The Community College Experience for Students With and Without Disabilities: A Viable Transition Outcome?

Page, Brenda J.; Chadsey-Rusch, Janis

doi:10.1177/088572889501800203

Cited by 10 publications

(10 citation statements)

References 5 publications

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“…The PEAC project was successful in supporting youth with ID complete work-based programs of study. In addition, we found that PEAC participants generally demonstrated improved communication, interpersonal and problem solving skills which is consistent with benefits of PSE for youth with disabilities reported in the literature (Page & Chadsey-Rusch, 1995;Miller, DiSandro, Harrington, & Johnson, 2016;Smith, & Lugas, 2010). The majority of PEAC students obtained employment within 6-months of completing the program with assistance from a Community Rehabilitation Profession (CRP).…”

Section: Development Of Pay Checksupporting

confidence: 73%

Post-secondary apprenticeships for youth: Creating opportunities for high demand employment1

Wilson

Killam

Stazio

et al. 2017

JVR

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BACKGROUND:The Paid Apprenticeship and college for Youth with disabilities (PAY Check) program is a partnership between the states's University Center of Excellence in Developmental Disabilities (UCEDD), state Vocational Rehabilitation, Local Education Agencies (LEA), Delgado Community College (DCC) and University Medical Center-New Orleans (UMC-NO). PAY Check uses a "braided" funding approach and builds on foundations established by an earlier post-secondary education (PSE) for youth with intellectual disabilities grant from the U.S. Department of Education. PAY Check includes a high school diploma option, PSE, paid apprenticeship components, and incorporates self-determination training throughout. The program serves students ages 18-21 years who receive special education services and are eligible for VR services. All components of PAY Check take place in integrated community settings (e.g., DCC campus, public transportation, paid apprenticeship sites) and provide opportunities for participants to acquire and practice pre-employment transition skills (Pre-ETS) as delineated in the Workforce Innovation and Opportunity Act (PL 113-803, 2016). OBJECTIVE: This paper describes the unique transition program for youth with disabilities called PAY Check. CONCLUSION: This article offers rationales for including its key components, discusses the programs development, provides an overview of the program, and concludes with recommendations for next steps.

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Section: Development Of Pay Checksupporting

confidence: 73%

Post-secondary apprenticeships for youth: Creating opportunities for high demand employment1

Wilson

Killam

Stazio

et al. 2017

JVR

View full text Add to dashboard Cite

show abstract

“…As more students with disabilities have been included in pre-K through high school general education programs, they are becoming increasingly interested in also having a college or university experience (Page & Chadsey-Rusch, 1995;Smith, 1998). (The terms college and university are used interchangeably to refer to institutions of higher education that offer 4-year baccalaureate programs.)…”

mentioning

confidence: 99%

“…Students with cognitive disabilities are found far less frequently among the students with disabilities enrolled in academic programs on college campuses. Often, those students and their families do not consider college an option (Page & Chadsey-Rusch, 1995). In those instances when students with cognitive disabilities are included, they often reside or work on campus but are enrolled in a separate life skills training program (Goldstein, 1993).…”

mentioning

confidence: 99%

Going to College: The Experiences of a Young Woman With Down Syndrome

Hamill

2003

Mental Retardation

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In this qualitative study the college experience of an individual with Down syndrome was examined. The student audited two academic courses and participated in various nonacademic campus activities. The investigation yielded multiple themes within the following areas of importance: (a) the meaning of going to college, (b) the development and meaning of college friendships, (c) negotiation of the academic program, and (d) enrichment of the lives of those involved. The findings showed benefits to both the student's personal and professional development. The struggles and successes within each area of importance are described and implications for each are discussed.

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“…Using individual supports (IS), students receive educational and community supports outside of high school without attending a site-based program. Though limited, some case studies describe how these supports are provided to public school students (Page & Chadsey-Rusch, 1995;Tashie et al, 1998). Hart et al (2001) also detail a model, developed from a federally funded OSERS grant, to create access to college for 25 students with SD using an individual support approach.…”

Section: Individual Supports In Post-secondary Settingsmentioning

confidence: 99%

Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

Neubert¹,

Moon²,

Grigal³

2017

Exceptional

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The Community College Experience for Students With and Without Disabilities: A Viable Transition Outcome?

Cited by 10 publications

References 5 publications

Post-secondary apprenticeships for youth: Creating opportunities for high demand employment1

Post-secondary apprenticeships for youth: Creating opportunities for high demand employment1

Going to College: The Experiences of a Young Woman With Down Syndrome

Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

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