Project Description:
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 is 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 Professionals (DSP) and Childcare Professionals (CCP) in a broad range of community settings that support individuals with and without disabilities.
The goal is to have 15 PATHS graduates, with and without disabilities, each year with nationally accredited DSP and CCP certification, which will qualify them to pursue meaningful employment as a Direct Support Professional or Childcare Professional in a wide range of community settings for the elderly, small children, and those with disabilities.
This program provides six semesters of training, which includes a field-based practicum that will lead to DSP and CCP certification and possible 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. This model program has collaborative partners, a funding-base and sustainability all built on accreditation and employment outcomes.
A 2-Year Program 2022-2023
The Postsecondary Access and Training in Human Services (PATHS) program prepares individuals for
jobs as Direct Support Professionals or Child Care Professionals. After completing six semesters (Summer I, Fall I, Spring I, Summer II, Fall II, Spring II), at the Center on Disability and Development at Texas A&M University, PATHS graduates will be ready for immediate employment serving children, others with disabilities, and the elderly in community settings providing the following services:
- assist a person with mobility needs to complete everyday tasks
- support a person to become active in community settings of their choice
- assist a person in developing independent living skills
- support more than one person with disabilities in a community home
- assisting teachers and students at the K-12 level
- supporting small children (Birth to five years of age) in a daycare setting
For the 2021-23 cohort, we had the following breakdown of students:
PATHS - 15 total who graduated.
Current Cohort - 2022-2024 - 12 students enrolled In the first year of the program and 9 students returned for the second year.
New coming students 2023-2025 - 14 students currently enrolled in the first year.
Community Partners included:
- Bryan ISD - Peas in a Pod - Brazos Valley Community Action Programs (Head Start) - Hopewell Charter - Harmony Science Academy - College Station ISD - Accel of College Station Senior living (Nursing and Reb Center) - Bryan High School, Dual After School Program - Navarro Elementary School - Rock Prairie Elementary, St. Tomas Early Learning Center, Legacy Nursing Home.
New Program:
Summer 1:
The goal of Summer I is to acclimate students to college living with training that includes transportation, dorm living, and connecting to disability services on campus and in the community to support them living and working independently. This program prepares new college students to effectively navigate college prior to their first semester to assist them in avoiding pitfalls related to communication, organization, resource knowledge and mental and physical stamina.
Fall/Spring 1:
The fall/spring semesters consist of hands-on practicum work (minimum 60 hours) and coursework providing both core competency and enrichment classes to students to prepare them for work as Direct Support Professionals or Child Care Professionals in the community.
Year 2:
Students who successfully complete the first year will meet the minimum requirements to be employed by a community provider. The second year will offer hands on training (minimum of 480 practicum hours) in a community setting serving children, people with disabilities and/or older people. Students will have the opportunity to apply the skills they learned in the classroom in a real work setting. Upon successful completion of their practicum, graduates will have access to additional job placement supports.
Area of Emphasis
Education & Early Intervention, Child Care-Related Activities, Health-Related Activities, Employment-Related Activities, Housing-Related Activities, Transportation-Related Activities, Recreation-Related Activities, Quality of Life, Other - Assistive Technology, Other - Leadership
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English
