A University Education for Young
Adults with
Intellectual Disabilities
Promising Practice and Outcomes from The University of NC-Greensboro
North Carolina’s First and Only 4-year Certificate Course of Study- Integrative
Community Studies (ICS)
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A Graduate’s Story
A Graduate’s Story
Demario Chandler
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Life as a UNCG Spartan
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UNCG Graduation
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My Life Now…
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Beyond Academics at UNCG
The certificate-based course of study, Integrative Community
Studies (ICS) is offered by the Office of Undergraduate
Studies preparing enrolled students for a self-determined
lifestyle after college emphasizing careers, meaningful
avocations, and community living.
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The Student Body of BA
• Thirty-six students enrolled
• Student Body: 33 In State: from 15 Counties: Guilford (9), Durham
(5), Forsyth (4), Cumberland (2), Mecklenburg (2), Union (2), Wake
(1), Iredell (1), Lincoln (1), Vance (1), Clay (1), Rowan (1), Nash (1),
Gaston (1), Rockingham (1)
• Out of State: 3 states (NJ-2, FL-1, OH-1)
• Average Age: 22.05 years (generally range 18-30 yrs.)
• 28% Female; 72% Male
• 71.8% Caucasian; 25.6% African-American; 2.6% Hispanic
• 56.4% Own Guardian; 43.6% Family Guardianship
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Major Elements of the Integrative
Community Studies Certificate Program
• Components
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Admissions, Recruitment, Outreach and Education
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Student Centered Support Services
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Academic Life
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Student Life
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Post Graduate Advancement
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Project Development, Evaluation and Research
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Academic Life
OVERVIEW
The Integrative Community Studies at UNCG offers students an interdisciplinary approach to exploring their personal relationships with the
community in which they live, as well as the world at large. Coursework
encourages students to examine broad themes such as the following:
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understanding how to build a career in one’s community of choice
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civic engagement and responsibility
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culture and the importance of different social roles
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community resources and support systems
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Business development and wealth-building practices
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the impact of self-determination and other civic movements on
community capacity
•
personal life planning
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Academic Life
ICS Coursework Timeline
FRESHMAN YEAR
General Ed ICS Courses
or degree track courses
that meet ICS Gen Ed.
requirements
Seminars and
independent work on
adjustment to campus life
and identification of
personal goals
Electives as schedule
allows
SOPHOMORE YEAR
General Ed ICS Courses or
degree track courses that
meet ICS Gen Ed.
requirements
Seminars and independent
work on campus and
community inclusion
and continued exploration
Of personal goals
Career exploration and Civic
action more deeply
explored in coursework
Student chooses ICS track (s)
Electives as schedule allows
JUNIOR YEAR
SENIOR YEAR
Advanced ICS courses
Advanced ICS courses
Seminars and Independent
work on planning for postgraduate community
inclusion and continued
exploration of personal goals
Seminars and Independent
work on planning for postgraduate community
inclusion and continued
exploration of personal
goals
Career exploration, Business
development, Civic
action explored through
internships, seminars and
degree-track courses
that meet ICS track (s)
Requirements
Career exploration, Business
development, Civic
action explored through
internships, seminars and
degree-track courses
that meet ICS track (s)
requirements
Electives as schedule allows
Electives as schedule allows
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Academic Life
ICS Concentrations: In sophomore year, students choose one or more of the
following tracks in which to focus advanced coursework:
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Career Development- Coursework focuses on developing strategies specific to
advancement of student’s personal career interests. This may include exploration of
campus and community career resources, classes directly designed to increase knowledge
of some or all aspects of chosen career, as well as internships. Student will develop 3-5 year
plan that includes post-graduate action steps for the student in this area.
•
Business Development-Coursework focuses on developing overall knowledge of the
elements of business development, exploring Micro-enterprise/Entrepreneurial resources
on campus and within the community, and the development of a 3-5 year plan that
includes post-graduate action steps for the student in this area
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Civic Engagement-Coursework focuses on exploration of elements of civic
engagement and identification of local/national initiatives of interest. This will also include
exploration of strategies for political engagement at a local, state and/or national level.
Student will develop 3-5 year plan that includes post-graduate action steps for the student
in this area.
•
Electives: All students enrolled in the ICS course of study have option to audit or take
credit Degree track courses as permitted by department. Some current areas of interest for
ICS students include theatre, media and film, therapeutic recreation, communication
disorders, special education, business, hospitality, child care, music.
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Academic Life
Testing and Evaluation
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Testing- Instructors assign grades based on performance with monthly quizzes, periodic
projects, mid-term and final exams within group classes. Individual instruction
evaluated through the use of daily tracking tools that measure progress towards
independence with each course objective.
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Application- Student Life Advisors observe progress with real-life application of
objectives and record with daily and monthly tracking tools.
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Advisor Assessment- Academic Advisor conducts quarterly assessment that will include
gathering feedback from entire team.
Graduation Requirements
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Cumulative GPA of 2.0
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Credit Hours- Specified number of hours to graduate
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Portfolio- including Personal Dreams/Life Goal Interview (North star), Personal Support
System, Emergency Planning and Supports, Personal Health Record, Career/Volunteer
Experience/Goals (Business planning where appropriate), Social Connections and
Activities, Personal Transportation Planning, Financial Management, Personal Benefits
Information (Benefits Analysis where appropriate)
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Achievement of Senior status- requires that student meet 75% of objectives for each year's
goals, or have identified supports necessary to ensure that unmet objectives are
addressed.
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Student Life
OVERVIEW: Beyond the Classroom
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Student Life seeks to ensure that ICS students have full
access to and participation in University events,
resources and activities. The Student Life team
provides supports and assessment towards the goal of
students being prepared for success in their
coursework while at UNCG, and to live as
independently as possible after graduation.
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Student Life
SUPPORT STAFF:
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Student Life Advisors: Advisors help buffer the transition from home to college and to
provide guidance throughout the college experience as students take steps forward and,
inevitably, take steps back. This accessible contact diverts students from contacting
parents with issues that are often difficult resolve over the phone and without the whole
picture. Initially, the students learn to contact advisors and, over time, the students learn
to think through problems before contacting advisors. Advisors provide support and
mentoring to ICS students and CCS staff.
CCS (Campus and Community Supports): Student Life is designed to provide support
to students in the most natural manner, with “services” unnoticed by other student peers.
Exploration of the campus, identification of personal interest, and development of social
skills are the primary focus for CCS. CCS also assist with homework, home maintenance,
and keeping up with personal routines and responsibilities.
Service Learning: Several UNCG departments are partnering with Student Life and
offering non-paid support and mentoring through service learning students. Service
learning opportunities assist ICS students in transitioning from paid to natural supports,
and broaden the connection Student Life has with the University.
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Student Life
ASSESSMENT
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DIMENSIONS: CTP 158, 159, 258, 259
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•
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By completing Dimension assignments the student will demonstrate practical experience with
skills they learn in ICS, while applying classroom knowledge to their own personal life and
interests. Formalizing assignments provides students and their support staff with guidance about
how to make the most of their time at UNCG and beyond.
Areas Studied and Applied: Discovering Campus and Community, Getting Around Town, Personal
Fitness and Nutrition, Athletics, Arts
SKILL DEVELOPMENT
•
Students receive consistent feedback on the applied skills they are working on during Student
Life hours. Progress is reviewed and assessment tools are updated monthly. Student’s receive
credit toward passing their ICS courses by demonstrating that they are carrying out in their lives
what they learn in the classroom. Areas practiced and assessed include Personal Wellbeing,
Nutrition Management, Relationships and Communication, Navigation, and Inclusion.
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Student Life
RESIDENCE LIFE
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Varied options, selected by students and families
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Student Life Advisors assist in exploration
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Current students live in a combination of student housing, traditional apartments, and
rental homes. Upperclassmen are encouraged to live in a setting similar to what will be
available in their desired post-grad community
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Roommate selection is done through apartment management at individual properties or
through natural connections. Beyond Academics’ student experience roommate success
and conflicts very similar to their degree-seeking peers. Some student choose to live with
others in the ICS program, but others live with degree-seeking roommates.
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Student Life
CAMPUS AND COMMUNITY INVOLVEMENT:
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ICS students use their Spartan Cards around campus, ride G.T.A. downtown to
community events, volunteer at places of personal interest, and spend time with their
friends. Freshman and sophomores are required to engage in varied experiences to
ensure they are discovering personal interests, and taking advantage of college life.
Upper-classmen have developed natural supports, and are staying connected to the
events and organizations that most interest them.
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Post Graduate Advancement
Junior Year
Evaluation of Essential Skills
•
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Responsible living, defined by the student’s response to abilities and
opportunities, is important to evaluate.
The assessment of student/graduate response to critical problems will
assist in determining that an adequate balance of self-reliance and
support systems are in place and functioning.
Future Planning
• Review desires and make plans relating to where the student wants to
live to best prepare for life after college
• Review of information learned relating to career desires and consider
best routes for community networking.
• Connect to other service agencies, as needed.
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Post Graduate Advancement
Senior Year
Coordination and Support
•
•
assure the development and implementation of the post-graduate plan
provide instruction, counsel and assistance through Self-Directed Studies
(SDS) to practice life similar to life after graduation.
The life desired upon graduation is student-directed.
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Post Graduate Advancement
ICS Alumni
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•
On-site observations, consultation and technical assistance to graduate,
family and other support systems are provided intensively for the first
year following graduation.
Up to 5 years of post graduation contacts examine the impact of the
course of study for the graduate, examine self-management, monitor the
efficacy of service systems in place, and provide technical assistance, as
needed.
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Partnership of UNCG and
Beyond Academics
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•
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UNCG provides the Integrative Community Studies Certificate Course of Study- it is
an academic offering of the university for students who meet the admission criteria
for this specific course of study
Beyond Academics is a private-non-profit agency specifically developed to partner
with UNCG to provide supplemental academic support and habilitative instruction
for independent living and support for employment opportunities
Coordinative and Instructional capacity for the ICS course of study is provided
directly by UNCG or through the non-profit as affiliate/adjunct staff
Natural Supports are drawn from the university community and the community at
large
A variety of funding sources support the course of study and its related activities
and tasks, including tuition and fees, Medicaid, state funding, private pay from
students and/or families
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Postsecondary Education –
What is the Data Saying
• National and State Trends in Continuing
Education
• Employment
• Independent Living
• What is Happening at UNCG
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Challenges for Young Adults with ID in
Transition from Secondary EducationNational Data
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The National Longitudinal Transition Study - 2 of 2011, reveals
challenges in successful transition1:
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Only 29% of young adults with ID enroll in post-secondary education
opportunities
Young Adults with ID are less likely to be employed than other young adults
with learning disabilities, with a rate of 39% versus 57%, respectively
For young adults with ID, wages were lower($7.90 versus $10.50) and hours
worked per week (28 versus 34) were fewer than young adults with learning
disabilities or hearing impairment
Residential Independence for young adults with ID was reported to be 16%
while those individuals with learning disabilities was 65% of respondents
Social connectedness through contact with friends and involvement in
community groups was 30% and 25% lower than those with learning
disabilities
Fewer young adults with ID were managing some basic financial tasks such
as a savings or checking account was 21% less than their peers with learning
disabilities
Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., Wei, X., with Cameto,
R.,Contreras, E., Ferguson, K., Greene, S., and Schwarting, M. (2011). The Post-High School Outcomes of
Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal
Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International
© Beyond Academics
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TM
2012
Challenges for Young Adults with ID in
Transition from Secondary EducationNorth Carolina
In 2009, the North Carolina General Assembly commissioned a comprehensive
study through the North Carolina Institute of Medicine to determine how well
our state was planning for and implementing successful transitions for persons
with ID/DD across the age spectrums. Among the notable findings were issues
of access to post-secondary education, employment and community living:
• 49.5% of high school students with disabilities graduated with a diploma 1
• In 2007, 58% of students with ID had been competitively employed,
enrolled in post-secondary education, or both 1
• North Carolina depends on small congregate care facilities (35%) to
provide community living as opposed to facilitating independent living or
individual living arrangements (7%) to the greatest extent possible.
Persons living with family members is higher than the average as
compared to other states in the US at 55.7%. 2
1.North Carolina Institute of Medicine. Successful Transitions for People with Developmental Disabilities: A Report of
the NCIOM Task Force on Transitions for People with Developmental Disabilities. Morrisville, NC. North Carolina
Institute of Medicine; 2009
2. Prouty R, Alba K, Lakin C, et al; Research and Training Center on Community Living, Institute on Community
Integration/UCEDD, College of Education and Human Development, University of Minnesota. Residential services
for persons with developmental disabilities: Status and trends through 2007. http://rtc.umn.edu/docs/risp2007.pdf.
Published August 2008.
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Challenges for Young Adults with ID in
Transition from Secondary EducationNorth Carolina
General Employment data for NC concerning all persons with ID
are derived from the document: State Data: The National Report
on Employment Services and Outcomes:
• Employment for persons with ID- 22% as compared to 33% for
persons with any disability
• Integrated Employment for persons with ID – 21%
• Mean Weekly hours worked for persons with ID as compared to
a person with any disability – 31% versus 36%
• Living below the poverty level- persons with ID – 35.1%
Butterworth, John, et al; StateData: The National Report on Employment
Services and Outcomes. Institute for Community Inclusion-University of
Massachusetts-Boston; 2011
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UNCG Project Development,
Evaluation and Research
Overview
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Ongoing quality improvement for program development
Student Progress (e.g., Class Attendance, Class Auditing,
Recreational Activities, Volunteerism, Service Learning)
Goal Attainment Scaling on Person-Centered Plans
Other Outcomes (e.g., Social Connectedness, Adaptive
Functioning, Student Satisfaction, Family Satisfaction and
Perceptions, Other UNCG Student Outcomes, Cost/Benefit)
Evaluation
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Graduates of 2011-Outcomes
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Six of Eight Inaugural students graduated May 2, 2011
On average graduates, decreased their utilization of Medicaid Waiver services by 69%
over the 4 year certificate program.
All graduates have jobs or are in the on-the-job training phase
Graduates are living in apartments or shared living arrangements independently or
with minimal support services, with some choosing to remain in the Greensboro area
and others moving to different locales within the state
Graduates are managing financial affairs with minimal supports
Social connections, relationships with friends and significant others, volunteer
activities and community support network have increased
Graduates can navigate their communities using public transportation and selfarranged transportation
Adaptive Behavior Scales scores for graduates showed an increase in skill levels in 2010
as compared to results in August 2007 when they enrolled
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Comparative Data
OUTCOME
%
Young adults working toward a diploma,
certificate or license
Completion rate of students in current or
most recently attended postsecondary
school
Any paid employment outside of the home
Engagement in education, employment, or
training for employment since leaving high
school
Living independently
Involved in a volunteer/community service
activity
Involved in a community group (e.g., sports
team, hobby club, religious group)
National Longitudinal Transition
Study-2 (NLTS2)*
UNCG’s Comprehensive Post
Secondary Transition Program
<30 individuals nationally
6 graduates; 38 current students
Total = 44
44.2%
75% of students initially enrolled in
2007 graduated in 2011
38.8%
66.7%
79.2%
100%
36.3%
100% of graduates
18.9%
100%
36.6%
100%
*Newman, Wagner, Knokey, Marder, et al., (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report
from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
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Selected ICS Student Outcomes
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100% of the respondents reported being either
“somewhat” or “definitely” comfortable living on
their own.
3 BA students currently have Learner’s Permits
Majority of students reported using public bus for
transportation
The majority of BA students who take medication
regularly report taking it, without staff help, on time
“sometimes” or “almost always.”
© Beyond AcademicsTM 10/2011
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Parent Outcomes
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Parents report average levels of stress associated with parenting
Parenting stress increases slightly for parents of freshmen but then
decreases as students progress through program
Overall satisfied with the program
• Report seeing increased confidence, independence, and
meaningful relationships
Desire increased emphasis on academic skills and increased challenge
to ensure students will be ready upon graduation
© Beyond AcademicsTM 10/2011
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UNCG Degree Seeking Students
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Attitudes toward educational and social inclusion of individuals
with disabilities were significantly more positive over the course of
the year for both graduate and undergraduates
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Some students change their career
goals as a result of living and learning
along side students with intellectual
disabilities
© Beyond AcademicsTM 10/2011
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On the Drawing Board and Initial
Implementation
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Examine long-term impact of program on graduates following
graduation
Evaluate outcomes on additional cohorts of students in order to
determine if the results currently observed are in fact consistently
replicated and represent statistically significant improvement across
target areas (e.g., Medicaid costs, self-determination, advocacy,
relationships)
Develop, refine, and evaluate orientation and support services for
families
Refine model based on emerging data from other CTP courses of
study, new program components based on student experience,
revised curriculum, and results and develop a dissemination plan.
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Questions and Answers
?
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Want to Know More?
• Reference Information
• Funding Structure
• Key Partnerships
• Admissions Process, Admissions Criteria and
Info Dissemination
• Student-Centered Support Services
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Funding Structure
•
UNCG tuition and fees ; student financial aid being pursued through
application to US Department of Education
•
Home and Community-based Waiver resources for student life support and
other habilitative/therapeutic supports according to the student’s needs
•
Federal personnel preparation grants awarded to UNCG Departments to
provide training for students in specialized education and therapeutic
recreation in “state of the art” universal design and for student service
learning
•
UNCG Office of Research and Economic Development funding to cover
facilities, staffing, additional research time, and information dissemination,
administrative processes and general oversight of program
•
Community Service Organization grants for student specific activities
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State Agency and Community
Partnerships
Current Partnerships
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North Carolina Council on Developmental Disabilities
North Carolina Division of Medical Assistance
North Carolina Division of Mental Health/Developmental Disabilities/Substance Abuse
Services
North Carolina Post-Secondary Education Alliance
Specific NC VR Local Units/Counselors
North Carolina Division of Vocational Rehabilitation
NC Local Education Agencies
Transition Section of NC Department of Public Instruction
NC Assistive Technology Project
Friends of BA
Community Service/Support Provider and Advocacy Agencies
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Admissions, Recruitment, Outreach
and Education
ICS Admission provides guidance for students seeking to apply for
enrollment, as well as families, teachers, and/or case managers or other
professionals interested in referring prospective students
•
Application and Review Process
• Engage students, families, and/or professionals with Information Sessions
and Campus Tours – Led by UNCG
• Guide students/families through the application process
• Application screening, gathering of required materials, frequent contact
with applicant and family as items are submitted
• Admissions Committee coordination
• Student and family interviews
• Notification of Acceptance
• Technical advice about SOAR, housing, meal plans, and other college
choices
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ICS Admissions Criteria
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•
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Eighteen years or older
Have a documented diagnosis of an intellectual disability
Have concluded secondary education
Have support for enrollment from the legal guardian or personal
desire to gain necessary skills for independent living
Have basic personal care skills
Able to live in student housing during non-service hours in an
unsupervised setting
Be free of medical disease that is communicable by casual contact
Be free of behaviors harmful to themselves, others, and illegal
behaviors or a history of arrest or probation
Agree to necessary financial requirements
Not academically eligible for degree-seeking program of study
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Education and Outreach
• Transition Fairs
• Conferences and other venues in which info is
shared about PSE options
• Collaboration with University Admissions,
University Relations, and Alumni Affairs
• Development of various media
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Student Centered Support Services
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Conduct initial in-depth functional assessment and arrange for standardized
assessment of candidates’ competencies
•
Create students’ initial person centered plan to support participation in the
standard ICS curriculum and other courses offered at UNCG
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Conduct routine assessment throughout students’ enrollment
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Facilitate collaborative relationships with outside agencies and resources to
ensure that supplemental supports are available that meet the needs of
individual students
•
Monitor implementation of person-centered plans to ensure that individual
student goals and supports provided promote optimal performance in the
ICS course of study
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© Beyond Academics TM 2012
http://beyondacademics.uncg.edu
or Contact us at 336-334-3905
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