Supporting Postsecondary Youth
Ensuring that students with disabilities are adequately prepared to advocate for themselves in order to access necessary services and reasonable accommodations is a crucial goal for students, families, schools and community agencies and organizations. The preparation begins at the beginning, not the conclusion, of the K-12 school experience.
The Taxonomy for Transition Programming 2.0: A Model for Planning, Organizing and Evaluating Transition Education, Services and Programs is a useful tool for focusing transition services in key areas. It is available on the National Technical Assistance Center on Transition (NTACT) website at http://transitionta.org/sites/default /files/Tax_Trans_Prog_0.pdf.
This resource can provide a structure for transition stakeholders as they collaborate to provide the experiences and services students with disabilities need to transition from school to postsecondary education and beyond. What follows here is an outline of the Taxonomy for Transition Programming 2.0 combined with some of the Project 10 resources that support each tier of the taxonomy.
|Taxonomy for Transition Programming 2.0||Project 10 Website Resources|
Student-Focused Planninghttp://project10.info/DetailPage.php?MainPageID=80&PageCategory=Effective Practices%20in%20Transition&PageSubCategory=Student-Focused%20Planning
Self-Advocacy and Self-Determinationhttp://project10.info/DetailPage.php?MainPageID=185&PageCategory=Effective Practices%20in%20Transition&PageSubCategory=Student%20Development
Indicator 13 – Postsecondary Goals
Strategies and Resourceshttp://project10.info/DetailPagePrint.php?MainPageID=211
Developing Quality IEPs: A Guide for Instructional Personnel and Familieshttp://www.fldoe.org/core/fileparse.php/7690/urlt/0070122-qualityieps.pdf
Online Training on “Developing Quality IEPs” (CPALMS)http://project10.info/On-LineTraining.php?PageCategory=On-line%20Training
Training on Request – Standing Up For Me, Train-the-Trainerhttp://project10.info/TrainingOnRequest.php
Assess Interests, Values, Skills, Work Preferenceshttp://project10.info/DetailPage.php?MainPageID=118&PageCategory=Career%20 Development&PageSubCategory=None
Academic Learninghttp://project10.info/DetailPage.php?MainPageID=149&PageCategory=Effective%20 Practices%20in%20 Transition&PageSubCategory=Student%20 Development
Universal Design for Learning (UDL)http://project10.info/DetailPage.php?MainPageID=252
Online Learning UDL K-12 Lesson Planshttp://pdportal.florida-ese.org/
Explore Careershttp://project10.info/DetailPage.php?MainPageID=117&PageCategory=Career%20 Development&PageSubCategory=None
Training On Request – Using Assessment Data to Write Measurable Postsecondary Goalshttp://project10.info/TrainingOnRequest.php
Program Structure/Instructional Strategieshttp://project10.info/DetailPage.php?MainPageID=86&PageCategory=Taxonomy%20 of%2 0Effective%20 Practices&PageSubCategory=None
State Secondary Transition Interagency Committeehttp://project10.info/SSTIC.php?PageCategory=SSTIC
Division of Vocational Rehabilitation Serviceshttp://project10.info/DetailPage.php?MainPageID=175
Project 10: Transition Education Network Overviewhttp://project10.info/files/Project10Update2014_2.pdf
Florida Department of Education (FDOE) Technical Assistance Papers (TAPS) and Memoshttp://project10.info/FloridaGuidance.php
Transition Wheel: Interagency Collaborationhttp://project10.info/files/TWInteragencyCollaborationL.pdf
Training On Request – Developing Interagency Transition Teamshttp://project10.info/TrainingOnRequest.php
Family Involvementhttp://project10.info/DetailPage.php?MainPageID=148&PageCategory=Effective%20 Practices%20in%20 Transition&PageSubCategory=Family%20 Involvement
Student and Family Serviceshttp://project10.info/DetailPage.php?MainPageID=183&PageCategory=State%20 Transition%20 and%20 Related%20 Projects%20 Contacts&PageSubCategory=None
Training on Request – Transition Basics: A Guide for Familieshttp://project10.info/TrainingOnRequest.php
Program Structurehttp://project10.info/DetailPage.php?MainPageID=86&PageCategory=Effective%20 Practices%20in%20 Transition&PageSubCategory=Program%20 Structure
Training On Request – Using School-Level Data to Increase Graduation Success of Students with Disabilitieshttp://project10.info/TrainingOnRequest.php
Training On Request – Using Transition Assessment Data to Write Measurable Postsecondary Goalshttp://project10.info/TrainingOnRequest.php
Training on Request – Utilizing Data to Diagnose then Treat: Program Evaluation and Improvementhttp://project10.info/TrainingOnRequest.php
Dropout Prevention for Students with Disabilitieshttp://project10.info/DetailPagePrint.php?MainPageID=253
Florida State Standards
On Campus Support for Postsecondary Students
Many postsecondary institutions have experienced disability support services staff who will advise students and faculty and provide opportunities for students with disabilities to access necessary and reasonable accommodations.
Prior to enrolling, students should go on-line and check the selected institution's website for information on disability support services. These websites will provide information about how to request available services such as adaptive technologies, mentoring, tutoring and accommodations and the documentation needed.
To locate disability support services Web pages and contacts for most postsecondary institutions in Florida, go to District Resources (http://www.project10.info/DistrictFlorida.php); click on the county in which the institution is located, and then on the College/University Resources link.
Association on Higher Education and Disability (AHEAD)
Contains information and resources on support services for students with disabilities in higher education including disability documentation requirements and Frequently Asked Questions for parents and students. Students in higher education are no longer covered by the Individuals with Disabilities Education Act (IDEA) and the student’s Individual Educational Plan (IEP), therefore preparing for college should include a careful review of this site.
Developing a Postsecondary Career and Technical Education Program to Support Students with Intellectual and Developmental Disabilities: Replication Guide Based on Project Achieve at Florida State College at Jacksonville (FSCJ)
This guide, developed by the Florida Developmental Disabilities Council, is comprised of two sections. The first section, “An Inside Look at Support Postsecondary Career and Technical Program at Florida State College at Jacksonville” provides an overview of Project Achieve, an inclusive program designed to expand access to Postsecondary Career and Technical programs for students with intellectual and developmental disabilities. The second section, “Launching a Support Postsecondary Career and Technical Program”, is for those who are interested in replicating a Support Postsecondary Career and Technical Program at a public state college or community college. This section outlines the tasks involved in developing a program that provides a support system that assists students with intellectual and developmental disabilities to attend classes and earn certification alongside their main Postsecondary Adult Vocational (PSAV) program.
DO-IT: Disabilities, Opportunities, Internetworking and Technology
Aims to increase the participation of individuals with disabilities in challenging academic programs and careers and promotes the use of computer and networking technologies to increase independence, productivity, and participation in education and employment. DO-IT goals are to increase the success of people with disabilities in college and careers, promote universal design, distribute publications and videos, and provide resources for students with disabilities, K-12 educators, postsecondary faculty and administrators, librarians, employers, parents, and mentors.
High School and College for Students with Disabilities: Key Differences
This interactive table from Think College provides an instructive side-by-side comparison of high school and college in the areas of applicable disability law, required disability documentation, self-advocacy, parental role and accommodations and modifications.
National Center for the Study of Postsecondary Educational Supports (NCSPES)
NCSPES is a Rehabilitation Research & Training Center (RRTC) within the Center on Disability Studies (UCEDD) at the University of Hawai'i at Manoa. The vision of NCSPES is to move toward a new system of educational supports for people with disabilities in the twenty-first century. NCSPES leads the Post-school Outcomes/Results Technical Assistance Network, one of four technical assistance networks at the National Center on Secondary Education and Transition. Although NCSPES is no longer funded by the National Institute on Disability and Rehabilitation Research in the U.S. Department of Education, its Web site is still active.
National Technical Assistance Center on Transition (NTACT)
Assists State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.
National Technical Assistance Center on Transition (NTACT): Effective Practices and Predictors Matrix
This resource provides a list of evidence-based practices, research-based practices and promising practices that support Transition Education.
Postsecondary Education as a Critical Step Toward Meaningful Employment: Vocational Rehabilitation's Role
Makes the important point that a postsecondary education makes a significant difference in the employability of people with disabilities and describes the support that state Vocational Rehabilitation (VR) systems may provide to individuals with disabilities who are interested in pursuing higher education.
Postsecondary Education Supports and Accommodations http://www.ncset.org/topics/psesupports/default.asp?topic=5
Explores the supports that are currently offered in postsecondary education, and the manner in which they are offered. Postsecondary supports are different from those in secondary education and may affect outcomes for students with disabilities.
Rutgers University. For Collegians with Disabilities, Success Linked to Mentoring, Self-advocacy
This research report by Paula Barber from the Heldrich Center at Rutgers University found several factors influence postsecondary degree completion of students with disabilities including mentoring relationships, perseverance and determination, a positive attitude, work experience, and accommodations.
Think College! College Options for People with Intellectual Disabilities
Think College is an initiative of the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston, funded by federal grants focused on postsecondary education for people with intellectual disabilities.
The Transition Wheel Spoke on Postsecondary Access http://www.project10.info/TransitionWheel.php?PageCategory=Transition%20Wheel/
Provides a description of the differences between secondary schools and postsecondary education in terms of disability law and services provided to students with disabilities.
We Connect Now
Dedicated to uniting people interested in rights and issues affecting people with disabilities, with particular emphasis on helping college students succeed in accessing higher education and employment. Contains stories, blogs, news, links, and information on a variety of topics.
| The development of this website was funded by the University of South Florida St. Petersburg
through a grant by the Bureau of Exceptional Education and Student Services,
Florida Department of Education (2010 - 2011, 291-2621A-1C008).