Lifelink PSU Program Analysis

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

After her time at the habilitation program, she moved to Colorado. Her first job in Colorado was at the Rise School of Denver, which “provides services to children with and without disabilities through an inclusive education model.” During her time at the Rise School, the executive director of Adams Camp reached out to her and provided a job description that immediately captured her interest. She rapidly transitioned into the Adams Camp environment and found her home. Jordan has the opportunity to serve 350 families every year in both Adventure Camp and other therapeutic programs that is offered by Adams Camp. But, it hasn’t all been an easy road for her at Adams Camp. She voiced, “With an aging population, we are tasked with creating age appropriate services for all. The other challenge is finding more empowering opportunities for our population.” Most people with developmental disabilities can live a long and fulfilled life, but their special needs vary by age. At the moment, Adams Camp prioritizes younger clients in order to prepare them properly for their futures. But because Jordan is so dedicated to improving the lives’ of others, she

Special Education Teacher Support Services is a mandated service recommended by the Individual Education Team on a child’s IEP. As stated by the Department of Education in the Family Guide to Special Education Services (2012), an IEP documents a child’s eligibility for Special Education Services. This plan formalizes in writing the Department of Education’s plan for providing a Free Appropriate Public Education in the least restrictive environment (www.nycenet.edu).

The Abilities 1st! Pre-Orientation is designed for students with learning disabilities. Various workshops are offered for students and their families to ease the transition to college. Workshops include a writing session, panel discussion, locating classrooms on campus, reviewing a syllabi and other social activities (Abilities 1st! 2017 Pre-Orientation Schedule). Students participating in the program will also be able to meet individually with the Dean of Accessibility Services, to set up their accommodations for the Fall semester. While many of the workshops assist students in developing a better understanding of what to expect in their first year of college, it does not provide much opportunity for students to develop characteristics and skills that are critical for college persistence.

“Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving education results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” (Department of Education, nd.).

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Currently, young adults with intellectual disabilities are able to begin receiving Supplemental Security Income (SSI) when they reach the age of eighteen. While the receipt of SSI comes with several rules — such as requiring the individual to pay rent and not having more than $2,000 in all combined accounts — the rules regarding work can be difficult to understand and difficult to find, causing recipients and guardians to shy away from the working world. With the evolution of ‘full-inclusion’, it is a logical step that employing this demographic would be the main focus of the last years of an individual’s education. Many young adults leave the public school system having attended a vocational program and with a personalized post-secondary

This article, published in 2002 by Nancy Gadbow, examines some of the issues experienced by adult learners with special needs. The author asserts the concept of diversity should include special needs and differences in terms of disability, ethnicity, culture, language, age, gender, experience, and geography. Furthermore in order to give each person equal access to the curriculum a range of instructional approaches and technologies should be incorporated into the learning environment.

The practicum school I observed is Crossing Points, located in Tuscaloosa Alabama on The University of Alabama campus. There can be a total of thirty students from age ranges eighteen through twenty-one years and require individualize special education. The school focuses on developing self-management skills, preparing students for college, and to live independently in this society. As I watched the instructors and student’s relationship, it was your typical adult to adult relationship. The teachers treated each student age appropriately and evidence base research indicates in special education, students with limitations are often treated below their age level. The educators demonstrated a positive learning environment for the students because the students remained comfortable, hardworking, engaging, and positive throughout the school day. The instructors allowed a creative space for their learners by promoting their students to be involved in their own learning. As I observed at this setting, the teachers directed their lessons off the needs and wants of their students. From my scrutiny, Crossing Points teachers expresses and models the importance of getting to know their students and keeping their students motivated by their interactions. Out of the four months, I have

When I was looking into High Point University for the first time I immediately became interested in the Disability Support program. I was diagnosed with ADHD at a young age, and have always struggled to catch up with my fellow peers. I have been able to succeed academically with the help of my school’s learning support class. I have heard nothing but amazing feedback about High Point’s programs and facilities, and I look forward to seeing what High Point has to offer for my

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S

Living with disabilities on a daily basis can be more difficult then some realize. Many people who are born with developmental disabilities start their education and therapy at a very young age and there are also those people who have been diagnosed with a disability sometime during their lifetime. But what is there for them to do once they have graduated from high school or are told they are too old to continue in a regular school or they are simply told they aren’t accepted in the “normal” community? In all reality there really

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's