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Transcript of Post-Secondary Education
Research Article #1
A Comparative Post-Secondary Follow-Up Study of Students through General Education and through Special Education
Transitioning to College with a Disability
-Overview and Importance
-Potential student goals and objectives
-Evidence based strategies
-Community resources and partners involved
Evidence Based Strategies
-Project Excel - a six-week summer transition program designed to
facilitate the transition to college for incoming students with disabilities
promote academic excellence for high-achieving students with disabilities at the University of Arkansas
-Get Ready - "An early intervention and college awareness program targeted primarily at low-income students and their families and those underrepresented in post-secondary education" (MN Dept of Education)
Student graduation from high school
Student transition into college upon high school graduation
Evidence Based Strategies
-Have student(s) interview someone in their career interest area
-Have the student(s) job shadow career interests
-Teach organizational skills
-Student focused planning
-Adequate family involvement in the child's education
-Teach note taking strategies
-Use a computerized system to research occupations and schools. (Example: http://www.iseek.org/careers/clusterSurvey)
-Contact the Disability Coordinators at the colleges your student is interested in attending
Goals and Objectives
Overview & Importance
* Students with disabilities that choose to go to a post-secondary school increases their options and financial success.
* Individuals need to make decisions about what will meet their academic and personal needs.
* Students with disabilities will have increased change of fulfilling careers of their choice.
Examples of Measurable Goals
Goal 1: Sammi is in the 9th Grade
Sammi will take an ISEEK evaluation two times in the academic year to monitor her interests to plan her classes for the upcoming academic year.
Goal 2: Sammi is in the 1st semester of her senior year of high school.
Sammi will use research to help pick two colleges that fit her specific needs before the end of the first semester.
-Students with disabilities access post-secondary education at a lower rate than their peers without disabilities
-Prior to the 1980s, practices being implemented did not have a research base for support
-Students who spend all day in the general education setting are more likely to attend post-secondary education and achieve competitive employment
-Participation in extracurricular activities has been “related to desirable outcomes”
-The most common placement for enrollment was a two-year community college
A large gap exists between students with and without disabilities enrolling in a 4-year university
Activity - Writing IEP Post-Secondary Goals and Objectives
Rates of Attendance in Post-Secondary Education of Students by Disability:
Speech – 48%
Visual – 68%
Hearing Impairments – 51%
Learning Disabilities – 21%
Emotional Disturbance – 18%
Mental Retardation – 8%
Research Article #2
The Impact of Special Education Transition Services on the Post-Secondary Education Preparedness of Students with Emotional Disturbance: A Study of Student Perceptions
-Post-secondary education preparedness means being prepared for post-secondary education without the need for remediation
-Statistics align with research from last research article
-The highest percentage of students with ED enrolled in 2- year colleges.
-The lowest percent of students with ED enrolled in 4- year colleges.
-The percentages were even lower for ED students without high school diplomas.
-Young adults with mental illness have the cognitive abilities and the academic skills to attend college; however the challenge is providing the assistance they need to achieve their educational goals and complete college.
Research Article #3
An Inclusive Rural Post-Secondary Education Program for Students with Intellectual Disabilities
-The U.S. Government Accountability Office (2009) reported that the percentage of students with disabilities enrolled in higher education increased only slightly from 2000 (9%) to 2008
-In 2008, under the High Education Opportunity Act, Congress authorized funds for the Transition Program for Students with Intellectual Disabilities through U.S. Department of Education
-The University of Vermont has a program for students with disabilities called the “Think College Post-Secondary Program.”
-Projects through the program contain four distinct features: academic, social, independent living, and employment
-People involved in this program include: Staff, Students, Mentors and Faculty Instructors
-Found that the majority of students in the program gained growth and life skills, had a positive impact on campus, and that parents’ perceptions of their child’s independence and skills had increased as a result
-Some negatives of the program were that students in program had challenges in understanding and establishing appropriate boundaries and expectations
Community Resources and Partners
-Association on Higher Education and Disability
-Division of Adult Education and Literacy
-HEATH Resource Center
-Colleges, Career Colleges, Tech Colleges and Schools by State
-Collegenet.com, thinkcollege.net, and collegeview.com
-Services for Students with Disabilities and Disability Support Services
• Is the Maverick Teacher Recruitment Coordinator for the College of Education at MNSU.
• She is working with diligence and focused on increasing the number of teachers of color in our state by re-shaping teacher preparation programs, redesigning pathways for students of color to succeed in becoming teachers, and providing mentor ship and support to teacher candidates of color who participate in her visionary program, Teachers of Tomorrow (ToT), at Minnesota State University, Mankato.
"Measurable post-secondary goals are statements of what a student wants to do post-graduation. There must be a post-secondary goal in each of the following areas: education/training, employment, and where appropriate, independent living."
"SMART" goal setting:
1. Research post-secondary education institutions that you would consider attending. Request the institution to send you more information about their institution.
2. Visit potential post-secondary institutions you are interested in going to.
3. Take ACT or SAT.
4. Contact the college and find out what assistance is availible for individuals with disabilities.
5. Arrange a meeting to discuss/explain how your disability affects your education and what accommodations you need. Ask what you need to do in order to recieve accomodations.
6. If needed arrange tutoring to help with specific skills.
7. Fill out college application form(s).
8. Take a learning style inventory to determine how you learn best.
9. Map out all of the possible finacial supports for attending college.
Disclosure of Disability to
Post-Secondary School and Lexi's Personal Experiences with Disclosure
Students have the right to choose whether or not they disclose their disability to a college or university.
Students who want to receive accommodations or specialized services must identify themselves as having a disability or they will not receive any accommodations or specialized services from the college or university.
Students who choose to not disclose their disability do not receive any accommodations or specialized services which in most cases causes the student to regret their non-disclosure of their disability at some point in their college experience.
Goal 3: Sammi is a senior (second semester)
Sammi needs to apply to her colleges of choice before graduation.
-Many students are entering post-secondary programs unaware of existing technologies that can help them in college. (Getzel, 2008; Shaw et. al. 2010)
-In post-secondary settings, the use of technology benefits students by providing access to previously unavailable academic and social opportunities. (Bryant, Bryant and Reith, 2002)
-Post-secondary technology helps increase learner independence and increasing the ability to cope and accept their disability. (Bryant and Bryant and Reith, 2002)
-Introducing students to the use of technology and software that assists them is essential.
-The use of technology that enables success in higher education increases the likelihood of improved career outcomes. (Burgstahler, 2005; Fichten et. al., 2001; Getzel, 2008; Kim-Rupnow and Burgstahler, 2004)
My Homework Student Planner
Outliner for Ipad
Burnett, Robbie. "Post Secondary Education." Interview by Morgan Stampley. n.d.: n. pag. Print.
Diehm, K. L. W “A comparative post-secondary follow-up study of students served through general
education and through special education.” ProQuest Dissertations and Theses. (2006). Web. 15 Sep. 2014
"Examples of Secondary Transition Resources from Minnesota Educators." N.p., 2012. Web. 29 Sept. 2014.
Frieden, Lex. "Improving Educational Outcomes for Students with Disabilities."National Council on
Disability (2004): n. pag. Web.
"Get Ready Program Overview." Get Ready Program Overview. Minnesota Office of Higher Education, n.d.
Web. 15 Sept. 2014.
Hill-Shavers, C. The impact of special education transition services on the post- education preparedness
of students with emotional disturbance: A study of student perceptions. ProQuest Dissertations and Theses. (2013). Web. 15 Sep. 2014.
Prupas, Andrea. "There’s a Special App for That – Part 9: Apps for College/university Students with
Learning Disabilities." Http://www.inov8-ed.com. N.p., 27 July 2011. Web. 30 Sept. 2014.
Ryan, Susan M. "An Inclusive Rural Post Secondary Education Program for Students with Intellectual
Disabilities." Rural Special Education Quarterly 33.2 (2014): 18-28. ProQuest. Web. 15 Sep. 2014.
"Transition Activities." Www.nslec.k12.us/print_page.cfm. N.p., n.d. Web. 29 Sept. 2014.
Wehman, Paul. Life beyond the Classroom: Transition Strategies for Young People with Disabilities.
Baltimore, MD: Paul H. Brookes Pub., 2013. Print.
Name 2 iPAD apps that can be used in post-secondary education.
Name three evidenced based strategies discussed in the presentation.
What does S.M.A.R.T stand for in terms of IEP writing?
Group Quiz Continued!
What is the most common placement for post-secondary enrollment for students with disabilities?
Name 3 important steps a student with disabilities should take when considering where to receive post-secondary education.
What is one thing that an individual with a disability needs to do in order to get accommodations or special services in the post-secondary education setting?
Group Quiz Continued!
True or False: Students who spend all day in the general education setting are more likely to attend post-secondary education and achieve competitive employment.
True or False: Independent living goal must always be included in the post-secondary goals on an IEP.
How Can I Ease My Child's Transition from High School to College?