Students with Intellectual Disabilities and Autism in Community Colleges (Yosemite)

2011

This contracts aim is to: ? Maximize existing DSP&S resources at the community colleges and leverage additional community resources to augment services and supports available to students. ? Support the sharing of information resources & promising practices with California Community Colleges system wide. ? Facilitate collaboration and partnership of colleges with local community agencies in order to support the transition and access to community colleges and transition into careers by individuals with intellectual disabilities and autism. ? Utilize the California Consortium on Postsecondary Education Options for People with Developmental Disabilities (with representation from higher education, DSP&S Coordinators, Transition Specialists, parents and students, Regional Centers, Depts. of Rehabilitation, Education and Developmental Services) to provide input and recommendations for all activities and materials produced for this project. The following specific activities to be carried out are: PLANNING AND EVALUATION: We will conduct 3 focus groups with DSP&S Coordinators who did not participate in last year?s discussions. We will address current needs, identify barriers, external and internal factors impacting services for students with ID and autism, and generate recommendations for training and professional development. TARGETED TECHNICAL ASSISTANCE: Continue providing TA to 2008-2009 recipients as they move from early stages of development into implementation of new programs or modifications of existing programs. (Butte-Glen College, City College of San Francisco, Long Beach City College, Sacramento City College, Santa Rosa Jr. College and Ventura College) Identify up to 3 new Community Colleges to develop or enhance current offerings for students with ID and autism. The TA will include assistance conducting a needs assessment, community resource mapping, program planning and evaluation. We will facilitate linkages between the Community Colleges, school districts, local service agencies, and employers to enhance the efficient and effective use of resources and services that lead to career development and/or placement. Each college will be expected to formulate a specific goal and anticipated outcomes for the intensive technical assistance to be received. Recipients report quarterly to Open the Doors on their progress towards their goal and anticipated outcomes. Open the Doors staff will provide on-going support, training and consultation to participating colleges as they develop and implement their programs. TRAINING: NEW LEARNING & PROFESSIONAL DEVELOPMENT: Conduct three webinars on topics generated from the focus group discussions (see above: Planning and Evaluation). Possible topics include: Communicating and Working with Faculty to Support Student Needs; Aligning Community Partnerships to Meet the Service Needs of Students with ID and Autism. STATEWIDE AND REGIONAL CONFERENCES: We will present at one statewide conference (CAPED) and 3-4 yet to be determined regional conferences and/or seminars about transition planning, replicable program models, or effective community collaborations to serve students with ID and autism. We submitted a proposal with our partner, the AT Network, The Use of Universal Design for Students with Intellectual and Other Developmental Disabilities, to the 2009 California Association for Postsecondary Education and Disability (CAPED) annual Conference and expect a favorable response by the end of April 2009. INFORMATION DISSEMINATION: Project staff will compile and develop informational resources for DSP&S coordinators, staff, community college faculty and staff based on local identified needs. Where applicable, resource materials developed in each community will be disseminated on the Open the Door to College website. Materials will be designed and disseminated in an accessible format for people with disabilities. EVALUATION: Open the Doors will track and record satisfaction by DSP&S with the TA and informational resources received. Both formative and summative evaluations will be conducted as part of this project. Formative evaluations will be used to determine whether the materials developed and web site materials are easy to use, provide useful information, and are responsive to the needs of DSP&S Coordinators/staff. Summative evaluations will be used to evaluate the outcomes of the training and TA including changes in pre/post knowledge and implementation and steps taken by each college to achieve their goal and projected outcomes. The California Consortium on Postsecondary Education Options for People with Developmental Disabilities will provide guidance and input to the evaluation process.

Postsecondary Education, Students, Individuals with disabilities, Autism

Performing Technical Assistance and/or Training

Quality Assurance, Education & Early Intervention, Employment-Related Activities, Recreation-Related Activities, Quality of Life, Other - Cultural Diversity, Other - Leadership

Professionals and Para-Professionals, Family Members/Caregivers, Adults with Disabilities, Legislators/Policy Makers

Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Specific Groups

Mulit-County

N/A