Pathway at UCLA Extension is a two-year certificate program for students with intellectual and other developmental disabilities, offering a blend of educational, social, and vocational experiences, taught and supervised by experienced instructors sensitive to the individual needs of our students. On campus, Pathway students attend classes and participate with UCLA students in the many social, recreational, and cultural activities of a major university.
It is hoped that the information in this guide is written in a way that is easy to understand. This was done for several reasons:
*so that people with developmental disabilities who read, can read it and use it;
*so that people who advocate for those who cannot read can explain it more easily;
*so that we can all understand.
The activities and checklists contained in this guide have been used in a variety of ways. Any of the materials can be copied or changed to meet the needs of people in your area.
What is helping students with disabilities in transitioning from school to adult life? That’s the focus of this issue of Impact. It includes articles written by researchers, community service providers, and others. This edition of Impact has nineteen articles and sidebars that explain many of the sub-topics that fit under the very large banner of “providing appropriate education for secondary students with disabilities in an era of educational reform.”
There are eight articles that profile successful research or community programs that assist youth in transitioning into adult life. One of these explain the work of the DO-IT Program housed at the University of Washington . Using a technology-rich approach, this program combines residential summer study, computer and internet activities, and career preparation to prepare youth with disabilities for success in college.
A college education can open the door to greater participation in the workplace and community. With this urgently needed, research-based book, readers will learn what they can do to make this crucial opportunity available to young people with a wide range of disabilities. Professionals who work in high schools and colleges — including disability service coordinators, guidance counselors, administrators, and general and special educators — will use this important resource to
- help students make all of the necessary preparations, including selecting a college, applying, determining eligibility for services, and securing financial aid
- create welcoming college classrooms through the use of universally designed instructional strategies, assessment methods, and accommodations and supports
- address the specific needs of students who have psychiatric disabilities, learning disabilities and ADHD, and developmental disabilities
- promote the important concept of self-determination to aid students in their transition to college life and professional life
- learn students’ rights and responsibilities under the Americans with Disabilities Act
- help students practice for and make the transition to the working world, using resources such as internships, career centers, and business partnerships
Filled with case studies, best practices, program guidelines, and strategies, this is a required resource for anyone who educates or coordinates services for individuals with disabilities. Readers will discover their part in helping young people gain access to a meaningful college education — one that promotes independence and responsibility, sharpens social skills, and builds a strong foundation for a successful career.
The Kennesaw State University Academy for Inclusive Learning is a unique two year certificate program designed to provide students with developmental disabilities a college experience. This is an inclusive program focused on balancing academics, wellness and employability.
Article from February 19, 2009 U.S. News highlighting one young woman with Down Syndrome’s pursuit of her Associate’s Degree and the push for further research in the field of postsecondary education for individuals with intellectual/developmental disabilities.
This booklet explains the process of preparing for and beginning college. It is written for youth and young adults with disabilities, and refers to many important and specific issues. The beginning sections refer to things to do starting in high school and provides advice on how to use the IEP process to move personal goals forward. Later sections refer to Section 504 of the federal Rehabilitation Act, and the Americans with Disabilities Act, both of which take on increased importance as students leave high school and enter college.
College Planning for Students with Disabilities is organized into the following sections:
-The importance of self-advocacy
-Considerations during the admissions process
-Steps to follow once you select a college
-Your legal rights and responsibilities
This booklet is published by EducationQuest Foundation, a private, nonprofit organization with a mission to improve access to higher education in Nebraska. College Planning for Students with Disabilities is a supplement to EducationQuest Foundation’s College Prep Handbook.
Through the support of a Youth Transition Navigator, The Arc of DC has implemented a one year training model for 30 youth and families to include benefits training, transition planning, referrals for post-secondary education, and job readiness programs as well as providing other information and support to assist families and students. Through individual advocacy and support, individuals and families are gaining greater awareness to navigate the systems they need to support them to navigate their own lives. The Arc of DC convened a Community Advisory group to guide and direct the mission of the project, design the training curriculum, and solidify partnerships with public and charter schools and government. Project activities include information, counseling and referral for individuals and families, one-on-one support navigation and training, structured training classes on the above mentioned areas, outreach and transition planning to access jobs and careers education through collaboration with DC Public Schools (DCPS) and the DC Department on Disability Services (DDS). The project has also collected significant data on the effectiveness of training classes and information, the supports students receive in their transition plan, the successful outcomes related to DCPS and the DDS on working with students and families.
Submitted by The Arc of the District of Columbia.
The Leadership, Enrichment, Achievement Program (LEAP) at Frederick Community College (FCC) is a personal growth and enrichment class for transitioning students and youth with intellectual and developmental disabilities. LEAP is a collaborative project between The Arc of Frederick County, FCC, and Frederick County Public Schools. This course helps students develop positive habits and a proactive approach to life as they design personal mission statements, explore individual talents and gifts, and learn to apply their strengths and passions to the workforce, post secondary education, and adult world. The project expands this partnership to support students to enroll in credit and enrichment classes already offered on the college campus. The Arc and FCC is evaluating current courses offered on the college campus and working in collaboration to design customized courses that are accessible to students with intellectual and developmental disabilities. Traditional FCC students also participate in customized courses. Support is also offered to help transitioning students and youth to identify activities on the campus they would like to join and to build natural connections for students on the college campus.
Submitted by The Arc of Frederick County.
The goal of our project is to raise expectations and increase knowledge and skills for students with disabilities, parents, and others. This includes increasing knowledge and skills about transition, self-advocacy, self-determination, and self-directed supports. Public awareness and educational activities of this project include a series of informational sessions for parents of students (14-21 years); direct mailing to area businesses; as well as a series of training programs available to students (14-21 years) around disability law, IEP’s, self-advocacy, and self-determination. In addition, the project will provide one-to-one assistance to participants (between the ages of 17-21 with I/DD) in the use of MAP (Making Action Plans) or other similar plans to determine each student’s strengths and interest; review the current IEP to ensure it has identified the strengths of the student as well as reviewing the student’s goals; and to provide training on post-secondary education, self-advocacy, self-determination, career information, best practices, etc.
Submitted by The Arc of Racine County.