the family role in postsecondary education
DESCRIPTION
The Family Role in Postsecondary Education. PSE Capacity Building Summit Ellen Russell, The Arc of NC Ann Palmer, CIDD. Why I’m Here. Preparing for the Transition. Preparing the student Helping the student understand their choices Helping the student be able to advocate for himself - PowerPoint PPT PresentationTRANSCRIPT
1
The Family RoleThe Family Role in Postsecondary Education in Postsecondary Education
PSE Capacity Building SummitPSE Capacity Building Summit
Ellen Russell, The Arc of NCEllen Russell, The Arc of NC
Ann Palmer, CIDDAnn Palmer, CIDD
2
Why I’m HereWhy I’m Here
3
Preparing for the Preparing for the TransitionTransition
Preparing the studentPreparing the student Helping the student understand their Helping the student understand their
choiceschoices Helping the student be able to advocate for Helping the student be able to advocate for
himselfhimself Helping the student learn the skills they Helping the student learn the skills they
will need to be as independent as possiblewill need to be as independent as possible Preparing the parentPreparing the parent
Helping the parent understand the change Helping the parent understand the change in their role in their role
4
Preparing for the Preparing for the TransitionTransition
Transition PlanTransition Plan Inviting the right peopleInviting the right people Student participationStudent participation Testing modificationsTesting modifications Preparing parents and student for Preparing parents and student for
importance of self-advocacyimportance of self-advocacy Importance of discussing functional Importance of discussing functional
skillsskills
5
Functional SkillsFunctional Skills
Independent living- stay safe, take care Independent living- stay safe, take care of themselvesof themselves
Personal hygiene- showering, laundryPersonal hygiene- showering, laundry Communication- phone, email, in person Communication- phone, email, in person Financial- follow a budget, use debit Financial- follow a budget, use debit
cardcard Transportation- drive, use mass transitTransportation- drive, use mass transit Vocational- skills to do a job, social skills Vocational- skills to do a job, social skills
to be able to work with othersto be able to work with others
6
Differences Between High Differences Between High School and CollegeSchool and College
High SchoolHigh School Strict mandated Strict mandated
class schedule- 30 class schedule- 30 hrs/wkhrs/wk
Smaller classesSmaller classes Textbook-basedTextbook-based Frequent Frequent
reminders by reminders by teachersteachers
School is required School is required to serve studentto serve student
CollegeCollege Student makes own Student makes own
schedule, 15 schedule, 15 hrs/wkhrs/wk
Larger classesLarger classes Lecture-basedLecture-based Student has to Student has to
keep track of keep track of assignmentsassignments
Student must meet Student must meet academic criteriaacademic criteria
7
Leaving IDEA BehindLeaving IDEA Behind
No more IEP’sNo more IEP’s No more requirements to serve the studentNo more requirements to serve the student Americans with Disabilities Act of 1990 and Americans with Disabilities Act of 1990 and
ADA Amendments Act 2008ADA Amendments Act 2008 Mandates physical access and program accessMandates physical access and program access Every college should have an ADA coordinatorEvery college should have an ADA coordinator Also protects people with disabilities in the Also protects people with disabilities in the
workplaceworkplace
8
Possible Possible AccommodationsAccommodations
Extended time for testingExtended time for testing Separate setting for testingSeparate setting for testing Priority seating in classroomPriority seating in classroom Priority registrationPriority registration Hard copies of notesHard copies of notes Tape recording lecturesTape recording lectures Single dorm roomSingle dorm room
9
Disabilities Services Disabilities Services SupportSupport
Primary support for the student on Primary support for the student on campuscampus
Student needs to disclose to get Student needs to disclose to get accommodationsaccommodations
Support is primarily around Support is primarily around organizational and academic issuesorganizational and academic issues
Doesn’t provide support for problems Doesn’t provide support for problems related to self-help, social, financial related to self-help, social, financial issuesissues
10
Self-AdvocacySelf-Advocacy
Student is an adult- has to initiateStudent is an adult- has to initiate Student has to understand his/her Student has to understand his/her
needsneeds Student has to be able to ask for help Student has to be able to ask for help
and explain why he/she needs helpand explain why he/she needs help No information shared with parents No information shared with parents
unless student requests that in writingunless student requests that in writing FERPA Waiver- Family Educational Rights FERPA Waiver- Family Educational Rights
and Privacy Actand Privacy Act
11
Preparing the StudentPreparing the Studentfor Self-Advocacy in for Self-Advocacy in
AdulthoodAdulthood Increase student’s awareness of his/her Increase student’s awareness of his/her
strengths and challengesstrengths and challenges Help student understand that everyone Help student understand that everyone
learns differently; everyone needs help learns differently; everyone needs help sometimessometimes
Respect the student’s point of view; Respect the student’s point of view; involve them in everyday decisions and involve them in everyday decisions and choiceschoices
Allow the student to make mistakesAllow the student to make mistakes Talk about the future; prepare and planTalk about the future; prepare and plan
12
Why I’m Here
13
For Parents of Students with
Intellectual DisabilitiesThe possibility of PostSecondary Education
was: A different world An impossible dream A bridge too far For someone else
14
A New Approach to Education
The old question….If the purpose of going to school for 13+ years is to provide students with the education and skills for what comes next (college, training, work), why do so many students with IDD leave school with no real outcomes? There are:
No expectations?No options?No clue?
15
Family Role Anticipate and Prepare
Maximize and revolutionize public education Parents need to have high expectations Expect expectations! Make that IEP a worthwhile, effective, outcome
driven document…a blueprint for the future All IEP goals should be purposeful Start working on “transition” in elementary
school
16
Families and IEP Goals should
Encourage and foster independence Self-help skills Communication Self-advocacy Decision-making skills Safety
17
Education: It’s a long road
Plans and dreams change with Time Information Experience Opportunity Influence
IEP goals need to change as well
18
Knowing the SystemsMaking it Work
Public school Transition OCS and other options
Post Secondary Options Many exciting possibilities here in NC
College program support staff
Personal support staff (CAP or other)
19
Family Role
So, who are you now?
What parent roles do you maintain?
Decision making