A Research Project of the New A Research Project of the New England ADA CenterEngland ADA Center

Presented at thePresented at the

Regional Academic Symposium on Regional Academic Symposium on Advancing College ReadinessAdvancing College Readiness

Friday, April 25, 2008Friday, April 25, 2008

Oce Harrison, Ed.D.Oce Harrison, Ed.D.Director, DBTAC-New England ADA CenterDirector, DBTAC-New England ADA Center

800-949-4232 800-949-4232 www.NewEnglandADA.orgwww.NewEnglandADA.org

Post-Secondary Success Post-Secondary Success of Secondary Education of Secondary Education High School Graduates:High School Graduates:

The New England Americans with The New England Americans with Disabilities Act (ADA) Center Disabilities Act (ADA) Center (Region 1)(Region 1)

• Funded by US Department of Funded by US Department of Education through Education through National National Institute on Disability and Institute on Disability and Rehabilitation ResearchRehabilitation Research

• One of 10 One of 10 Disability & Business Disability & Business Technical Assistance CentersTechnical Assistance Centers regionally located and regionally located and connected by a toll-free connected by a toll-free number: number:

800-949-4232800-949-4232 www.NewEnglandADA.orgwww.NewEnglandADA.org

200 Portland St. Boston, MA200 Portland St. Boston, MA

Ten Regional DBTAC-ADA Centers

1-800-949-4232 1-800-949-4232 www.ADATA.orgwww.ADATA.org

ADA Center ADA Center ServicesServices

Explain the law to the public via:Explain the law to the public via:(Voluntary Compliance)(Voluntary Compliance)

• Technical Assistance by phone Technical Assistance by phone

800-949-4232, fax 617-482-8099 or800-949-4232, fax 617-482-8099 or

email email info@NewEnglandADA.orginfo@NewEnglandADA.org

• Training (in-person, audio and web)Training (in-person, audio and web)

• Publications downloaded from our Publications downloaded from our website website www.NewEnglandADA.orgwww.NewEnglandADA.org

New England ADA Center New England ADA Center Research ActivitiesResearch Activities

• In addition to core services, regional ADA In addition to core services, regional ADA Centers engage in unique research Centers engage in unique research activities.activities.

• In New England, our research partner is the In New England, our research partner is the Center for Labor Market Studies Center for Labor Market Studies atat Northeastern University Northeastern University in Boston, MAin Boston, MA..

• Research Goal is tailored to regional needs: Research Goal is tailored to regional needs: Improve education and employment Improve education and employment outcomes for students with disabilities in outcomes for students with disabilities in the region.the region.

New England Research New England Research ActivitiesActivities

1 The college labor market and persons with The college labor market and persons with disabilities disabilities (National Survey of College Graduates)(National Survey of College Graduates)

2 The structure, levels and growth of regional, state The structure, levels and growth of regional, state and local sub-area industry/occupation mix and and local sub-area industry/occupation mix and occupational characteristics occupational characteristics (ONET)(ONET)

3 High school students with disabilities: college High school students with disabilities: college enrollment, retention, and graduation enrollment, retention, and graduation (SIMS and (SIMS and NTLS)NTLS)

4 Annual publication: Annual publication: The New England Labor Market The New England Labor Market and People with Disabilities,and People with Disabilities, with a special topic with a special topic section in the first publication focusing on the section in the first publication focusing on the older workforce in New England in relation to older workforce in New England in relation to workers with disabilities workers with disabilities

Most prevalent causes of Most prevalent causes of disability in children 3-21 in the disability in children 3-21 in the USUS……

1.1. Specific learning disabilities – Specific learning disabilities – 44.4%44.4%

2.2. Speech/language impairments– Speech/language impairments– 16.9%16.9%

3.3. Intellectual disability - 9.2%Intellectual disability - 9.2%

4.4. Emotional disturbance – 7.4% Emotional disturbance – 7.4% (source: U.S. DoE, 2001-2002, (source: U.S. DoE, 2001-2002, IDEA)IDEA)

Proportion of students in post-Proportion of students in post-secondary ed with a disabilitysecondary ed with a disability……

Any disability*Any disability* 11.3%11.3%

* Includes students who * Includes students who self reportedself reported having a “long-lasting” having a “long-lasting” condition such as blindness, deafness, or a severe vision or hearing condition such as blindness, deafness, or a severe vision or hearing impairment, a condition that limits “one or more of the basic impairment, a condition that limits “one or more of the basic physical activities such as walking, climbing stairs, reaching, lifting, physical activities such as walking, climbing stairs, reaching, lifting, or carrying,” or who responded they had any other physical, mental or carrying,” or who responded they had any other physical, mental or emotional condition that lasted 6 or more months and who had or emotional condition that lasted 6 or more months and who had difficulty doing on of the following five activities: getting to school, difficulty doing on of the following five activities: getting to school, getting around campus, learning, dressing or working at a job.”getting around campus, learning, dressing or working at a job.”

SOURCE: U.S. DOE, National Center for Education Statistics (2006). SOURCE: U.S. DOE, National Center for Education Statistics (2006). Profile of Undergraduates in U.S. Postsecondary Education Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003—04Institutions: 2003—04

NOTE: NOTE: 2.3% 2.3% in 1978in 1978 9.8% 9.8% in 1998in 1998

Proportion of students in post-Proportion of students in post-secondary ed with a disabilitysecondary ed with a disability……

Who Who don’t don’t self-identify?self-identify? XXXX%%

New Resources of the New Resources of the New England ADA ProjectNew England ADA Project

• A systematic method for targeting growing jobs A systematic method for targeting growing jobs and employers and matching them with local and employers and matching them with local college programs graduating students with college programs graduating students with disabilities who can fill those jobs.disabilities who can fill those jobs.

• Videos: Videos: Succeeding in College and Work: Succeeding in College and Work: Students with Disabilities Tell Their Stories Students with Disabilities Tell Their Stories

• Web courses: Web courses: ADA Title I: Employment BasicsADA Title I: Employment Basics Title III Public AccommodationsTitle III Public Accommodations Universal Design and Work SpacesUniversal Design and Work Spaces

The New England ADA Center located in The New England ADA Center located in Region 1, is a project of Adaptive Region 1, is a project of Adaptive Environments (AE) in Boston. Environments (AE) in Boston.

AE is an international nonprofit organization AE is an international nonprofit organization dedicated to enhancing the experiences of dedicated to enhancing the experiences of people of all ages and abilities through people of all ages and abilities through excellence in design.excellence in design.

http://www.AdaptiveEnvironments.orghttp://www.AdaptiveEnvironments.org

Phone: 617-695-1225Phone: 617-695-1225

200 Portland St. Boston, MA 02114200 Portland St. Boston, MA 02114

Adaptive Environments

What is What is universal design…inclusiveuniversal design…inclusive designdesign……design-for-alldesign-for-all??

AA framework framework for the design of places, things, for the design of places, things, information, communication and policy that information, communication and policy that focuses on the user, on the widest range of people focuses on the user, on the widest range of people operating in the widest range of situations without operating in the widest range of situations without special or separate design… special or separate design…

oror

Human centered designHuman centered design

(of everything)(of everything)

with everyone in mindwith everyone in mind

Design is powerful and profoundlyDesign is powerful and profoundly influences influences our daily lives and our sense of our daily lives and our sense of confidenceconfidence, , comfortcomfort, and , and controlcontrol..

Variation in ability is ordinary, not special,Variation in ability is ordinary, not special,

and affects most of us for some part of our and affects most of us for some part of our lives.lives.

TwoTwo core ideascore ideas......

Adaptive Environments

To Learn More AboutTo Learn More About• Universal designUniversal design• The new definition of disability The new definition of disability • Changing trends in the distribution of

disabilities • The emergence of new disabilities • The prevalence of disability in the nation's

aging population• ADA in relationship to universal design

www.AdaptiveEnvironments.org

To Learn More AboutTo Learn More About

• The Americans with Disabilities ActThe Americans with Disabilities Act

• ADA Resources such as list servs, newsletter ADA Resources such as list servs, newsletter and national ADA Symposiumand national ADA Symposium

• Audio conferences and trainingsAudio conferences and trainings

• Watch videos: Watch videos: Succeeding in College and Work: Students Succeeding in College and Work: Students

with Disabilities Tell Their Storieswith Disabilities Tell Their Stories

www.NewEnglandADA.orgwww.NewEnglandADA.org

Succeeding in College and Work:

Students with Disabilities Tell Their Stories

Alexander

Santara

Valeska

Danielle

THANK

YOU!