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.
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*FY 2016 - Community Partners*
Aerofit Health and Fitness Center
Beautiful Abilities
Bowen Elementary School
Bryan High School
BVCAA Head Start
Bullfrogs and Butterflies Child Care Center
Brazos Valley Center for Independent Living
Capital Senior Living
CHI St. Joseph Health
College Hills Elementary School
Comfort Keepers
Compassionate Care Hospice
D&S Community Services Brenham
D&S Community Services Bryan
Daybreak Home and Community Based Services
Down Syndrome Association of Brazos Valley
Home Instead Senior
KinderCare - Balcones
KinderCare Village Drive
LULAC Oak Hill Apartments
MHMR Authority of Brazos Valley
Mosaic
Oakwood Intermediate School
Peas in a Pod Peas Learning Center
Texas A&M University - Disability Services
Visiting Angels
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*Social Media*
January 2016- June 2016
PATHS Program Facebook:
Lifetime total Likes​: 233
Fans online: 233
6 month figures:
Unique Users: 17,976
Comments/Shares: 974
Posts Views: 40,547
Video Views: 4,145
Number of impressions​: 46,620
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Addition of New courses:
(1) Post Secondary Access and Training in Human Services (PATHS) Practicum Preparation
PATHS 101
Fall 2015
Prepares students who are accepted to the PATHS program for the practicum semester.
Prerequisite: Admission into PATHS program
After completion of this course, the student will be able to:
Develop personal employment packet
Complete Heartsaver CPR and Heartsaver First Aid training
Complete Question, Persuade and Refer (QPR) Gate Keeper Training for Suicide Prevention
Complete Person Centered Thinking training and identify various Person Centered Thinking tools
Prepare and cook meals used within certification area
Demonstrate improvement with money management skills
Demonstrate time management organization
Complete volunteer and employment applications
Attend and describe assigned volunteer opportunities
Attend and describe assigned observation opportunities within PATHS certification area
Attend and describe BVCIL and TAMU calendar events
Coordinate with classmates to complete tasks and assignments
Provide feedback to classmates and accept feedback from classmates, mentors and instructors
(2) Post Secondary Access and Training in Human Services (PATHS) Child Care Field-Based Experience
PATHS 202
Spring 2016
Supports students within the PATHS program to the meet the field-based experience within their certification area. Prerequisite completion of PATHS Practicum Preparation 101.
After completion of this course, the student will be able to:
Follow a minimum of 15 hour per week field-based experience schedule
Complete a total of 135 field-based experience hours within certification area
Demonstrate each competency within certification area
Follow expectations of field-based experience supervisors
Receive criticism and feedback from PATHS staff and field-based experience supervisors
Implement criticism and feedback from PATHS staff and field-based experience supervisors
Utilize Person Centered Thinking tools within field-based experience
Identify correct usage of CPR/First Aid certification
Identify correct usage of Question, Persuade, Refer (QPR) Training
Demonstrate attending weekly Advisor meetings
Maintain personal employment packet
Complete employment applications to career options within certification area
(3) Post Secondary Access and Training in Human Services (PATHS) Direct Support Professional Field-Based Experience
PATHS 201
Spring 2016
Supports students within the PATHS program to the meet the field-based experience within their certification area. Prerequisite completion of PATHS Practicum Preparation 101.
After completion of this course, the student will be able to:
Follow a minimum of 15 hour per week field-based experience schedule
Complete a total of 135 field-based experience hours within certification area
Demonstrate each competency within certification area
Follow expectations of field-based experience supervisors
Receive criticism and feedback from PATHS staff and field-based experience supervisors
Implement criticism and feedback from PATHS staff and field-based experience supervisors
Utilize Person Centered Thinking tools within field-based experience
Identify correct usage of CPR/First Aid certification
Identify correct usage of Question, Persuade, Refer (QPR) Training
Demonstrate attending weekly Advisor meetings
Maintain personal employment packet
Complete employment applications to career options within certification area
(4) Professionalism
Course Number: B2C Professionalism 101
Semester & Year: Bridge to Career Summer 2015
Course Description: The students will learn various basic principles of professionalism and be able to identify professional behaviors in their chosen field. By the end of the course, they will be able to demonstrate professional behavior through communication, hygiene, and professional dress.
Course Evaluation Feedback: N/A- evaluations were only conducted for the overall program
(4) Direct Support Professional Content Class
Course Number: 101
Semester & Year: PATHS Fall 2015
Course Description: PATHS Direct Support Professional (DSP) Track is available to students who have been accepted into the PATHS program. This course prepares PATHS program students to obtain their DSP Certificate. This course will follow closely with the 15 competency areas approved by the National Alliance for Direct Support Professionals (http://nadsp.org/). By the end of this course, the students will have knowledge to provide quality support to individuals with a variety of needs.
Course Evaluation & Feedback: N/A- evaluations were only conducted for the overall program
(6) Direct Support Professional Content Class
Course Number: 201
Semester & Year: PATHS Spring 2016
Course Description: PATHS Direct Support Professional (DSP) track is available to students who have been accepted into the PATHS program. DSP 201 builds on the content covered in DSP 101 and will continue to prepare the PATHS program students to obtain their DSP Certificate. This course will follow closely with the 15 competency areas approved by the National Alliance for Direct Support Professionals (http://nadsp.org/). Each week we will discuss one of the 15 competencies and explore how you can apply it in your field-based experience placements. By the end of this course, you will have the knowledge to provide quality support to individuals with a variety of needs.
Course Evaluation & Feedback: N/A- evaluations were only conducted for the overall program
(7) Communication Through Movement 101
Course Description and Prerequisites! !
The recognition and understanding of emotion, non-verbal cues, and social norms
regarding personal and shared space will significantly impact a person's ability to
successfully obtain and sustain long-term employment. Communication Through
Movement is intended to develop paths of inquiry and response approaches to learning
and cognitive development. Movement is a form of expression and communication that
can be used as a means to explore and develop skills in recognizing and understanding
nonverbal cues in everyday social interactions. This course offers adults with and
without disabilities a range of opportunities for the development not only of movement
concepts but also for language and learning. The instructor will observe nonverbal
communication among the individuals in a social setting. Topics to be addressed are:
Identifying, recognizing, and understanding observable behaviors and emotions; Nonverbal
communication; Boundaries; Personal and Shared Space; and Self-Advocacy.
This course does not have prerequisites.! !
Learning Outcomes! !
The students will:!
1. Identify and discuss physical, nonverbal qualities of various emotions that are being
communicated through multiple movement performances.!
2. Compare and contrast emotional qualities in various pieces of of music and
demonstrate what that emotion would look like through movement.!
3. Create movement that reflects specific emotions.!
4. Recognize and identify boundaries regarding personal/shared space.!
5. Create movement that reflects daily interactions regarding personal/shared space.!
6. Collaborate with group members to create movement that combines emotional and
spacial components that reflect class discussions and daily interactions. !
7. Analyze peer performances and decipher multiple emotional and spacial
components in each performance.
(8) Post-Secondary Access and Training in Human Services (PATHS)
Child Care Professional 102
Term: Spring 2016
Course Description and Prerequisites
PATHS Child Care Professional Track is available to students who have been accepted into the PATHS program AND have completed Child Care Professional 101. This course prepares PATHS program students to work successfully in a childcare setting while working toward meeting requirements for obtaining their Child Development Associate (CDA) Credential.
Learning Outcomes
This course is a continuation of Child Care Professional 101, and will continue to follow closely with the six goal competency standards set by the CDA Council (CDACouncil.org). At the end of this course, you will have knowledge to begin/continue working with children ages 0-5 in the classroom setting.
At the end of this course, you should be able to:
Establish and maintain a safe, healthy learning environment for children ages 0-5.
Advance physical and intellectual competence in children ages 0-5.
Support social and emotional development and provide positive guidance for children ages 0-5.
Establish positive and productive relationships with families of children ages 0-5.
Ensure a well-run, purposeful program responsive to participants (children ages 0-5)
Maintain a commitment to professionalism in and out of the classroom.
Course Title and Number:
Post-Secondary Access and Training in Human Services (PATHS)
(9) Child Development 101
Term:Fall 2015
Course Description and Prerequisites
PATHS Child Development Track is available to students who have been accepted into the PATHS program. This course prepares PATHS program students for obtaining their Child Development Associate (CDA) Credential.
Learning Outcomes
This course will follow closely with the six goal competency standards set by the CDA Council (CDACouncil.org). At the end of this course, you will have knowledge to begin/continue working with children ages 0-5 in the classroom setting.
At the end of this course, you should be able to:
Establish and maintain a safe, healthy learning environment for children ages 0-5.
Advance physical and intellectual competence in children ages 0-5.
Support social and emotional development and provide positive guidance for children ages 0-5.
Establish positive and productive relationships with families of children ages 0-5.
Ensure a well-run, purposeful program responsive to participants (children ages 0-5)
Maintain a commitment to professionalism in and out of the classroom.
