Alternative+Postsecondary+Ed,+Ashli+Mackey

=**Alternative Post Secondary Education** = Ashli Mackey

An Introduction
The field of Special Education is becoming increasingly diverse, with an increasing range of services and expectations upon school districts, educational agencies and teachers. With the IDEA mandate granting Special Educations services to qualifying students until the age of 21, with mandatory transition planning and services from the age of 16, the realm of post-secondary education is also widening to include an increasing number of students with disabilities.

Traditionally post-secondary education has been modeled off the four-year university system, in which students attend classes and perform coursework in pursuit of a formal degree. For students with disabilities, post secondary education was previously limited to vocational training and independent living skills programs that provided opportunities that focused on assisting students with developing skills to enter the work force and live independently. The preparatory programs supported this previous trend for students in the secondary school systems. Many students with disabilities, especially students identified with Intellectual Disabilities, are not enrolled in high school level academics that offer competitive educational preparation for successful entry/completion in typical postsecondary education programs. Alternative programs are more encompassing for the pursuit of a variety of academic and life skills, as opposed to the sole goal of the completion of a four-year degree plan. Students with disabilities may engage in courses and activities in a variety of settings to pursue advancement in a variety of areas, including: self-advocacy, self-confidence, employment, academic and/or personal skill building. //Forms of Alternative Post-Secondary Education Programs// These postsecondary education programs are becoming increasingly necessary for competitive interaction in the greater community. Alternative postsecondary education programs provide opportunities for individuals with disabilities to identify and work on goals to increase the likelihood of successful employment or independent living. Programs provide multiple opportunities for individuals to utilize program wide goals by identifying more specific or modified targets to support their own goals.
 * Community college programs ||
 * Vocational/technical colleges ||
 * Four year institutions ||
 * Non-competitive work and training programs ||
 * Life skills and independent living day programs ||

Models of Post Secondary Education
The concept of post-secondary education programs can be viewed through three primary models: mixed/hybrid, substantially separate or inclusive individual support. These three models each highlight specific strengths and display certain weaknesses with regards to each individual’s participation in the program.


 * In the __Mixed/Hybrid Model__, individuals with disabilities engage in social and/or academic classes with students without disabilities. In addition to these courses, students with disabilities also participate in transition or life skills classes with students with disabilities. Students with disabilities are often provided with opportunity for employment on or off the program’s campus.
 * The __Substantially Separate Model__ provides students with disabilities the opportunity to engage in courses only with other students with disabilities. Students may also join social activities on the greater campus and may also be offered an employment experience. These employment opportunities are usually based on a rotation of pre-established positions on and/or off campus.
 * Through the __Inclusive Individual Support Model__, students are provided with individualized supports in college courses, certificate programs or degree programs (audit or credit). Services provided are created from the student’s goals as related to future employment. This model highlights an interagency team based approach, which collaborate for services and cost sharing.

An Examination of Alternative Post Secondary Education
// Initial Alternative Postsecondary Education // Post secondary programs for individuals with disabilities focused on skill advancement for future employment and/or skills that prompted an individual’s ability to live independently in the community. Programs are separate from the community, housed either on a separate campus or on a community based campus separated from the general population. These programs may either serve students while dually enrolled in secondary education or serve as the sole postsecondary program. Individuals with disabilities engage in programs to assist in development of functional life skills to prepare them for community integration and independent living. These programs highlight development of skills in a group setting populated with other students with disabilities. In addition to skills useful for future employment, these programs may also offer a social curriculum. These separated programs may be identified as either dual in service provision or singular.

In dual social and employment focused programs individuals have the opportunity to participate in courses from both strands in support of individually identified goals. These programs may be identified as substantially separate, providing less direct community integration. These programs provide individuals with disabilities a connection to other individuals with disabilities. National organizations, such as The Arc, provide local chapters that social and employment training opportunities. These local chapters develop relationships with the local community, to facilitate job placement and recreation for individuals.

Further, additional alternative employment opportunities are also accessible for individuals who have decided to not enter the competitive employment. Organizations may either provide volunteer opportunities as a manner for individuals to practice or utilize employment skills or coordinated non-competitive employment opportunities with local companies that establish a relationship with the alternative program. Social and independent living skills education is also included as a curriculum, comprising the social aspect of the dual strand programs. These courses are held typically in a group format for individuals seeking to pursue additional refinement of social and independent living based skills.

// Community Based Alternative Postsecondary Education //

With the increased push for integration of individual with disabilities, across the range from mild to severe or singular to multiple, there has been an increasing number of programs directly tied to community based organizations. Alternative post secondary education programs on community colleges, two year colleges and four-year colleges are providing students with disabilities the opportunity to continue their education among side same-aged peers. These programs emphasize the participation of individuals with disabilities both in the academic programs on campus as well as the social programs available on campus.

As students are academically involved in the curriculum, along side similarly aged peers, where the program is hosted, it is essential that an active support system is available. Supports for academics may include note takers, peer tutors or assistance from the disability specialist on campus. As the post secondary environment lends itself to manipulation for increased integration of individuals, students with disabilities have several options to adapt course measurements (including: pass/fail, auditing a class/non-credit option, retaking a course).

// Discussion //

With the increasing importance of general education, especially in the advancing age of information, there is an increasing discussion of the necessity of collaborative efforts. By increasing collaboration between local education agencies, adult service agencies and government services, there becomes an increased chance of community based integration, employment and independent living for individuals with disabilities. The discussion surrounding collaboration includes the acknowledgement of the importance of postsecondary education for individuals with disabilities in relation to anticipated income levels. In the year 2009, individuals having participated in post secondary education programs averaged incomes between 38,000 – 45,000 dollars per year (NCES, 2009). In comparison, individuals who had not completed or participated in postsecondary education earned between 30,000 – 36,000 dollars per year (NCES, 2009).

In the past decade, the importance of engaging in postsecondary education has continued to increase, and so has the importance of engaging and graduating students from a variety of postsecondary education programs. The increased spectrum of available programs, including locally sponsored group courses focusing on topics from home management to self advocacy, has provided more opportunity for individuals to participate in trainings beyond, or as an alternative to, employment training. By increasing the variety of programs readily available to students transitioning, there is an increasing opportunity for students to successfully prepare for integration into the community in regards to employment, social engagement and independent community living.

Schools and Teachers
Alternative post secondary education programs often receive their funding as a result of collaborative contributions from several funding sources. For students still receiving special education services, the responsibility to provide adequate funding for necessary services falls upon the local school district of the student being served. When a team of service providers, including adult agencies with the local educational agency, provides services funding is provided through several sources and therefore spreads the expense across serving agencies. While this has positive implications for funding sources, it also has the potential to complicate the communicative chain.

As the majority of individuals with disabilities will begin alternative postsecondary education programs while dually enrolled during their secondary years, the role of the teacher is constantly evolving. Special education departments in public schools are more frequently involving district wide transition coordinators, often a specialized special education teacher, to assist faculty, students with disabilities and families of these students to familiarize, utilize and communicate with a variety of programs available following high school years.

--- Example: Expected Participating Personnel: Special Education teachers, Special Education Department representative, Administrative staff, External Case Management, Service providers (including therapy)

// Perhaps Involved // : Department of Developmental Services, Department of Mental Health and Addiction Services, ect. (appropriate state and federal agencies, as identified)

Resources
Allen Institute Hebron, CT
 * Residential based alternative post secondary education program

The Thames Academy Mitchell College New London, CT
 * Campus based alternative post secondary education program
 * Academic integration

The Arc, For People with Intellectual and Development Disabilities []
 * Links to community sources and service providers
 * Day programs for recreation and vocational training
 * Residential programs

Project Genesis []
 * Alternative special education program
 * Vocational training
 * Supported employment
 * Career exploration

The Mentor Network []
 * Links to mentor organizations
 * Vocational training representation
 * Alternative education programs

Rehabilitation Services Administration: RSA – MIS []
 * Location of recognized vocational rehabilitation programs across nation
 * Explanation of RSA role and function

Bureau of Rehabilitation Services []

Transition Toolkit: BRS, CT []