Transition to Adulthood (Part 1): College for Students with I/DD
Becky and her son David. David proudly wears the sweatshirt of his college, Western Carolina University.
For many young adults, the transition to adulthood is filled with anticipation. Dreams of college, full-time employment, and living away from home can be both exciting and intimidating for any teenager. Youth with intellectual or developmental disabilities (I/DD) often have additional considerations that impact this transition.
On our blog this week, we’ll share three exciting ways that the transition to adulthood is evolving. We’ll discuss several creative paths people take to education, employment, and housing. We also want to introduce you to our friend David, a young man with Down syndrome who has navigated this transition with grace and determination!
The Rise of Inclusive College Education
When David Maennle was born, his mother Becky recalls, the doctor didn’t offer much insight into his future. In fact, the doctor told them to expect very little from David, who was born with Down syndrome.
What should the doctor have said, according to Becky? “Start the college fund,” she says.
Becky speaks for thousands of parents who are fierce advocates for their children with intellectual or developmental disabilities. These parents know their children can thrive in adulthood. And although these parents are often battling widespread low expectations and preconceived notions about people with disabilities, colleges are starting to pay attention.
David Maennle’s graduation day. Photo courtesy of Becky Garland.
Over the last fifteen years, the number of college programs for students with I/DD, like the one David graduated from, has rapidly increased. In 2004, few such college programs existed – there were only 25 in the entire U.S. According to a recent report, there are now 271 programs in 49 states!
What changed? Dr. Kelly Kelley, Program Director at Western Carolina’s UP Program, provided us with a little bit of background. In 2008, the Higher Education Opportunity Act (HEOA) was reauthorized. The legislation included funding for Transition Programs for Students with Intellectual Disabilities (TPSID) as well as for Think College, the national coordinating center. What has also helped, Dr. Kelley adds, is the emerging research that shows just how effective these programs are. Of the students who completed a TPSID program, 65% had a paid job one year after exit, versus an employment rate of only 17% of adults with ID in the general population.
These programs aim to prepare students for competitive employment as well as adult life in general. Many of them offer a traditional college experience, including housing, access to FAFSA-based financial aid and scholarships, increasing inclusion, and the environment of a four-year college.
Because the programs can vary widely in terms of full inclusion, Think College urges families to do their research. We did a little research of our own, leading to a proud local moment for us: Western Carolina’s UP Program promises “fully inclusive living and learning college experiences,” has a 100% retention rate, and boasts an employment rate of 100% after students exit the program.
Full inclusion means that the University Participant students “embrace the new opportunities and freedom of college,” says Dr. Kelley. As a recent article described, the students “live in campus residence halls, attend three or four classes per semester, work at least 10 hours a week in internships or on paid jobs, and participate in a wide range of campus and community social activities.”
It’s clear from David’s story that this person-centered college program is succeeding. David has identified and pursued his goals, completing internships related to emergency and sports medicine during college, then networking to find a job for himself after graduation. He also lives in his own apartment, supported by enabling technology. Becky and David are even working with the team from Barnwood Builders to fulfill David’s dream of living in a log cabin!
Dr. Kelley shares what makes her the proudest when it comes to her students and the UP program: “It is always a pleasure to see the high expectations and outcomes as well as the memories made among the students, natural supports (peers), and graduates who live and learn together towards their goals and vision they set to achieve,” she says.
Next up on the blog:
How are young adults with intellectual or developmental disabilities navigating the transition to work? What about the transition to a home of their own?
Stay tuned – we’ll be exploring creative paths to employment as well as the role of enabling technology in promoting independence.
Get a sneak preview with our Virtual Demo Tour.