Archived Information

Ensuring Success forHigh School Students with

Disabilities: Creating Optionsand Engaging Students

Washington Hilton & Towers, Washington D.C.

October 8, 2003

Margo Vreeburg Izzo, Ph.D.Ohio State University, Nisonger Center

257 McCampbell Hall1581 Dodd Drive

Columbus, OH 43210-1257614-292-9218 izzo.1@osu.edu

Project HIRE: Follow-up ofHigh School Vocational

Students with DisabilitiesTHE DESIGN

Pretest = Posttest Control Group Design

1990 1990 - 1993 1995 1998R O X O O OR O O O O

Project HIRE: Con’t.THE TREATMENT

Transition Services Included: Vocational Assessment Coordinating Interagency Supports through IEP/IPE

process Extended Time in Vocational Training Employment Instruction and Counseling Job Development Job Interview Services Job Coaching Follow Along

Project HIRE: Con’t.

OUTCOME MEASURES

Five Years of OBES Wage Data (1991-95)

Independent living and employmentmeasures as reported by parents andyouth through questionnaire (1998)

Demographic Characteristics of the Participants by Group

Groups Experimental ControlCharacteristics (n=62) % (n=36) %GenderMaleFemale

4022

64.535.5

2313

63.936.1

DisabilityLDMROther

1740 5

27.464.58.0

1417 5

38.947.213.9

Full Scale IQMean

(n=46)*75.72

SD12.13

(n=30)*80.47

SD10.58

* n indicated when data is missing

Mean Earnings for EightQuarters by Group - 1993

$0

$500

$1000

$1500

$2000

$2500

1stQtr

2nd 3rd 4th 5th 6th 7th 8th ExperimentalControl

Post-School Outcomesby Group - 1998

Post-School Outcome Experimental

n=30

Controln=17

Freq. % Freq.

%

Full-time Employment 21 70.0 9 52.9Part-time Employment 6 20.0 3 17.6Not working – but looking for work 0 0 1 5.9Post-secondary Program and Working Part-time

1 3.3 0 0

Training Program – Goodwill, MR/DD

1 3.3 0 0

Raising Children – not working 1 3.3 1 5.9No Productive Activity 0 0 3 17.6

Study Males FemalesN Percent N Percent

NATIONAL LONGITUDINAL TRANSITION STUDY (1991)Youth with disabilities 1941 53% 1005 30%

Youth without disabilities Comparison Population 6325 65% 2597 48%

General Population 6325 68% 2597 54%PROJECT HIRE (1991-93)

Experimental Group 29 68% 14 58%

Control Group 20 50% 13 38%

OREGON/NEVADA FOLLOW-UP (1991)

Youth with disabilities 275 71% 147 40%

Youth without disabilities 68 65% 63 60%

Comparison of Employment Outcomes Across Transition

Studies

Self-Determination (SD)and Career Development

(CD) Research suggests that poor post-

school outcomes of youth with disabilities are due to their limited SD and CD skills. These skills are often not cultivated at the secondary level because of limited opportunities to make self-directed choices and explore careers.

Use IEP Process to Teach SD

Student Directed IEPs: Helps students learn to advocate and

manage their own education program Helps students become knowledgeable

about their disability Helps students develop a sense of

independence and perseverance Helps students learn problem solving and

conflict resolution

The NLTS:Postsecondary Enrollment

About 15% of students with disabilities enrolled in postsecondary education

Youth with disabilities were far less likely to enroll in colleges and postsecondary vocational schools than youth in the general population after having been out of school 3-5 years.

Strategies to Increase Successful Transition to

College

1. Summer Orientation Programs2. DSP participation in IEP process3. Self-determination class offered in high school

and college4. Teach students self-advocacy and AT use5. Provide Up-to-Date Documentation

DocumentationStudents Should Exit High School: With up-to-date documentation that indicates

diagnosis, how diagnosis was reached, and how disability affects major life activities, including postsecondary education;

Transition summary should include: Results of testing on adult versions, and Recommendations on accommodations,

services, and supports needed to be successful in postsecondary, employment and independent living settings

OPE DemonstrationGrants Funded

Improve quality of education for postsecondary students with disabilities

21 projects funded 1999-2002 21 projects funded 2002-2005 All projects provide professional

development activities for faculty and administrators

Needs of Postsecondary Faculty

Some faculty members are unaware of the many services and supports available to assist college faculty and students with disabilities.Mellard, 1994; Minskoff, 1994, Izzo, Hertzfeld & Aaron, 2003

Faculty/TA Quotes

“There is a movement to train TA’s to meet the needs of students with disabilities. However, the department as a whole doesn’t address the issue.”(Teaching Assistant focus group, personal communication, January 24, 2001.)

Faculty/TA Quotes (Con’t.)

“I think that some students do not come out (to disclose) because of a stigma. I’m not sure how you educate people in regards to that . . .”(Teaching Assistant focus group, personal communication, January 24, 2001)

Faculty/TA Quotes (Con’t.)

“When I hear someone has dyslexia, I have no idea what the individual deals with or what it means. I do not think many of us know much about disabilities.”(CSCC faculty, personal communication, November 12, 2000)

Faculty/TA Quotes (Con’t.)

“People respond to disability in different ways. That is why some students try to get through classes without saying anything to you. All they need is one bad experience and they are going to try to avoid saying anything to you. I think it goes back to trust . . .”(Human Ecology Faculty member, personal communication, February 29, 2000)

Engaging Faculty at Postsecondary Level

1. Improve communication among faculty,students & Disability Support Services (DSS)

Establish a department liaison with DSS office

Provide overview of how to access DSS services and supports

Provide students with DSS brochures to help with disclosure process

2. Add Disability Statement to Syllabi

Engaging Faculty (Con’t.)3. Provide training to faculty and TA’s on topicssuch as: Universal Design for Learning Web accessibility and AT Roles and responsibilities of faculty,

students and DSS staff4. Equip computer stations with AT devices

for students to use within the department

Project GRAD: Follow-up of College Graduates with

Disabilities

Purpose: To explore services,

accommodations, supports, and outcomes.

To determine the types of accommodations and assistive technologies (AT) used in high schools, college, and the workplace.

Project GRAD: Methods Graduates targeted for the study were those

who graduated between 1999-2001. (N=139) Graduates were recruited through disability

service providers (or equivalent) at 20 colleges and universities nationally.

Graduates were asked to participate in a 25-minute phone interview on employment outcomes, instructional accommodations, and AT supports used in school and work settings.

Project Grad: Identification Data

39% of participants indicated their disability was first identified within college

41% reporting ADHD were first identified at the secondary and postsecondary levels

19% reporting a Psychiatric Disability were identified at the secondary and postsecondary levels.

Project GRAD

Project Grad:Instructional

Accommodations Reading, Attention Span, and Listening were identified

as the “top three” areas of how disability impacted learning

Providing extra time for tests and assignments, a quiet learning environment and communicating instructional needs with instructors were the “top three” instructional accommodations

Provision of instructional accommodations was more frequent at the postsecondary vs. secondary

69% of participants indicated they were “Very Satisfied” with the instructional accommodations they received – 1% indicated they were “Very Dissatisfied”

Project GRAD

Project GRAD:Assistive Technology (AT)

48% of participants indicated they first learned to use AT at the postsecondary level

74% of AT users indicated they “taught themselves” how to use the device

17% of AT users indicated that they needed an AT that was not provided to them and 9% indicated they were asked to use AT that they did not think they needed

53% of participants indicated they were “Very Satisfied” with the AT they received – 3% indicated they were “Very Dissatisfied.”

Project GRAD

Project GRAD: Employment Outcomes

82% of participants indicated they were currently employed

78% reported hourly wages between $6 and $15 an hour, with the mean wage at $12

In general, AT does not appear to transfer from postsecondary to the workplace

17% of participants indicated some level of dissatisfaction with their ability to discuss accommodation needs with their employer

Project GRAD

Project GRAD: Implications Data suggest the following:

Provide AT supports as early as possible Teach students with disabilities to self-

advocate as early as possible Improve identification and assessment of

disability at the secondary level and earlier Provide greater AT and accommodations

training to students and disability service providers at the college level

Findings: SD & CD Programs that teach SD & CD skills in

context of self-directed, vocational learningexperiences have improved outcomes.

Vocational experiences can result in better school performance, increased motivation to learn, and the opportunity to develop and refine career interests and make job contacts.

Findings: Follow-up School and agency personnel who

pool funds and resources and deliver follow-up services gain improved employment outcomes.

Students who receive extended transition services are significantly more likely to be employed or engaged in training than those without extended transition supports.

Recommendations: Students

Engage Students to- Practice disclosure prior to college Practice self-advocacy skills Contact teachers early Work with college staff to determine

what appropriate academic adjustments, aids, or services may be needed

Recommendations: Teachers Integrate SD and CD skills into General

Curricula Actively involve students in the IEP and a

coordinated assessment process Teach students to coordinate their own

accommodations Visit disability service & employment

offices Teach students to use assistive technology

(AT)

Implications for Policy & Practice

Involve students in a coordinated assessment and planning process that includes AT supports

Facilitate student-centered IEP meetings and self-directed learning models

Integrate SD and CD into curricula Offer work-based/vocational learning

opportunities Extend transition services beyond graduation

Implications for Policy & Practice

Integrate training on SD and CD into cross-agency pre-service & in-service programs, including parents

Collect and use follow-up data to improve services and outcomes

Provide training and support for higher education faculty and administrators