ensuring equal access and opportunity for students with disabilities through innovative support programs. CUNY serves ov
T HI NKCOL L EGENEW YORK! Col l egeOpt i onsf orSt udent swi t hI nt el l ect ual andDevel opment alDi s abi l i t i es
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Agenda Apr i l24,2017
T odaywewi l ldi s cus s . . . Whocangot ocol l ege?
Whati shappeni ngatCUNY?
Whati savai l abl ei nNY andi nt heUS A?
How i scol l egedi f f er entf r om hi ghs chool ?
Whatar es t udent sdoi ng oncampus ?
Whathappensoncampus ?
How canyouhel pyour daught erors onf i gur eout whatt heopt i onsar e? Wher ecanyouf i ndmor e i nf or mat i on?
How dowes uppor ts t udent s ont hecol l egecampus ? Whatar es t udentandf ami l y ex per i encesand per s pect i ves ?
Col l egei sanopt i on.
An Alternate Pathway Traditional/Matriculated
Placement tests, essays, degree-seeking
Reasonable accommodations, individual supports
Alternate/Non-Matriculated
Person-centered planning, credentialcertificatedegree-seeking
Individual supports and plans, employment goals, peer mentors
New York State College Options for People with Intellectual Disabilities
Total of 30 Campus-based Options
13
Private Universities
11
Public Community Colleges
5
Public Colleges and Universities
1
Vocational School
OurNew Yor kT PSI DCons or t i a
College Funding Options
IDEA/school district
Scholarships (Ruby’s Rainbow)
Office for People with Developmental Disabilities (Medicaid funding)
Federal Financial Aid (21+) for some
Private pay
Tuition waivers on a campus-by-campus basis
How t ol ocat ecol l eges ?
Us et hecol l eges ear chengi neat www. t hi nkcol l ege. netandl ear nmor e.
The City University of New York Providing Opportunities for All
The City University of New York (CUNY) has had a long standing commitment to ensuring equal access and opportunity for students with disabilities through innovative support programs. CUNY serves over 9,000 students with disabilities. The population of neurodiverse students has grown by 177% in the last five years. The Transition Programs for Students with Intellectual Disabilities (TPSID) grant provides the opportunity to develop additional programs for students with intellectual disabilities for personal, social and career growth.
The CUNY Commitment to TPSID Meaningful credential for students with intellectual disabilities introduced in 2008 with the Higher Education Opportunity Act (HEOA). NYC TPSID Consortium established in 2015 after receiving a grant from the Institute for Innovative Transition at the University of Rochester.
5 4 1
Five demonstration models in collaboration with AHRC New York City, NYC Department of Education, and JFK Jr. Institute for Worker Education. Four campus programs are in collaboration with the Melissa Riggio Higher Education Program through AHRC New York City. One campus program is in collaboration with District 75 of NYC Department of Education.
DIFFERENCES BETWEEN High School
and
College
The Individuals with Disabilities Education Act (IDEA) ensures success.
The Americans with Disabilities Act (ADA) provides access.
Students have a right to an education paid by the state; special programs are created to meet students’ needs.
A college education is a privilege and special programs are not required.
School districts are responsible for identifying and evaluating disability at no cost to the student.
The student must self-identify and provide appropriate and current documentation.
Paraprofessionals are provided if a student needs personal care.
The college is not responsible for providing personal care.
High school personnel have the responsibility to modify behavior caused by the disability into appropriate behavior.
Students are responsibile for their own behavior and inappropriate behavior is not tolerated.
What is a meaningful credential? A credential is a verification of qualification or competency issued to an individual by an accredited institution of higher learning.
Person-Centered Planning Provides individualized course of studies within the framework of the university. Campus advisement structure to be initiated.
Health and Wellness Physical education, sex education, nutrition counseling.
Co-Curricular Activities Clubs, sports, social events.
Access to Courses for People without Disabilities Participation in courses with modifications to accommodate individual learning style or ability. At least 50% of the program will be in classes and activities with students without intellectual disabilities.
Vocational Readiness Internship experience, soft skills training, experiential and service learning.
Developing the Credential at CUNY Our goal The development of a Comprehensive Transition Program that will prepare students for independence.
Where are we now? Year 2 of a 5-year grant. Stakeholders, anchors and partners have been identified on each campus part of the TPSID project. Faculty committee established to enhance academic opportunities.
Working with central infrastructure of the university on access and policy issues. Looking into fees and financial aid as program is developed. Full foundation and course of studies to be complete by 2020.
Is a College Program for Me? Do I enjoy being in a classroom? Would I enjoy working Do I like to do projects with a peer mentor in with other students? the classroom? Do I work hard in school?
Academics
Would I enjoy learning new things in different areas?
Do I like to do homework, and take Can I follow an exams? academic schedule?
Do I like to take part in school activities?
Campus Community
Am I thinking of my future with regard to choosing a career? Would I want to have an internship while I am in school?
Would I like to belong to a club on campus?
Career
Would I enjoy learning about different career possibilities?
Am I thinking about my career and my future? Am I a hard worker?
Would I like to participate Do I want to meet in campus sports? new people and make new friends?
If you answered “yes” to many of these questions, then you may want to explore a college campus transition program.
AF RE S HS T ART
Higher education is an essential component in preparing people to become successful, self-reliant, and engaged members of their communities.
MEL I SSARI GGI O HI GHEREDUCAT I ONPROGRAM AHRC New Yor kCi t ypar t ner edwi t ht heCi t yUni ver s i t yofNew Yor kandt he Of f i cef orPeopl ewi t hDevel opment alDi s abi l i t i est odevel opaf ul l yi ncl us i ve hi ghereducat i onpr ogr am f ors t udent swi t hi nt el l ect ual anddevel opment al di s abi l i t i esi nNew Yor kCi t y.
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How do we support students on the college campus?
Peer Mentors
Who
What
How
Mentors are college students. Mentors are peers. Mentors and students share interests, dreams, goals, culture, etc.
Mentors and students do things together. They learn together, go to classes and internships together. They experience college together in a new way.
Our peer mentors are paid and trained to support people with intellectual and developmental disabilities in college.
Mentors can be the next generation in the human services workforce, the employer that hires someone with disabilities, or someone who reaches out to a neighbor in need of support; because being a peer mentor shaped their thinking of what is possible.
Col l egeRoadmap
Academi cs S t udent sar ef ul l yi ncl udedi n col l egecour s es . S t udent sgot ocl as sandar e s uppor t edbyt hei rpeerment or s . Peerment or scanhel pt hem managet hei rwor kl oad,at t end s t udys es s i ons ,makeappoi nt ment s wi t hpr of es s or s ,t akenot esdur i ng cl as s es ,andmuchmor e.
St udentL i f e S t udent sar egui dedands uppor t edby peerment or s . S t udentl i f ei sacombi nat i onofs uppor t f r om apeerment orands uppor tby ot hers t udent sont hecol l egecampus . S t udentl i f ei sanot herwayf ors t udent s andment or st oex per i encecol l egel i f e t oget her .
Ci vi c Engagement S t udent sar eencour agedt oi nvol ve t hems el vesbeyondt hecol l egewal l sas member soft hei rl ocal communi t i est hr ough ex pl or i ng,connect i ng,andvol unt eer i ng. T heyl ear nandbecomemot i vat edt o pr omot et hequal i t yofl i f ei nacommuni t y, wor ki ngs i debys i dewi t ht hei rment or sand ot hermember soft hecommuni t y.
Sel f Advocacy S el f advocacyempower ss t udent s t os peakupandl ear nhow t omake deci s i onsf ort hems el ves . S t udent sl ear ncol l ect i vel ywi t ht hei r ment or sandot hers t udent sabout di s abi l i t yhi s t or yands oci al i s s ues t hati mpactpeopl ewi t hdi s abi l i t i es .
I nt er ns hi ps Car eerdevel opmenti st hegoal f oral l s t udent s . S t udent sar egui dedi ncar eerex pl or at i onsand devel opmentt hr oughi nt er ns hi ps ,bot honand of fcampus . I nt er ns hi pshel ps t udent ses t abl i s havi s i onand devel opgoal st ocr eat eapat ht oempl oyment .
The goal of college is to equip people to become full citizens.
How do we prepare students to become full citizens?
S t udent sdevel ops ki l l s , l ear nt os el f r ef l ect ,make i nf or meddeci s i ons , acceptchal l enges ,bui l d s oci al net wor ksandmake meani ngf ul connect i ons . S t udent sar ef ul l y s uppor t edandi ncl uded i nal l as pect soft he col l egel i f e.
AF RE S HS T ART
We believe in them.
We help them believe in themselves.
F ami l yPer s pect i ve
Why“t hi nkcol l ege”f oryour daught erors on? Whol ehear t edcol l abor at i on bet weent hecol l egepr ogr am t eam,s t udent ,andf ami l yi st he es s ent i al component . T hes uppor t sdevel opedt hr ough t hepeerment or sopt i mi z edt he col l egeex per i ence.
St udentPer s pect i ve
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Bar bar aBookman
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T heNYC T PS I DCons or t i um i sf undedbyagr antf r om t heU. S .Depar t mentofEducat i on.
