Development of an inclusive postsecondary education (PSE) program for students with intellectual and other developmental disabilities
| NC-Carolina Institute for Developmental Disabilities, UCEDD/LEND | |||
| Program Type | LEND,UCEDD | Fiscal Year | 2020 |
| Contact | Deborah Zuver, MA | ||
| [email protected] | |||
| Phone | 919-843-7049 | ||
| Project Description | |||
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This project proposes to develop an inclusive postsecondary education (PSE) program for students with intellectual and other developmental disabilities (IDD) at the University of North Carolina at Chapel Hill, consistent with the University mission to support student diversity and enhance the quality of life for all people in the State. Enhancing quality of life for students with IDD requires their full inclusion at UNC-CH in order that they may be better prepared for employment, independent living and community engagement, and as a result the university and local community will be enriched by their active participation. STATEMENT OF NEED Individuals with IDD have poor long-term outcomes when compared to peers without disabilities; they are: o Three times more likely to live in poverty (Natl Council on Disability [NCD], 2011). o Employed at lower wages and have reduced benefits (Frank & Sitlington, 2000). o Likely employed only part time, if at all. Indeed, less than 10% of working age individuals with IDD are employed full-time (NCD, 2011). o Less likely to achieve independent living status (NCD, 2011). o More likely to experience low rates of community participation and high rates of social isolation (Grigal & Hart, 2010). These poor outcomes result in the business community lacking access to a talent pool from a diverse workforce that includes employees with IDD. In addition, the broader community is deprived of the opportunity to be enriched by a diverse community that includes members with IDD. These outcomes also result in expense to the state to provide supports and services for individuals with IDD who are un- and underemployed and without the skills to live independently. The demand for inclusive PSE opportunities in North Carolina far outpaces program and enrollment availability. For example, due to limited space, the University Participant program at WCU recently turned away nearly 100 qualified applicants from around the state. Moreover, all three PSE programs in NC are at maximum capacity. Although three UNC System campuses offer PSE opportunities, the flagship UNC-CH campus does not yet offer a PSE program for students with IDD. LEGISLATIVE RESPONSE TO THE NEED Students with IDD are now entitled to higher education opportunities, much as PL 94-142 paved the way for special education in preschool through high school in the 1970s. The federal Higher Education Opportunity Act (HEOA) was reauthorized in 2008 to include entitlement for students with IDD for the first time; they can receive Pell grants when they attend a PSE program that is a comprehensive transition program (CTP). In addition, through federal supports, model demonstration sites and a national coordinating center (Think College) were funded. The Workforce Innovation Opportunity Act (WIOA) mandates a greater portion of funding to support youth and young adult employment training. NC Legislation: House SL 2015-241: Educational Opportunities for People with Disabilities. Part Two focuses on PSE opportunities through partnerships to identify and promote excellence in PSE options for youth with disabilities; interagency assessment of the issues that may include plans for improving PSE options, and with potential future financial assistance for PSE opportunities. NATIONAL RESPONSE TO THE NEED More than 250 PSE programs are offered in universities, colleges, and community colleges across the country (Think College.net) related to transition to careers and independent living. For regional examples: o Georgia has PSE programs on four campuses serving 50 students. o Tennessee has PSE programs on five campuses serving 158 students. UNC SYSTEM RESPONSE TO THE NEED PSE programs have been developed on three UNC system campuses that include: o Western Carolina University: University Participant (UP) Program opened in 2009. Awarded five-year funding from the Department of Education (DOE) as a model demonstration site. Two-year program serves eight student participants per year. o Appalachian State University: Scholars with Diverse Abilities (SDAP) opened in 2010 as a satellite program of the UP from WCU. Awarded five-year funding from the DOE as a model demonstration site. Two-year program serves six students per year. o University of North Carolina at Greensboro: Beyond Academics (BA) opened in 2006. Financial support is through grants and private funding. Four-year program serves approximately 59 students per year. UNC-CHAPEL HILL RESPONSE TO THE NEED CURRENT RESPONSE The NC Postsecondary Education Alliance (PSEA) was founded in 2009 and is facilitated by faculty at the Carolina Institute for Developmental Disabilities (CIDD), the designated University Center for Excellence in Developmental Disabilities (UCEDD) for NC. The PSEA: o Aims to expand inclusive PSE options to meet the needs of NC students with IDD o Includes a diverse stakeholder group of nearly 100 professionals and families o Disseminates PSE information, technical assistance, and resources across NC Faculty at the CIDD currently serve as external evaluators for two PSE programs in NC and are providing five-year evaluation studies aimed toward program development and improvement. PROPOSED RESPONSE As the flagship campus, UNC-CH is positioned to lead a state-wide effort to increase capacity and support evidence-based practice in PSE programming. Given the need across the state, it is incumbent upon the institution to advance systems change, creating an opportunity that reflects national standards. UNC-CH has unparalleled capacity to develop a PSE program by collaborating with its many strong campus and community partners including o Academic and Research: School of Education, School of Medicines Department of Allied Health Sciences and Carolina Institute for Developmental Disabilities (CIDD), TEACCH, Department of Psychology, Family Support Program at Jordan Institute for Families in the School of Social Work, School of information and Library Sciences, and the Frank Porter Graham Child Development Institute. o Additional UNC-CH Resources and Supports: Accessibility Resources and Services, Residential Living, Best Buddies, UNC Student Chapter of Autism Speaks, Autism Society of NC Campus Chapter, Greek Life, Student Government o Community Partners: The Arc, Autism Society of NC, Special Olympics, Extraordinary Ventures, Chapel Hill Parks and Recreation Adaptive and Inclusion Programs, Vocational Rehabilitation, Chapel Hill-Carrboro City Schools (CHCCS) and PATHSS (Project Achieve for Transitioning High School Students), community colleges (Alamance CC Career College, Wake Tech). PROGRAM DESCRIPTION The proposed program will be guided by national standards (Think College) and will align with state and federal guidelines. Students will adhere to the same university policies that apply to all students. The intent is for on-campus student life to be fully inclusive with additional skill-building seminars/supports provided for students. Although initially students will be recruited from the surrounding area and not need campus housing, future plans include on-campus housing. The proposed program follows Western Carolina and Appalachian State Universities model of an inclusive, two-year, learning experience for college-aged persons with IDD. The goal of the program will be to facilitate students' transition from secondary school to adult life with enhanced education, employment and independent living skills experience and opportunities Program staff, support programs on campus (e.g., Accessibility Resources and Services, career center), and paid/unpaid students from a range of disciplinary programs will provide participants with individualized support to ensure success of the participants and program. DESIRED OUTCOMES FOR PARTICIPATING STUDENTS: Enhanced vocational outcomes (e.g., sustained employment for a working salary) Increased engagement in community activities (e.g., recreation, faith organizations) Successful transition to independent or supported living Improved self-image and quality of life through self-determination and self-advocacy DESIRED OUTCOMES FOR UNC-CH: Increased diversity for the UNC-CH community Enriched opportunities for faculty and students to interact and learn from individuals with IDD Course-related knowledge, skill, and disposition enhancement for matriculating students (e.g., special education, occupational therapy, speech-language pathology, psychology, rehabilitation therapy, social work, therapeutic recreation) through involvement with PSE students Raised expectations for individuals with IDD to offer positive contributions to campus life, community, the workplace and other settings. National attention to UNC-CH as a model program for diverse learners. DESIRED SOCIETAL/COMMUNITY OUTCOMES: Reduced life-long costs (state and private) of supporting individuals with IDD. Increased numbers of individuals with IDD contributing to their local communities. Better informed populous as to the benefits of full inclusion of people with disabilities in their communities. As a University Gazette article (Gazette, Dec 16, 2015) reported, Chancellor Carol L. Folt reaffirmed her determination to create the kind of community where all feel welcome, respected, and free to pursue their dreams and goals and become their best and truest selves. And the article further noted that every member of Folts cabinet and all school deans signed the message in order to publicly affirm their commitment to, as Folt said, making Carolina stronger, more inclusive, and more forward-looking. (http://gazette.unc.edu/2015/12/15/folt-determined-to-make-carolina-more-inclusive-stronger/ |
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