualized SupportsAHRC New York City

Barbara BookmanDirector, Disability ProgramsCity University of New York

Martha Mock, PhDAssociate ProfessorUniversity of Rochester

Agenda

Today we will discuss...April 24, 2017

Who can go to college?What is available in NY and in the USA?What are students doing on campus?How can you help your How can you help your daughter or son figure out what the options are?Where can you find more information?

What is happening at CUNY?How is college different from high school?What happens on campus?How do we support students on the college campus?What are student and family What are student and family experiences and perspectives?

College is an option.

Placement tests, essays,

degree-seeking

An Alternate Pathway

Traditional/Matriculated Alternate/Non-Matriculated

Person-centered planning,

credential- certificate-

degree-seeking

Reasonable accommodations, individual supports

Individual supports and plans,

employment goals, peer mentors

Public Community Colleges

Private Universities

Public Colleges and Universities

11

5

13

Vocational School1

New York StateCollege Options for People with Intellectual Disabilities

Total of 30 Campus-based Options

Our New York TPSID Consortia

IDEA/school district

Office for People with Developmental Disabilities (Medicaid funding)

Private pay

Scholarships (Ruby’s Rainbow)

Federal Financial Aid (21+) for some

Tuition waivers on acampus-by-campus basis

College Funding Options

How to locate colleges?

Use the college search engine at www.thinkcollege.net and learn more.

The City University of New York (CUNY) has had a long standing commitment to ensuring equal access and opportunity for students with disabilities through innovative support programs.

CUNY serves over 9,000 students with disabilities.

The population of neurodiverse students has grown by 177% in the last five years.

The Transition Programs for Students with Intellectual Disabilities (TPSID) grant provides the opportunity to develop additional programs for students with intellectual disabilities for personal, social and career growth.

Providing Opportunities for AllThe City University of New York

The CUNY Commitment to TPSID

Meaningful credential for students with intellectual disabilities introduced in 2008 with the Higher Education Opportunity Act (HEOA).

NYC TPSID Consortium - established in 2015 after receiving a grant from the Institute for Innovative Transition at the University of Rochester.

Five demonstration models in collaboration with AHRC New York City, NYC Department of Education, and JFK Jr. Institute for Worker Education.

Four campus programs are in collaboration with the Melissa Riggio Higher Education Program through AHRC New York City.

One campus program is in collaboration with District 75 of NYC Department of Education.

5

4

1

The Individuals with Disabilities Education Act (IDEA) ensures success.

Students have a right to an education paid by the state; special programs

are created to meet students’ needs.

School districts are responsible for identifying and evaluating disability at

no cost to the student.

Paraprofessionals are provided if a student needs personal care.

High school personnel have the responsibility to modify behavior caused by the disability

into appropriate behavior.

A college education is a privilege and special programs are not

required.

The student must self-identify and provide appropriate and current

documentation.

The college is not responsible for providing personal care.

Students are responsibile for their own behavior and inappropriate behavior

is not tolerated.

The Americans with Disabilities Act (ADA) provides access.

and CollegeHigh School

DIFFERENCES BETWEEN

Person-Centered PlanningProvides individualized course of studies within the framework of the university. Campus advisement structure to be initiated.

Health and WellnessPhysical education, sex education, nutrition counseling.

Co-Curricular ActivitiesClubs, sports, social events.

Access to Courses for People without DisabilitiesParticipation in courses with modifications to accommodate individual learning style or ability. At least 50% of the program will be in classes and activities with students without intellectual disabilities.

Vocational ReadinessInternship experience, soft skills training, experiential and service learning.

A credential is a verification of qualification or competency issued to an individual by an accredited institution of higher learning.

What is a meaningful credential?

Where are we now?

Year 2 of a 5-year grant.

Stakeholders, anchors and partners have been identified on each campus part of the TPSID project.

Faculty committee established to enhance academic opportunities.

Working with central infrastructure of the university on access and policy issues.

Looking into fees and financial aid as program is developed.

Full foundation and course of studies to be complete by 2020.

Our goal

The development of a Comprehensive Transition Program that will prepare students for independence.

Developing the Credential at CUNY

Do I enjoy being in a classroom?

Do I like to do homework, and take

exams?

Do I like to do projects with other students?

Would I enjoy working with a peer mentor in

the classroom?

Do I work hard in school?

Would I enjoy learning new things in

different areas?

Can I follow an academic schedule?

Academics

Do I like to take part in school

activities?

Would I like to belong to a club on campus?

Would I like to participate in campus sports? Do I want to meet

new people and make new friends?

Campus Community

Am I thinking of my future with regard to choosing a career?

Would I enjoy learning about different

career possibilities?

Would I want to have an

internship while I am in school?

Am I thinking about my career and my future?

Am I a hard worker?

Career

If you answered “yes” to many of these questions,then you may want to explore a college campus transition program.

Is a College Program for Me?

A FRESH START

Higher education is an essential component in preparing people to become successful, self-reliant, and engaged members of their communities.

AHRC New York City partnered with the City University of New York and the Office for People with Developmental Disabilities to develop a fully inclusive higher education program for students with intellectual and developmental disabilities in New York City.

MELISSA RIGGIO HIGHER EDUCATION PROGRAM

Melissa Riggio Higher Education Programat the College of Staten Island

Melissa Riggio Higher Education Programat Kingsborough Community College

Melissa Riggio Higher Education Programat Hostos Community College

TPSID Grant from U.S. Department of EducationNYC TPSID Consortium Established

Melissa Riggio Higher Education Programat the Borough of Manhattan Community College

Program Timeline

How do we support students on the college campus?

PeerMentors

Mentors can be the next generation in the human services workforce,the employer that hires someone with disabilities,or someone who reaches out to a neighbor in need of support; because being a peer mentor shaped their thinking of what is possible.

Who

What

How

Mentors are college students. Mentors are peers. Mentors and students share interests, dreams, goals, culture, etc.

Mentors and students do things together. They learn together, go to classes and internships together. They experience college together in a new way.

Our peer mentors are paid and trained to support people with intellectual and developmental disabilities in college.

College Roadmap

Students are fully included in college courses.

Students go to class and are supported by their peer mentors.

Peer mentors can help them Peer mentors can help them manage their work load, attend study sessions, make appointments with professors, take notes during classes, and much more.

Academics

Students are guided and supported by peer mentors.

Student life is a combination of support from a peer mentor and support by other students on the college campus.

Student life is another way for students Student life is another way for students and mentors to experience college life together.

Student Life

Students are encouraged to involve themselves beyond the college walls as members of their local communities through exploring, connecting, and volunteering.

They learn and become motivated to They learn and become motivated to promote the quality of life in a community, working side by side with their mentors and other members of the community.

CivicEngagement

Self-advocacy empowers students to speak up and learn how to make decisions for themselves.

Students learn collectively with their mentors and other students about disability history and social issues that impact people with disabilities.

Self-Advocacy

Career development is the goal for all students.

Students are guided in career explorations and development through internships, both on and off campus.

Internships help students establish a vision and develop goals to create a path to employment.

Internships

The goal of college is to equip people to become full citizens.

How do we prepare students to become full citizens?

Students develop skills, learn to self-reflect, make informed decisions, accept challenges, build social networks and make meaningful connections.

Students are fully Students are fully supported and included in all aspects of the college life.

A FRESH START

We believe in them.

We help them believe in themselves.

Why “think college” for your daughter or son?

Wholehearted collaboration between the college program team, student, and family is the essential component.

The supports developed through The supports developed through the peer mentors optimized the college experience.

Family Perspective

College was important to me because I didn’t know what I wanted to do with my life.

College was one big discovery.

I could try new things because I knew that I always had a peer mentor who “had my back”.

Student Perspective

Carole.Gothelf@ahrcnyc.orgBarbara.Bookman@cuny.eduMMock@warner.rochester.eduDirector, Individualized SupportsDirector, Disability ProgramsAssociate ProfessorCarole R. Gothelf, EdDBarbara BookmanMartha Mock, PhD

Contact us for more information

College Options for Students with Intellectual and Developmental Disabilities

THINK COLLEGE NEW YORK!

The NYC TPSID Consortium is funded by a grant from the U.S. Department of Education.