Precis mete tec “TEACHING Eerpional Chien, Vo 4, No Sp. 2635, Copyright 22 CEC a pilot project in Rencuck a, yous people ming importa life skils. They nieipate i eollege courses, work ene supported employment opportunt fes—al through partnerships amon learning, aid comnmmuny agentes. or an graphic design works at a sereen ag college comrses ro persue hs aver goal. This article desers the rationale for suck programs, the scope of the prograras, ait benefits (0 st Postsecondary education and students with intellectual disabilities have not historicaly been viewed as compatible In fact, ft was only with the 1977 26 CouNaK FoR ExceprioaL CHiupREN Students With Intellectual Disabilities Going to College? Absolutely! Harold L. Kleinert Melissa M. Jones Kathleen Sheppard-Jones, Beverly Harp Elizabeth M. Harrison implementation ofthe Education for Al Handicapped Children Act (Public Law 94-142) that students with the ‘most significant disabilities were guas- anteed a public education at all, much less the opportunity to attend postsee- ‘ondary programs. Yet with subsequent reauthorizations of IDEA, including the Individuals With Disabilities Education ‘Act (IDEA) of 2004 (Public Law 108- 446), we have come to realize that all students should have the opportunity to learn age-appropriate academic con- tent and engage in activities alongside their peers without disabilities. In article, we propose a model of postsec ‘ondary education for students with {intellectual disabilces (ID); this model extends the notion of inclusive educa tion to the next level—going to college, ‘Though tremendous overall gains hhave occurred in the past 15 years in the percentage of students with disabil- ities who have attended some form of postsecondary education (Newman, ‘Wagner, Cameto, Knokey, & Shaver, 2010), the lowest percentage of stue ents from any dscilty category attending postsecordary education has ‘been that of students with ID (Wagne, Newman, Cameto, arza, & Levine, 2005). Until recent, few educators or community member held expeciations that students with ID would continue their education after high school Indeed, the historical exclusion of su dents with 1D from postsecondary experiences has played a significant role inthe perpetuation of a cycle of low expectations ard poor adult out comes overall (Grga, Hat, & Paie- wonsky, 2010) In recent yeas, a growing number of colleges have offered opportunities for suidents with intellectual disabil tis (Think College, 20112). Students taking pat in some ofthese programs are often dually ensolled by finishing their final years of high school in aol lege setting with the addtional supportrequired in the postsecondary environ- ‘ment provided by public school special education staff, as apart of these stu- dents’ transition services (Hall, Klein- er, & Kearns, 2000). Some students, however, participate in programs Aesigned for high school graduates, entering college through non-cegree- seeking options or open enrollment programs. Not surprisingly the stuc dents served in these programs indicate goals similar to those of their peers—to get a job, to be independent, to have friendships with peers, and to go 10 class and social events (Moon, Grigal, & Neubert, 2001). A college or univer- sity campus is an ideal venue for gain- ‘ng the skills needed to achieve these goals. ‘Along with the students’ own goals for postsecondary education, family expectations have also evolved, as fam: ilies of students who have succeeded in inclusive general education classes with individualized supports now envi- sion age-appropriate options for their students as they graduate (Think College, 2011). Legislative impetus is occurring, as well, with the Higher Education Opportunities Act of 2008 (HEOA), which supports the transition of students with ID into higher eduea- tion. The HEOA provides not only new avenues for accessing postsecondary ‘education, but also federal and finan- cial support not formerly available to students with ID. In the wake of these changes, itis imperative for teachers and individualized education program (EP) tearm members to (a) recognize the benefits of postsecondary ediuca- tion for students with ID, (b) become familiar with the various avenues that exist to accessing postsecondary educa tion, and (c) identify the skills needed to support students with ID to transi- tion into a postsecondary setting. 80 what isthe value of postsecondary education for students with intellectual lisabiltes? In pilot studies, higher education opportunities for students with ID have been shown to correlate with improved employment outcomes and ineveased participation in commu- nities. For exemple, Migliore, Butter- ‘worth, and Hart (2009) noted a correla- tion between participation in both post- secondary education and vocational rehabilitation and positive employment outcomes. Young aduits with ID who took advantage of both were 26% ‘more likely o exit wih pald jobs then those who used only vocational rena bilitation services as their postsec- ondary experience, with an average 73% higher income than those who only received vocational rehabilitation TEACHING ExcernowaL Cimunan | Mav/uve 2012 27‘Moreover, students with ID who participated in inclusive postsecondary ‘education also reported increased satis- faction across several life domains, including emotional well-being, inter: personal relationships, personal devel- ‘opment, self-determination, and soctal inclusion (Hughson, Moodie, & Uait- sky, 2006). For campus communities, the presence of students with ID offers invaluable opportunities for students to ‘engage in learning alongside peers with different educational experiences and learning styles. For universities and colleges seeking to broaden the diversi- ty of their student populations, the presence of students with ID adds to ‘the campus and academic life forall students, incorporating opportunities for mentoring and frlendships. ‘The Higher Education (Opportunities Act of 2008 (HEA) ‘The HEOA provides opportunities for students with ID who are enrolled in a Comprehensive Transition and Post- secondary Program (CTP) approved by the US. Department of Education, ‘including eligibilty for Pell Grants and Federal Work Study Programs. Whereas colleges and universities must fist apply to offer a CTP, what is new to these programs is that students with ID ‘may access such federal support (e.., Pell Grants, Work-Study) if they are ‘working toward an educational creden- tial (not necessarily a degree), as specifically defined by the institation in its CTP application. This credential, ‘which can reflect personalized student goals designed to address employment, independent living, and educational ‘outcomes, can Include audited courses (as wel as fr-credit courses), job internships, and other on-campus activities designed to lead to enhanced independence and employment. Most Important, students with ID may quali- fy to participate in a CTP even if they do not have a standard high school diploma, or if they do not meet the requirements to enroll ina regular degree program at the institution, Figure 1 illustrates how the supports ‘now available to students with TD under CTPs build on, and yet are 28 Counei. ror Excernowal. CHILDREN tinct from, the services and accommo dations that an institution of higher education (IH) must offer, under the requirements of Section $04 of the Rehabilitation Act of 1973, to all stu- dents with documented disabilities who enrol at that institution, (See Gil (2007) for a full explanation of the allowable supports under Section 508 for students with disabilities.) A National Network of Postsecondary Programs ‘To further enable young adults with Intellectual disabilities to gain access to, and complete postsecondary educa- tion, the HEOA authorized the funding of postsecondary Transition Programs for Students With Intellectual Dis abilities (TPSID). Twenty-seven TPSID grants were awarded in the fall of 2010 to colleges and universities, or IHEs, around the United States. According t0 the US. Department of Education (2010), TPSIDs are funded to serve stu- ents with intellectual disabilities by providing individualized supports and services with respect to academic, social, and vocational goals. ‘A National Resource: Think College In addition to providing competitive funding for the 27 different model ‘programs, the TPSID initiative also authorized the Institute for Com- munity Inclusion at the University ‘of Massachusetts, Boston (www thinkcollege net) for colleges and unt- versties that operates as 2 national Clearinghouse for educators, students, and families regarding postsecondary education programs for students with 1D. Aifferently, they are often classified in terms of being stani-alone (separate), mixed, or integrated (Hart, Crigal, Sax, Martinez, & Will, 2006). A stand-alone ‘program, although located on a 2- or 4-year college campus, might offer specific classes aimed solely at stu- ents with 1D. Such a program may also include a residential component for students to live away from home in dorms or apartments with other stu- ents. An integrated program uses existing coursework at the college or university so students with and with- ‘out disabilities take classes together. ‘The residential component would also be integrated with students without disabilities. A mixed program draws on aspects from both tie stand-alone and Integrated program types (e-., sepa rate coursework for students with {intellectual disables but inclusion in residential life and extracurricular activites) ‘An example of an integrated approach, being applied from a statewide perspective, Is the Supported Higher Education Project (SHEP) of Kentucky. The goal of SHEP, funded through a 5-year grant from the U.S. Ottice on Postsecondary Education as one of the TPSIDs, isto build capacity across colleges and universities in the state, so that students with ID have a choice of college programs. This proj- fect developed partnerships with key state agencies inchuting the Kentucky Department of Education (KDE), the Kentucky Office of Vocational Rehabilitation (OVR), the Kentucky Division of Develogmental and Intelletual Disabiliies (DIDD), and the Commonwealth Council on Developmental Disabilities (CCDD). Interagency partnerships and the use of shared funding sircams enable students with ID to attend college and choose careers, rather than only attending day programs or sheltered workshops. ‘Though postsecondary programs for students with ID can be shaped quite Interagency partnerships and the use of shared funding streams enable stu dents with ID to attend college and choose careers, rather than only attending day progiams or sheltered workshops,