No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended.

July 15, 2010

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No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

Association on Higher Education & Disability (AHEAD)July 15th, 2010

Presenter: Judy L. Shanley, Ph.D.US Department of Education

Office of Postsecondary Education

July 15, 2010 2

Reauthorized the Higher Education Act of 1965, as amended (enacted August 14th, 2008)

The HEOA:◦ Includes provisions on universal design for learning,

professional development, and students with intellectual disabilities

◦ Extends OPE’s programs that promote access to higher education for all students with disabilities (Title VII, Part D)

◦ Permits participation of students with intellectual disabilities in Federal Student Aid programs (Title IV)

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 3

Major Work to Support Students with ID

Title VII – discretionary grants – Office of Postsecondary Education (OPE)◦ TPSID 84.407A◦ Coordinating Center 84.407B◦ http://www2.ed.gov/programs/tpsid/index.html

Title IV – financial aid – Federal Student Aid (FSA)

http://www.ifap.ed.gov/ifap/index.jsp

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 4

HEOA allows an eligible student with an intellectual disability attending an eligible comprehensive transition and postsecondary program (CTPP) to receive:◦ Federal Pell Grant,◦ Federal Supplemental Education Opportunity

Grant, and◦ Federal Work-Study programs funds

Implementing regulations developed through negotiated rulemaking process

Title IV Programs – Financial Aid

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 5

Three Pieces Related to How Students get Financial Aid

Student has to be eligible to receive financial aid◦ Apply for title IV eligibility with their FAFSA

http://www.fafsa.ed.gov/ Student has to be an eligible student with an ID Program must be an approved CTP Program

◦ Apply to update their program through their E-app http://www.eligcert.ed.gov

Internal review by FSA External review by professionals with expertise in CTP – offer

recommendations 4-6 week process; institutions can reapply if they are not

initially approved

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 6

Defined in section 760 of the HEOA (with slight modifications)

Must:◦ Be offered by a participating Title IV IHE ◦ Be designed to support students with intellectual

disabilities (ID) ◦ Include an advising and curriculum structure◦ Require students with ID to participate in courses

and activities with students without disabilities

Comprehensive Transition and Postsecondary Program (CTP)

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 7

For students to get title IV aid, school must update its E-App at http://www.eligcert.ed.gov/ ◦ Using these Steps:

http://www.ifap.ed.gov/ifap/index.jsp Application must include:

Detailed description of the program Satisfactory academic progress policy Length/number of credit hours in the program Educational credential/identified outcomes for all students in

program Evidence that institution has notified its accrediting agency of

the program

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 8

Defined in section 760 of the HEOA (with slight modifications)

A student:◦ With mental retardation or significant cognitive

impairment AND◦ Who is/was eligible for FAPE under IDEA

Private/home-schooled students Institution ultimately determines if student

meets the definition

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 9

An eligible student:◦ Must be enrolled in an approved CTP◦ Must meet all of the general student eligibility

requirements under section 668.32 EXCEPT: Does NOT have to be enrolled for the purpose of

obtaining a degree or certificate Is NOT required to have a high school diploma or

have passed an ability-to-benefit test Must maintain satisfactory academic progress under

school’s policy for students in the CTP Documentation must demonstrate that

student has an intellectual disability

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 201010

J. Shanley, US Dept. of Education, Office of Postsecondary Education, 07-15-10

CONNECTIONS ACROSS PART D PROGRAMS TO PROVIDE STUDENTS WITH DISABILITIES WITH A HIGH QUALITY EDUCATION

Existing and future program with appropriation Future program with no current appropriation Future program with appropriation--Depicts formal and informal mechanisms across programs to develop and share knowledge

National Center(no appropriations to date)

Repository of Strategies and Supports for students

with all disabilities, including ID

Obtain knowledge from Model Demos.

Obtain knowledge from TPSID grantees.

Obtain knowledge from accessible materials.

Provide TAregarding all disabilities

Model demonstrations (84.333A) (current) contribute knowledge and data regarding strategies and supports to enhance the ability of higher ed faculty and staff to instruct all students with disabilities

TPSID (84.407A) (start on 10/01) Grantees contribute knowledge and data about program components to support students with ID through evaluating models

Coordinating Center (84.407B) (start on 10/01)

Develop standards

Support and provide TA to TPSID grantees

Develop evaluate protocols.

Evaluate programs

Develop communication mechanisms across programs that consider knowledge contributions of all programs

Provide support for developing student credentials upon completion of programs

Accessible Materials Program (no appropriations to date)contribute knowledge and data about accessibility of instructional materials for all students Commission

Primary Relationship

Support to other comprehensive

transition & postsecondary

programs

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Model Demonstrations (84.407A)◦ Expect to fund 20-25 model demonstrations◦ $500,000 annually◦ Five-year performance period◦ Program to start 10/01/2010◦ http://www2.ed.gov/programs/tpsid/index.html

Coordinating Center (84.407B)◦ Expect to fund one Coordinating Center◦ $330,000 annually◦ Five-year performance period◦ Program to start 10/01/2010◦ http://www2.ed.gov/programs/coordinatingcenter/

index.html

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 12

Serves students with intellectual disabilities Provides individual supports and services Provides a focus on academic enrichment, socialization,

independent living skills, including self-advocacy, and integrated work experiences and career skills that lead to gainful employment

Integrates person-centered planning Participates with the coordinating center Engages in regular meetings or conference calls Partners with local educational agencies to support students

under the IDEA Plans for the sustainability of the model program Creates and offers a meaningful credential

Project Reach Convocation, U of Iowa, May 2010 http://www.desmoinesregister.com/article/20100510/LIFE/5100326/-1/COMM07/Students-learn-magic-of-I-can-not-I-can-t

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 13

Program Characteristics Implementation of dual enrollment programs

◦ (although dually enrolled students are not eligible for Title IV)

Collaboration between secondary transition professionals and disability service providers

Partnerships between IHEs, community organizations, & vocational rehabilitation agencies

Participation of parents and families Opportunities for student housing

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 14

July 15, 2010 15

As with any major reform effort, change often happens slower than those fighting for that change would like, but, with continued effort and “relentless optimism” a new vision of higher education is emerging where all, even those who have been traditionally excluded from halls of academia, have a right to belong, succeed, and learn.

Causton-Theoharis, Ashby, & DeClouette. (2009). Relentless optimism: Inclusive postsecondary opportunities for students with significant disabilities.

Journal of Postsecondary Education and Disability, 22(2), 88-105.

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 201016

Students with Disabilities in Postsecondary Education: A Profile of Preparation, Participation, and Outcomes (June 1999). http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999187 (6% of college students reported having a disability – however, survey did not collect data regarding whether student had a developmental or intellectual disability).

Postsecondary Education Research Center (PERC), Transition to College. http://www.transitiontocollege.net/. Wealth of resources regarding dual enrollment and evaluation.

  Condition of Education (2009).Indicator 10 – undergraduate enrollment – did not collect data

regarding disability status of college enrollees (http://nces.ed.gov/programs/coe/2009/pdf/10_2009.pdf).

  Thinkcollege.net

Transition Services for Students with Significant Disabilities in College and Community Settings http://www.proedinc.com/customer/productView.aspx?ID=2367

  Article in US News

http://www.usnews.com/articles/education/2009/02/13/college-is-possible-for-students-with-intellectual-disabilities.html?PageNr=2

  REACH (Realizing Educational and Career Hopes) (

http://news.cofc.edu/2010/02/college-launches-realizing-educational-and-career-hopes-program/ program at the College of Charleston http://blogs.cofc.edu/life/

  Lewis & Clark Community College Program http://www.lc.edu/media/67984/presentation

%20handout%20-%20accessible%20format.pdf  Vanderbilt Program http://kc.vanderbilt.edu/kennedy_files/PostSecondaryEducation.pdf  University of Iowa Reach (Realizing Educational and Career Hopes) Program --

http://www.education.uiowa.edu/reach/index.html

Select Resources

No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise referred to in this presentation is intended or should be inferred. Opinions expressed herein are those of the authors and do not necessarily reflect the position of the U.S. Department of Education.

July 15, 2010 17

Judy L. Shanley, Ph.D.

[email protected]

Voice (business hours) – 857-277-1880

Voicemail – 202-502-7659