Developing Inclusive College Opportunities for ...

copyright 2013 by TASH

Research & Practice for Persons with Severe Disabilities 201;, Vol. 38, No. 2, 110-116

Developing Inclusive College Opportunities for Students With Intellectual and Developmental Disabilities Clare Papay Arcadia University Megan Griffin University of New Mexico secotidary educafion will earn more than those who have had none, with those earning a Bachelor's degree making almost twice as much as those with only a high school educafion (Julian, 2012). Ftirthermore, occupations that require postsecondary educafion for entry are experiencing more growth than those in which no postsecondary educafion is needed (Sommers & Morisi, 2012). The importance of postsecondary educafion for lifetime employment success has led to increased efforts to ensure that all students leave high school "college and career ready" (see the Coalifion for a College- and Career-Ready America, 2012). In recent years, the importance of postsecondary educafion has been recognized even for students with intellectual and developmental disabilifies (IDD), a group of students that has traditionally been excluded due to typical college entrance criteria. Advocacy for inclusion of people with disabilities across the Ufespan and an acknowledgment of the benefits of postsecondary educafion for all have led to the development of innovative opportunifies for students with IDD to access postsecondary education with same-age peers (Grigal & Hart, 2010b; Stodden & Whelley, 2004). Such opportunifies offer students "the chance to explore, define, and redefine personal goals related to adult leaming, employment, and social cormections" (Grigal & Hart, 2010b, p. 1). Inclusive programs based on university campuses have been in existence since the 1970s (e.g., Dahms, Ackler, & Aandahl, 1977; Frank & Uditsky, 1988); however, interest and availability of these programs has increased greatly since the 1990s following federal funding for technical assistance and model demonstrafion projects such as On Campus Outreach (Grigal, Neubert, & Moon, 2002), College Career Connecfion (Zafft, Hart, & Zimbrich, 2004), and the Postsecondary Education Research Center (Grigal & Dwyre, 2010). At present, there are neady 200 programs for students with intellectual disabilifies in the United States (Think College, 2013). Programs can now be found at a range of insfitufions of higher educafion including 4-year colleges and universifies, 2-year colleges, and trade/technical schools, and they serve both young adults who have completed

Over the past decade, inclusive postseconda'y opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as weE as greater awareness of the possibilities for youth with intelectual and developmental disabilities, developing new programs on college campuses is increasingly attainable. To promote increased opportunities for students with severe disabilities afier high school, we present strategies for developing inclusive postsecondary education programs. We discuss the importance of understanding and documenting a community's needs, identifying model programs, working with a broad range of stakeholders, developing a shared vision, and making an effective pitch to an institution of higher education. Finally, we address logistical consiaerations for developing effective programs for including students with intellectixal and developmental disabilities. DESCRIPTORS: intellectual and devslopmental disabihties, inclusion, postsecondary education, program development Going to college is widely accepted in our society as one of the best paths toward a career (IndivigUo, 2011; Leonhardt, 2011; Thompson, 2011). Reporte from the Bureau of Labor Statisfics (BLS) and the U.S. Census Bureau have supported this belief: Workers with even some postsecondary educafion eam more and have a lower unemployment rate than those who have not attended postsecondary educafion at all (BLS, 2012). Over the course of their lifefimes, individuals who have some post-

NOTE: This article is adapted from an online presentation sponsored by Think College and the Association of University Centers on Disabilities in 2012. The authors would like to thank those whose experience and insight have guided this work, particularly individuals involved with Next Steps at Vanderbilt University, Tennessee Alliance for Postsecondary Opportunities for Students With Intellectual Disabilities, the Raising Expectations for Academic Leaming Certificate at Arcadia University, and Think College. Address all correspondence and reprint requests to Clare Papay, School of Education, Arcadia University, 450 South Easton Rd, Glenside, PA 19038. E-mail: papayc(^rcadia.edu 110

Developing Inclusive College Opportunities

high school as well students who are dually enrolled in high school and college (Hart, Grigal, & Weir, 2010). Continued advocacy for access to postsecondary education for students with intellectual disabilities has led to a number of important provisions in the Higher Education Opportunity Act (HEOA) of 2008, a reauthorization of the Higher Education Act of 1965 (Smith Lee, 2009). The HEOA included funding for model demonstration projects and a national coordinating center. Think College, at the Institute for Community Inclusion at the University of Massachusetts Boston, serves as the national coordinating center, overseeing the evaluation of the 27 institutions of higher education that were awarded Transition and Postsecondary Education for Students With Intellectual Disabilities (TPSID) model demonstration grants. The TPSED grants focus on creating access to postsecondary education for students with intellectual disabilities while examining the benefits and challenges of these programs and the structures that are necessary for successful inclusion in college. This work has included the development of a Standards-Based Conceptual Framework to guide current and future practice and research in the field (Grigal, Hart, & Weir, 2011). The HEOA also included provisions that now permit students with intellectual disabihties to be eligible for federal financial aid, such as Pell Grants, Supplemental Educational Opportunity Grants, and the Federal Work-Study Program, provided that they are enrolled in approved comprehensive transition programs (Federal Student Aid, 2012). Both the language used in the HEOA, as well as the conceptual framework and standards developed by Think College, support current understanding in the field about the nature and purpose of these programs. Programs developed to support students with IDD should not be segregated but should seek to include program participants alongside their peers in college life. However, beyond social inclusion, these programs should provide access to academic courses and should "operate from the perspective of higher education" (Grigal et al., 2011, p. 5). This movement toward higher expectations for participation in academics represents a shift away from programs that serve to provide social inclusion only. In this article, we present recotnmendations for developing inclusive college opportuttities for postsecondary education. The recommendations for developing iticlusive college programs in this article update and expand upon those made by Grigal et al. (2002) to refiect current thinking regardhig access to postsecondary education. We base these recommendations on our own experiences in the development of programs at two universities. Otir recommendations also reflect conversations with professionals engaged in developing or implementing inclusive postsecondary education programs for students with IDD across the United States. We focus here primarily on developing opportunities for students who have completed high school rather than for students who are dually en-

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rolled in high school and postsecondary education. Many of our recommendations apply to both scenarios, but additional considerations would be needed for estabhshing programs in partnership with school districts for dual enrollment.

Strategies for Developing Inclusive College Opportunities The strategies presented in this paper for developing inclusive postsecondary education programs for students with IDD are summarized in Table 1. First, we discuss the importance of understanding the needs of the community and approaches to documenting this need. Next, we provide strategies for identifying existing programs that can provide models for the development of new programs. We then discuss the need to work with a broad range of interested parties and present strategies that might help in working with and developing a shared vision with a diverse group of stakeholders. Finally, we describe strategies for making an effective pitch to a college or university with whom you hope to partner in developing a program. A summary of web-based resources to provide further assistance to those interested in developing postsecondary education opportunities for students with IDD is provided in Table 2. Understanding and Documenting the Need An important first step in understanding and documenting the need of a community is to identify what postsecondary educational options are already available to students with IDD (Grigal et al., 2002). For example, local colleges and universities might offer continuing education courses that do not have certain admissions requirements to community members. Even if no students with IDD currently enroll in these courses, such opportunities are important to note, as those institutions tnight be willing partners in providing further opportunities in the future. Alongside investigating the current options available, it is critical to consider the needs of students with IDD and their famihes. Just like their peers, students with IDD want to go to college for a variety of reasons. They want to learn new things—beyond what is taught in high school, they want to see their friends on campus, they want to be able to prepare for a specific vocation, they want to earn money and to support themselves financially, and they want to make their friends and families proud (Think CoUege, 2010). In addition to some of these more universal desires, students will also have individual preferences—like wanting to take a certain class, or wanting to hve on campus. To develop opportunities that meet the needs of students with IDD and their famihes, the first step is to identify those needs. For an example of a process and forms that can be used to assess student and community needs, see Grigal, Neubert, and Moon (2005).

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Strategy

Table 1 Strategies for Developing Inclusive College Opportunities for Students With IDD Key steps

• Consider the needs of interested students and their families, the college/university, and the greater community Work with broad range of stakeholders • Invite interested parties, which may include: • Members of the university community, particularly representatives from disability support services • Students with IDD and their family members • Representatives from secondary schools • Organizations that support people with disabilities • College students • Draw on Think College database to find appropriate models Learn from model programs • Research different programs; call and visit if possible • Draw from HEOA, Think College resources, and existing programs De\elop a shared vision • Ensure that members of planning team share the same vision • Include individuals with IDD to ensure that programs develop in a way that meets their needs • Consider how the program will fit within the institution of higher education • Ensure that the program will benefit both the students with IDD and the university • Consider carefully who to approach Mate a pitch • Ensure that information is created for the audience receiving it • Consider whether your team has connections in administration • Capitalize on the needs/interests/unique aspects of your school • Frame in terms of benefits to the university • Consider the type of school and the type of services/focus • Present development of the program as an opportunity • Consider including the voices of students and parents-either in person, on video, or through quotation • Anticipate problems and questions (e.g., logistical issues, funding, liability and insurance) • Encourage questions that people might not want to ask • Acknowledge that the people you are meeting with are busy and have a lot of demands Understand and document the need

Additional considerations

Resource

• • • • •

Decide on admissions criteria Develop marketing and admissions materials Interview and select prospective students Recruit and train peer mentors Develop program guidelines, policies, and procedures

Table 2 Online Resources for Developing Inclusive College Opportunities for Students With IDD Description Website www.thinkcollege.net

Think College

• Online training modules on postsecondary education for students with IDD • Searchable database of postsecondary programs by state • Large number of resources including journal articles, briefs, and tools • Accessible resources for students, parents, and educators

Stale of the Art Conference on Postsecondary Education and Individuals With Intellectual Disabilities

• Conference focused on postsecondary education http://kihd.gmu.eduypolicy/ conference/ options for students with IDD, held since 2009 • Handouts and videos from prior conferences http://www2.ed.gov/programs/ • Information on the Model Comprehensive tpsid/index.html Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) grant http://studentaid.ed.gov/ • Guidance from the Office of Federal Student eligibility/intellectualAid for students with intellectual disabilities disabilities • List of approved Comprehensive Transition and Postsecondary (CTP) Programs

U.S. Department of Education

Federal Student Aid for Students With Intellectual Disabilities


Just as students will have specific priorities and preferences in considering postsecondary options, so do their parents. For example, a survey of 108 parents of adolescent youth with IDD revealed that respondents generally were positive about postsecondary education as an option for their son or daughter (Griffin, McMillan, & Hodapp, 2010). However, they also indicated various barriers—for example, survey findings revealed a lack of information about inclusive postsecondary education options, and that high school staff members were not able to help them understand these options. A similar study of 61 parents also documented that parents lack knowledge about the transition process and about postsecondary options (Martinez, Conroy, & Cerreto, 2012). When considering postsecondary education as an option, parents highly value their child's access to employment after completing the program (Griffin et al., 2010; Martinez et al., 2012). Conducting a survey similar to those described is one strategy for understanding and documenting the needs of certain stakeholder groups. Sohciting the input of parents can provide a greater understanding of the level of interest in postsecondary educational options for students with IDD, priorities and concerns about these options, as well as the barriers encountered by parents in trying to plan for their children. With greater understanding of the perspectives and priorities of parents, programs might be developed to better meet the needs of their community. Moreover, conducting a survey documents these results, which may then be shared with critical constituents, such as potential funding agencies and administrators in local institutions of higher education. Beyond the perspectives of youth with IDD and their parents, the perceptions of those in higher education must also be considered. Many students, faculty, staff, and administrators in higher education will not have had experience with students with IDD, and this lack of famiharity may result in hesitance, anxiety, and a feeling of inadequacy. At the same time, many are proponents of access to higher education and of diversity within colleges and universities (O'Connor, Kubiak, Espiner, & O'Brien, 2012). Driven by a desire for social justice as well as the belief that the university community is enriched when students with IDD are included (O'Connor et al., 2012), faculty sometimes even lead the effort to develop opportunities for these students. Working With a Broad Range of Stakeholders Although the development of postsecondary programs for youth with IDD is often driven by parents of these students, faculty members can also be critical champions in this effort. Beyond families of students with IDD and people from local institutions of higher education, consideration must be given to invite representatives from secondary schools (e.g., special education teachers, transition specialists). Additionally, members of local

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organizations that support people with disabilities are powerful advocates, as well as members of the State Developmental Disabilities Council, The Arc, and other local groups that might have an interest (e.g., a local Down Syndrome Association). Finally, contacting local employers who might be willing to provide internship experiences and paid employment for program participants and graduates is recommended. Members of these and other groups all have critical perspectives to share, with interest in different facets of the effort to develop postsecondary options. Even within a stakeholder group, great diversity exists in terms of priorities and perspectives. For example, an administrator from a local university will have a different perspective than a faculty member or someone who works in Disability Support Services. Inviting members from these groups to be involved at various levels of program development is also recommended; in particular, include Disability Support Services from the very beginning. In addition, college students need to become involved, as they provide invaluable insight into the experience of college life and can provide strong advocacy for the inclusion of their peers with IDD. In working with various members of the college or university community, it is important to identify those who are particularly supportive and may be willing to advocate for this cause in both formal meetings and casual conversations. The importance of having strong support on campus cannot be overstated, and identifying someone who will champion this cause vocally is critical to garnering such support. In the effort to develop inclusive postsecondary options for students with IDD, we encourage you to bring together a broad range of interested parties (Grigal et al., 2002). However, this diversity can also pose challenges in terms of group cohesion and coming to consensus. One way to maintain consistent leadership is to develop a "steering committee" to guide the larger group's work. Another strategy in working eftectively with a diverse group is to identify an outside party who can facihtate meetings and help the group identify next steps in a neutral way. Additionally, larger groups might divide into smaller working groups around specific topics or tasks (e.g., research funding options); this sti-ategy might facilitate greater productivity, even as the larger group does not need to meet as frequentiy. Finally, in considering how a group might work effectively toward developing inclusive postsecondary options for students with IDD, it is important to acknowledge that often this work is not the first priorify for any onegroup member. Because the national movement to develop postsecondary options for students with IDD is still relatively new, few interested parties will have work devoted solely to this issue. Instead, the group is likely to be composed of a highly diverse group of individuals who all have other priorities. Because no one individual's work is likely to be devoted entirely to this cause, it is

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important to identify the intersections between the work that the group would hke to accomplish and the work that a particular member already has to do or wants to do. For example, faculty might want to engage in research around this topic, whereas students and families might want to visit existing programs and report on their experiences. By capitalizing on the needs and interests of various individuals, the group as a whole can benefit from the diverse experiences of its members. Learning From Model Programs More than ever before, programs exist that can provide examples of different models of inclusive postsecondary education for students with IDD With over 200 programs identified across the United States (Think College, 2013), those interested in developing a program will find a wide array of models and approaches represented by various programs. Groups and individuals interested in locating programs across the country can access this information through the Think College Program Database (Think College, 2013). Providing an invaluable resource, the database is searchable by location, type of school (e.g., two- or four-year college, technical/trade school), status of eligible students (e.g., students in high school, students who have exited high school), and whether residential options are available. Individuals and groups interested in developing inclusive college opportunities for students with IDD can learn much from the experiences of existing programs. It is important to carefully consider the type of program that will be developed and the type of postsecondary institution that will be appropriate for the program. Access to coursework taken for credit to prepare students for specific vocations may be more likely to occur in 2-year colleges or trade/technical schools, whereas access to courses for experiential purposes based on student interests may be more likely to occur at 4-year universities (Papay & Bambara, 2011). As relatively few programs offer a residential component for students with IDD (only 39% of programs that responded to a recent survey by Hart et al., 2010), having this as a priority could restrict the colleges or universities that may be willing to offer the program. Researching programs that offer similar opportunities to the program being developed can assist in understanding the types of opportunities that will be possible and the challenges that may be expected. The Think College Program Database provides various points of contact to gain information about programs (e.g., program websites, contact information for program staff). Information about existing programs can increasingly be found online. In addition to online resources, those interested in developing inclusive college opportunities for students with IDD can learn much from contacting program staff directly and from visiting in person, if possible. Such research allows a greater understanding of possible program models and expo-

sure to various aspects of program implementation— those developing new programs then have the opportunity to replicate those program components that best fit their vision. Visiting model programs also provides firsthand, concrete experiences that can aid in communicating about these programs with higher education administrators, prospective students and their families, and other stakeholder groups. Developing a Shared Vision In developing inclusive college opportunities for students with IDD, groups should carefully attend to their vision for new programs and experiences. Though it may not seem important in the early stages of development, it is actually critical that all members of a planning team agree on their collective mission and its promotion in the community. Although the main focus of all programs is on academic access and social inclusion, there is a wide range of types of services and opportunities that are provided by individual programs (Papay & Bambara, 2011). As noted previously, groups devoted to the development of opportunities for students with IDD at the college level are often comprised of a wide range of stakeholders. And, again, although this is an asset, it also may pose challenges in terms of coming to consensus around a common vision. Various resources might help groups begin the task of developing a shared vision. For example, groups might draw on the language of the HEOA to ensure that their efforts align well with efforts made across the country. Groups might also draw on the Think College standards and quahty indicators (Grigal et al., 2011) and on other resources available through the Think College website. For example, groups might model their vision after the stated vision of established programs they wish to replicate. At this and other stages, it is critical to include individuals with IDD to ensure that the vision being developed includes their voices. Intentionally sohciting the perspectives of students with IDD and their families can help to ensure that new programs and opportunities develop in a way that meets their needs. Likewise, it is critical to consider how the shared vision ahgns with that of the institution of higher education with which groups hope to partner. Reviewing the institution's mission statement and strategic plan might reveal areas for potential collaboration. Consider how estabUshing access for youth with IDD might address both of these. For example, if a college's mission statement explicitly values diversity, including students with IDD in the college community would align well with and support that value. It is critical to establish a vision that intends to benefit both the students with IDD and the partnering institution of higher education. Making a Pitch Once a shared vision for the program has been created, the final step in the development process is to make a


pitch to the college or university. It is important to carefully consider whom to approach, as each insfitufion wül have its own procedures for approving new initiafives. At some smaller colleges or universities, it may be necessary to present to the highest levels of the university administrafion such as the President, Provost, or Board of Trustees. However at other insfitufions, approval may be required from a Dean, for example, in a college or school of educafion. Detertnining the appropriate approval process may take some effort, as programs for students with intellectual disabilifies are nontradifional initiatives. The advice of members of the university community should be sought and proposals may need to be presented to many individuals as it works its way up the "chain of command." That said, it is important to consider where to find allies in the university administration; for example, individuals who have previous experience with individuals with IDD (such as children or other family members) or who may be understanding of the need for inclusion of diverse individuals in the college setting. At each stage of the approval process, it is important to make sure that all informafion is created spedfically for the audience receiving it. For example, it would be advisable to prepare a short summary of the benefits and proposed structure of the proposed program rather than giving highly detailed brochures about enhanced self-determination and community access to administrators. In presentafions to university administration, it is important to capitalize on the needs, interests, and unique aspects of the college or university; specifically, how the proposed program aligns with the stated mission and values of the college or university. Also, it is important to examine whether there is an entrepreneurial spirit on campus as demonstrated through prior support of new inifiatives. It is also beneficial to talk with the student affairs or community service office to determine whether there is a spirit of volunteerism among the student body that can be drawn on to provide supports to students with IDD. The pitch should be framed in terms of the benefits to the university. Some of these benefits may include positive media attention for the university, a greater diversity of learners, opportunities for research and funding, partnering and giving back to the community, an enriched learning environment for typical students, and opportunities to work with and learn from students with IDD. Overall, it is important to present development of the program as an opportunity for the college or university rather than as an act of charity. Including the voices of students and parents—either in person, on video, or through quotation—can assist in making this point. During each meeting, it can also be helpful to explain the prior meetings that have been held and the approvals that have been received so far. Keeping a record of the meetings that have been held is crucial and all approvals should be documented in writing, if possible. At such meetings it is important to acknowl-

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edge that the people attending the meeting are busy, and thus, meetings should be short and, if possible, lunch or other incentives should be provided. Throughout the approval process, problems and questions should be anticipated. In particular, questions regarding logistics, funding, and liability issues will be asked. Understanding the context of the school and the scope of the request can aid in thinking through the types of questions to anticipate. For example, there may be fewer questions raised about admissions policies at a community college that has open enrollment than at a university with high admissions standards. Similarly, a proposal for a program with a residential component will encounter greater difficulties at a university that already has limited availability of housing than at a university that has housing available. It is essenfial to thoroughly research these issues prior to meeting with administrators. It is also important to encourage quesfions that people might not want to ask. Some concerns that we have heard include "we don't want to become the 'disabled' college," "this will negafively impact the rigor of our curriculum," "typical students will quesfion their shared learning experience," and "professors don't know how to teach 'those' students." Such quesfions may prompt difficult conversations, but it is important to remember that many individuals in the university setfing have had little or no prior experience with individuals with IDD. Encourage uncomfortable quesfions and be prepared to educate others about the abilifies of students with IDD, expectafions for their participadon, and the importance of their inclusion in the community. Additional Considerations Once approval has been granted to the proposal, there are several additional steps that need to be taken to launch the program. These steps will include deciding on admissions criteria; developing markedng and admissions materials; creating program guidelines, policies, and procedures; hiring staff; recruiting and training peer mentors; and interviewing and selecdng prospecdve students. Guidance on these next steps can be found on the Think College website (www.thinkcollege.net) and in other published reports of program development (e.g., Grigal & Hart, 2010a; Hall, Kleinert, & Kearns, 2000; Hart, Zafft, & Zimbrich, 2001). Ongoing assessment should occur throughout the program development process using tools such as the Think College Standards, Ouality Indicators, and Benchmarks for Inclusive Higher Educafion (Grigal et al., 2011). In this article, we presented strategies for developing inclusive college opportunities for students with IDD based on our own experiences and the experiences of other professionals in the field. It is our hope that these guidelines will be of assistance to families, teachers, disability advocates, and university faculty and staff who may be interested in creating college opportunides

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but are unsure of where to start. Through our collective work, we can increase the availability of these opportunities for individuals with IDD and continue to promote high expectations for acadetnic learning and inclusion beyond high school.

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