SUCCESS
Students United for Campus-Community Engagement for Post-Secondary Success
Maryland’s first pilot four year postsecondary education program
for students with intellectual disabilities
University of Maryland, Baltimore County, An Honors University in Maryland, in partnership with the
Maryland Department of Disabilities
Vision: Marylanders with intellectual disabilities will have access to Maryland colleges and
universities thus enabling them to develop their independence, as well as critical thinking, problem
solving and employment skills. A four year college experience will afford them the opportunity to
interact with their peers through a wide array of inclusive educational, social and recreational
campus based activities.
National Background
A desire to have access to postsecondary education with their peers is a natural evolution for
students who have grown up under IDEA, the Individuals with Disabilities Education Act, which
places an emphasis on integration and inclusion throughout elementary and secondary education.
More recently, federal changes allow for students with intellectual disabilities enrolled in
Comprehensive Transition Programs, as defined and approved by the US Department of Education,
to qualify for Federal Financial Aid. Federal grants were also given in 2010 to a number of 4 year
institutions including Ohio State University, UCLA and the University of Delaware to foster
development of such programs.
Maryland Efforts
In Maryland, there has been great interest in development of a 4 year residential program as a
result of the George Mason University program, where several Maryland residents are currently
enrolled.
Maryland has developed a cadre of community college based “dual enrollment” programs that allow
individuals between the ages of 18-21 to attend community college while they are still in high
school. These are segregated classes on community colleges that are not linked to employment or
traditional postsecondary education opportunities. However, the University of Maryland,
Baltimore County (UMBC) will be the first university in Maryland to offer such a program.
In 2011, the Maryland Department of Disabilities approached the Shriver Center at UMBC. Named
for Sargent Shriver, Founder of The Peace Corps and Eunice Kennedy Shriver, Founder of Special
Olympics, the Shriver Center at UMBC promotes the integration of civic engagement, teaching,
learning, and discovery on campus, regionally, and nationally so that each advances the others for
the benefit of society. The SUCCESS program is a natural outgrowth of the Shriver and Kennedy
family values and supports the priorities and mission of UMBC’s Shriver Center.
Value of Postsecondary Experience for Individuals with Intellectual Disabilities:
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Ability to access adult learning opportunities and to develop a desire for lifelong learning
Expanded social networks
Opportunity to connect learning to personal desired outcomes
Enhanced employment outcomes
Socially valued roles and experience
Opportunity to develop critical thinking skills and independence
First Year Program Design:
Fall 2012:
Criteria:
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Enrollment of first class of 6 individuals
Students must:
Be exiting high school with a certificate in Spring 2012
Be able to read at a 3rd grade level (minimum requirement)
Have knowledge of basic mathematics and the ability to use a calculator
Have knowledge of basic keyboarding skills and the ability to use a computer
Exhibit conduct and behavior that are age appropriate
Have the ability to function independently for a sustained period of time
Have the ability to be successful in competitive employment situations
Have the desire and motivation to complete a postsecondary program
Have a willingness to complete all assignments with support
Be a full time resident of Maryland and have an intellectual disability
FY13 Program Components
Fall 2012:
Information Systems Assistive Technology & Accessibility Project: As part of her graduate
course in assistive technology, Dr. Amy Hurst will assign SUCCESS as a project to one of her
graduate students. This student is assisting the SUCCESS program staff in various aspects of the
project in alignment with the student’s and Dr. Hurst’s courses and research interests. She also
serves as the Teaching Assistant for the students’ First Year Seminar.
Applied Developmental Psychology Program Development Support: A doctoral student in
UMBC’s Applied Developmental Psychology Program is applying her professional expertise and
research interests to assist SUCCESS program staff in developing activities and curriculum for the
program’s service-learning component. Additionally, she is creating an assessment plan for the
initiative. This collaboration will explore areas of further alignment with the research interests of
this academic program for the development of future program components.
First Year Seminar: This seminar course entitled “Learning About, With, and From Students with
Intellectual Disabilities: A Multidisciplinary and Integrated Approach,” is engaging 26 participants
comprised of current, full-time degree-seeking UMBC students (i.e., 20 new students with interest
in areas such as: Education, Pre-Med, Nursing) and six young adults with intellectual disabilities
who are enrolled in SUCCESS. The course is facilitated by Shriver Center staff and will engage
faculty from a variety of disciplines (e.g., Sociology, Psychology, Visual Arts, Information Systems,
Theater, Engineering, and Education) to deliver the course’s theoretical content. UMBC students
attending the first session each week will learn interdisciplinary lessons regarding working with
people with intellectual disabilities. The other weekly session will integrate the UMBC SUCCESS
cohort into the course and all participants will work together in active learning activities and skills
development.
Shriver Center Service-Learning Practicum: This 0-credit practicum engages a small group of
UMBC students from a variety of majors in a Shriver Center service-learning experience. The
experience involves engaging the SUCCESS students in a semester-long series of activities that focus
on basic independent living skills development (e.g., library resources, time management, study
skills development). These activities, which will be led by the Service-Learning students, will occur
on campus two days per week. All students also will work together to identify a community
problem, and design and implement a service project to address the identified community need.
Independent Living Course: Centers for Independent Living (led by the IMAGE Center and
Independence Now) will develop and deliver a course to the SUCCESS cohort which focuses on a set
of independent living skills which complement the work within the Service-Learning component of
the program. This course meets twice per week.
Internship/Work Experience: Program staff, in partnership with Arc Baltimore, identified
internship opportunities on campus for the UMBC SUCCESS cohort. Arc Baltimore leads the effort
in the development of training, jobs and provision of supports to UMBC intern hosts. These
internships engage the participants in 3 hours of work each day, 4 days per week.
Wellness Time: In partnership with UMBC student peers and UMBC staff, program staff are
designing and implementing Wellness Time for the SUCCESS students. Two to three times each
week, the students will engage in a range of activities focused on their health, physical education,
and overall mental and physical wellness.
Vision of Self: A Shriver Peaceworker Fellow is leading the SUCCESS cohort in an exploration of
themselves and their journey through their college experience by training them in the use of
photography as journaling. Once or twice a week, the students are being trained on the use of
cameras and the process of organizing their reflections into a portfolio/journal.
Spring 2013: The Service-Learning, Internship/Work, Independent Living, Vision of Self and
Wellness Time components will continue through SP13. Several other components/courses for the
spring semester include:
 Dr. Alan Kreizenbeck of the Theater Department has designed and will implement an integrated
theater course, THTR400: Acting Workshop in SP13;
 SUCCESS students and SUCCESS Peers will engage in a Book Club once per week and
Computer/Library Time once per week to enhance their literacy and computer skills.
Other Proposed Activities for Year 2 and Beyond:
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Social Work: Program staff are working with faculty from the Department of Social Work to
modify an existing Social Issues – Social Action to create an integrated course.
Visual Arts: Program staff are working with faculty from the Department of Visual Arts to
modify an existing drawing course to create an integrated course.
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Computer Training: Program staff are working with faculty in the Information Systems
department regarding the design of a computer training course;
Upon completion of the 4 year program, students will receive a certificate of completion. Each fall a
new cohort of students will be enrolled for a total of up to 32 students at any given time.
Residential Plan
SUCCESS students are encouraged to consider off-campus, private housing located in the
community surrounding UMBC; however space in UMBC housing is currently not available. The
housing and support costs will require a separate fee.
Social Recreational Plan
SUCCESS students and UMBC students will have formal and informal opportunities to participate in
the broad array of campus activities including the gym, sporting events, the arts, etc. Students will
also be able to independently select and participate in campus activities.
Budget
It is anticipated that the program will become financially self sustaining through tuition and fees.
However, the Shriver Center and Department of Disabilities are currently exploring grant
opportunities from a variety of sources to enhance program support.