Project Description:
1.03 Postsecondary Access and Training for Human Services (PATHS) Project
Postsecondary education (PSE) has long been considered a pathway to community inclusion, independent living, and competitive employment for persons with intellectual disabilities (IDD), and developmental disabilities (DD), just as it has been for the general population. The need for knowledge attainment and skill development through two-year and four-year colleges and universities, as well as public and private vocational training programs, has intensified for all students. Postsecondary education options available for students with disabilities, including students with DD, are increasing as a result of the rising numbers of students with disabilities attending college. However, often the programs for individuals with IDD or DD are segregated and/or are college experience type programs. Postsecondary education for persons with IDD is on the cusp of substantial growth, thanks to new federal legislation and a major grant initiative that will make higher education more available, inclusive, and supportive (see Higher Education Opportunity Act, 2008: Weir, et al., 2011: Office of Postsecondary Education, 2010). However, limited models of inclusive postsecondary programs exist for this population.
Inclusive postsecondary education programs providing the student with IDD or DD formalized accredited forms of completion enhance their opportunities to gain successful, competitive employment. As the American economy becomes increasingly more knowledge-based, attaining a postsecondary education is more critical than ever (Carnevale & Desrochers, 2003). Students with and without disabilities need to exit college with certification of skill attainment be it a diploma, or a certificate that enhances their ability to be competitive in the workforce. The purpose of the development of the Postsecondary Access and Training in Human Services (PATHS) program is to provide people with disabilities an inclusive postsecondary certificate program based on their career choice. The program will be offered by the Center on Disability and Development (CDD) at Texas A&M University (TAMU). This inclusive program will qualify participants with the skills necessary to serve as direct support professional in a broad range of community settings that support Texans with disabilities. The goal is to have 30 PATHS graduates with and without disabilities each year with nationally accredited DSP certification, which will qualify them to pursue meaningful employment as a Direct Support Professional in a wide range of community settings for older Texans and those with disabilities.
This proposed program will provide two semesters of training, which will include a paid fielded-based practicum that will lead to DSP certification and job placement. Taking the philosophies of self-determination and inclusion, the program will encourage independent living in the community and interactions between those with and without disabilities. Broad supports have been secured from state and community agencies, employers, and organizations to recruit individuals into this program. The success of this model is in its movement from idea to practice. This model program has collaborative partners, a funding-base and sustainability all built on accreditation and employment outcomes.
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances
