Navigating New Waters
Planning for Transition to Inclusive
Post-secondary Education for Students
with Intellectual and Developmental Disabilities
Presentation by
Susanna Miller
February 19, 2014
What is an Inclusive PSE Program?
Why Inclusive PSE?
Happening in Georgia
• Georgia Inclusive Post-secondary Education
– Capacity Building
– Advocating to Legislature
– Distributing funding for program start-ups and
Happening in Georgia
KSU Academy for Inclusive Learning
University of Georgia(Fanning Institute)
Columbus State University
East Georgia College
• A couple other colleges & universities are
working on feasibility
Program vs. Individual
• Established Inclusive PSE Program
• Customized Individual Track
A Few Facts…
• 1400+ Georgia students receiving special education services
leaving high school each year without receiving a High School
• 220 inclusive Post-secondary Education (PSE) options
throughout the United States
• 1 inclusive PSE program in Georgia at Kennesaw State
University’s Academy for Inclusive Learning and Social Growth
• 3 colleges & universities received Implementation Grants to
start program
• 16 spaces at KSU Academy
• 100+ colleges & universities in Georgia
• 2 programs in Alabama, 9 in Florida, 5 in South
Carolina, 2 in Tennessee, and 8 in North Carolina
• 10 of the over 70 students in South Carolina PSE
programs are Georgia students
• Students who participated in inclusive PSE were
26% more likely to leave vocational rehabilitation
services with a paid job*
• Students who participated in inclusive PSE made
73% higher weekly incomes*
* “Postsecondary Education and Employment Outcomes for Youth with Intellectual Disabilities”
By Alberto Migliore, John Butterworth, and Debra Hart
Help Build PSE in Georgia
You can help BUILD inclusive PSE in Georgia and this is how!
• Learn about inclusive PSE through the GAIPSEC and
• Join our mailing list (email [email protected] to have your
name added)
• Share information with parents, students and educators
• Contact your legislator and ask them to support the call for
• Make contact with anyone you have a connection with a
college or university and share with them about inclusive
PSE opportunities.
Setting up for Success
• Student’s choice
• Buy-in from families
• Clear communication
– Everyone on same page
– Honesty around behaviors when completing
transition plan
Setting up for Success
• Clearly define expectations of college life
• Understand age-appropriate behaviors
– Boundaries
– Time-management
• Knowing when student is just not college
– Other options
Strategies for Preparing
• Make sure your child is a regular attendee at
an over-night, sleep-away camp.
• Have your child become comfortable with
electronic communication, including email
and attachments
• Empower your child to manage a schedule
using a cell phone (calendar, timers,
reminders, etc)
Strategies for Preparing
• Strategize a system for independent
medication management
• Help your child practice talking about
disability characteristics, best learning
styles, and needs.
Transition Goals
Development of Employment
Adult Living/Post School Options
Related Services
Daily Living
Transition Plans
• Address the needs of moving from high
school to post-secondary education
• Focus highly on Community & Adult Living
Skills section of transition plans
Community Skills
• Goal Example:
– Joins _____ clubs/organizations per (week/month/semester)
• Activities:
– Reviews list of club/organization possibilities
– Selects __ club/organization(s) of interest base on sport or hobby
preference or career choice
– Contact organizer
– Attend at least two meetings
Adult Living Skills
• Goal Example:
– Advocates for assistance appropriately by completing ___ activity(ies)
• Activities
– Makes and keeps ___ appointment(s) with counselor to review course
– Makes and keeps ___ appointment(s) with teacher(s) to review
academic accommodations/assess effectiveness per
– Make and keeps ___ appointment(s) with employer to discuss job
Adult Living Skills
• Goal Example:
– Demonstrates understanding of daily schedule, class routines, and
discourse by completing ___ activity(ies)
• Activities:
Follows schedule and arrives promptly to class ____% of the time
Follows ___ step class routine
Follows ___ rules of classroom discourse
Makes entry on electronic calendar/software to manage schedule
and assignments ___ times per (week/month/semester)
• College is not for everyone
• College doesn’t have to happen immediately
after secondary completion
Think College
National Center on Secondary Education and Transition
Center for Leadership in Disability
Kennesaw State University Academy for Inclusive Learning
Contact Information
Sheryl Arno
[email protected]
Susanna Miller
[email protected]
GAIPSEC Website:

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