Improving Post-School Outcomes
for Youth with Intellectual Disabilities
A Focus on Employment
Debra Hart M.Ed.
Principal Investigator
Meg Grigal, Ph.D.
Principal Investigator and
Director-The Postsecondary
Education Research Center
(PERC) Project
Co-PI, Center on Postsecondary
Education for Students with ID
National Centers for Postsecondary
Education for Students with Intellectual
& Developmental Disabilities
Institute for Community Inclusion
University of Massachusetts/ Boston
debra.hart@umb.edu
TransCen, Inc.
megrigal@transcen.org
www.thinkcollege.net
www.transitiontocollege.net
Students
2
What do these students
have in common?
• Intellectual disabilities such as mental
retardation or a developmental disability
• Life skills /transition program for 18-21
year old students
• Low expectations
• Outcomes—day habilitation program,
sheltered workshop, or underemployment
• Interest in continuing to learn and in going
to college
3
Definition of Intellectual
Disability (HEOA 2008)
(A) with mental retardation or cognitive impairment,
characterized by significant limitations in—
(i) intellectual and cognitive functioning; and
(ii) adaptive behavior as expressed in conceptual,
social, and practical adaptive skills; and
(B) who is currently, or was formerly, eligible for a free
appropriate public education under IDEA
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What is happening nationally?
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The Importance of Employment
• For youth with disabilities, one of the most important
research findings shows that work experience during high
school helps them get jobs at higher wages after they
graduate
—NCWD/Youth, Hot topic: Work-Based Learning, 2003 Volume 2
The Importance of Employment
• Secondary school students with disabilities who worked
for pay outside the home in the preceding year before exit
and/or have participated in a work-study program at
school, have an increased chance for employment in their
post school years
—Changes over time in the Early Postschool Outcomes of Youth
with Disabilities: A Report of Findings from the National
Longitudinal Transition Study (NLTS) and the NLTS2
Postsecondary Education & Employment
• 26% more likely to exit the VR program
with employment
• earned a 73% higher weekly income
Data Set: RSA 911
—Migliore, A. & Butterworth, J., Hart, D. 2009. Postsecondary Education and
Employment Outcomes for Youth with Intellectual Disabilities. Fast Facts Series,
No. 1. Boston, MA: Institute for Community Inclusion
What we know
• National Council on Disability (NCD) study
• No data that correlated VR services with
employment outcomes for youth with disabilities
• Data confirmed increased success from
participation in postsecondary education
—The Rehabilitation Act: Outcomes for Transition
Age Youth
How does college impact transition?
• Who gets to go to college?
• What is done to prepare students for college?
• What are the outcomes of college?
• Who can provide support for college?
The Postsecondary Education Research
Center (PERC) Project
• The purpose of the PERC Project is to
demonstrate and research exemplary
practices supporting students with
intellectual disabilities ages 18-21 in
postsecondary settings
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PERC Goals
• Conduct site improvement activities
• Support PERC site to provide statewide
technical assistance
• Collect and synthesize data on the
efficacy and outcomes of the model
• Disseminate findings nationally
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Mixed or Hybrid Model
• Program Center and Coordinator
– Concurrent/Dual Enrollment
– Employment
– Individualized instruction
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PERC DATA
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Project 2005-2009
2 States
2 School Systems
4 Programs Sites
30 High Schools
39 students in 2008/2009
Preliminary Data
MD PERC Site: Employment
• 90% in paid work (coffee barista, usher, office
assistant, file clerk, performing arts center, utility
worker, grocery store, retail, child care, hotels,
federal government)
– Work an average of 20.5 hours per week for
average $7.80/hour
Preliminary Data
CT PERC Site - Employment
• 60% in paid work (clothing retail,
restaurants, grocery stores, child care,
production assistant).
– Work an average of 15 hours per week for an
average of $8.00/hour
College Career Connection
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C3 Findings
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Students with ID who had some type of
postsecondary education were much more likely to:
Obtain competitive employment
Require fewer on the job supports
Earn higher wages
Have higher self-esteem
Have expanded social networks
What can impact students
employment outcomes?
• Person centered planning
• Clearly articulated measurable goals
• Highly skilled and trained staff in
JOB DEVELOPMENT!!!
Obtaining paid employment for
students with intellectual disabilities
• Requires skill, training, and experience in
job development
• Connections in the community
• An understanding of employer’s needs
• An understanding of a student’s skills
Work-based Learning
• Only leads to employment if done with
careful planning and monitoring
• Should be time limited-focus on specific
skill development and/or career focus
• Work with student to determine goals,
monitor progress, determine implications
for next steps
Do you BELIEVE your students
can work?
Your program goals and staffing
will have a greater impact on a
student becoming employed
than will a student’s skills
The Higher Education Opportunity
Act Amendments 2008
•
Allows students with ID, attending postsecondary programs to
be eligible for Pell Grants, Supplemental Educational
Opportunity Grants and the Federal Work-Study Program.
•
Authorizes the development of inclusive model comprehensive
transition and post-secondary programs.
•
Authorizes the establishment of a coordinating center for the
new model programs.
•
Establishes a national center to provide support services and
best practices for colleges, students with disabilities, and their
families.
Center on Postsecondary
Education and Students with
Intellectual Disabilities
• Funded through NIDRR
• 2008-2011
• Institute for Community Inclusion,
UMASS Boston
• TransCen, Inc.
Center on Postsecondary
Education and Students
with Intellectual
Disabilities
• Conduct Secondary Analysis of NSLTS2,
RSA 911, ACS
• Conduct national survey of PSE programs
for students with ID
• Compile, create, & disseminate training and
technical assistance materials
National Consortium to Enhance
Postsecondary Education for
Individuals with Developmental
Disabilities
• 5 year project coordinated by Institute for
Community Inclusion/UMASS, Boston with 7
UCEDD partners nationwide (funded by ADD)
For more information
On PERC:
www.transitiontocollege.net
For more information on the
Center or Consortium visit:
www.thinkcollege.net
Websites
www.transitiontocollege.net
www.thinkcollege.net
www.going-to-college.org
www.education.umd.edu/oco
www.transitioncoalition.org
www.STEPS-Forward.org
www.heath.gwu.edu