Number 1 OCO FACT SHEET February 2000
Updated April 2002

How to start a program for students with significant disabilities in a postsecondary setting

This fact sheet is designed to provide some basic information for personnel in local school systems that are interested in developing programs or services for students with significant disabilities age 18-21 in postsecondary settings.

Visit other programs in your state.
When considering program development, contact and visit existing programs in your state. The personnel in these programs have a wealth of information to share and may be able to provide access to resources, curriculum, and strategies that worked for them. Visiting programs will also provide you with an opportunity to discern the program elements and services you would like to emulate, and those you would not. If possible, get a representative from the postsecondary site (college personnel, employer, etc.) to accompany you on these visits to help illustrate the type of program or services you are trying to create.

Identify major goals of program.
Write a belief or mission statement that clearly states your reasons for developing the program and the expected outcomes. Make sure to identify your major goals such as "students will gain access to integrated employment" or "students will be included in academic or recreational college courses". Clear goals are easier to communicate to the various people involved and will guide your program evaluation activities.

Identify population of students.
Once you have established the goals of your program, you need to ensure that all students referred to and accepted into this program will receive the instructional activities that best meet their needs. Identify the age, employment experiences, and instruction and support needs necessary for students to access and be successful in the program.

Identify planning partners.
It is imperative to gain support from your local school system and the postsecondary setting with which you are collaborating. Ideally your main partner from the local school system will be a high level administrator, one who has the authority to make decisions about the program. Try to engage the support of a person from the postsecondary site who is also in a position of authority. If your postsecondary site is a college, then the support of the President, Dean, or Department Chair, will help to open doors and secure support for program development activities. This same strategy should be used if your program site is in a business or other community setting. In addition to local school system and institutional support, other local community partners should be engaged in planning activities. Contact local adult service agencies, the department of vocational rehabilitation and developmental disabilities, parents, employers, and other community leaders who may be able to provide support to the program. Involve as many of these people as possible in the planning process so that their input is valued. Create a process of on-going communication (monthly meeting or email) with everyone involved to ensure continued input and support.

Identify possible funding needs and resources.
Funding needs will vary depending upon the level of commitment from each of the involved parties. Local school systems (LSSs) usually provide the program’s staffing and transportation, and may pay some type of fee for office and instructional space. Colleges are often willing to donate the space; others charge nominal rental fees. However, space on college campuses is a precious commodity, so be prepared to be flexible, at least initially. Other necessary equipment will include a computer, desk, filing cabinet, phone, fax, email access, Xerox, and possibly a cell phone for emergency contacts. Talk to your LSS and your liason from the postsecondary site to determine who is going to supply these essentials.

Identify access issues.
Whether or not your program is located on a college, you may want to access college resources and enviroments for instruction. Some colleges require students to apply in order to use the campus facilities. Others require a student activity fee. If your students will be attending classes, find out the college policy for registration. Some colleges let students audit classes for free; but others may require registration and tuition. In some community colleges students who are eligible for supplemental security income (SSI) can have their tuition waived. It is also important to work with the faculty to engage their cooperation and support. Contact the college disability support services office to find out which instructors might be more open and responsive to a high school students in their class.

Deal with local school system logistics.
Providing a public school program off-site requires special attention to issues that are not a problem when services are provided at the high school. Make sure that you have a plan for transportation, students who receive free and reduced lunch, students who receive medication, liability, mail delivery to teacher, student attendance, student participation in graduation ceremony, and discrepancies between the local school system calendar and the college calendar.

Establish a referral process.
Once a program is established, it is essential for the referral process to be in writing and clearly communicated to all those who may make referrals. Ideally, the referral process will begin at least one year prior to a student’s possible admission to the program. Work with your local school system’s Director of Special Education to ensure that a process is established which allows teachers, families, and students to make informed decisions regarding placement into the program. Remember that this program may not be right for every student and is only one option among the many environments in which a student can receive special education services.

Create a daily schedule of activities.
Most programs in postsecondary settings consist of a combination of classroom and community-based instruction of functional and life skills, paid and unpaid employment experiences, participation in college courses, use of campus facilities (library, career center, fitness center), and participation in clubs or activities on and off campus. The needs of your students and the availability of staff will determine the percentage of the day spent on each of these things. Creating and posting a weekly schedule of activities will facilitate student independence and provide teachers and support staff with a clear overview of instruction and support needs.

Don’t be discouraged, relationships take time.
Creating a program in a postsecondary setting has very unique challenges, especially if the setting is a college. Often college faculty and staff do not understand the reasons for providing students with disabilities access to their institution and their classes. Negative attitudes can be discouraging. Remember that the staff and students at the college may need some time to get used to the idea that students with disabilities can be successful on a college campus. Make an effort to develop relationships with these people and provide them with opportunities to get to know you and the students in your program.

Be an asset and learn to barter.
As you get to know the people in your postsecondary setting, find out how your students or program can provide a service to them. Do they need help with mail delivery, or office help? Sometimes helping out a potential supporter can provide students with employment-training opportunities. Also, remember that teachers have something to offer too. Find out if any of the instructors are interested in having a guest lecturer on special education, diversity, the ADA, or other disability related topics. If you give a little, you may get a lot in return.

Create opportunities for peers to become involved.
Often, college students interested in social services or education are required to perform community service hours or participate in a field experience. Talk to instructors in departments of education, social work, physical education, and occupational, speech, and physical therapies to see if college students could receive credit and gain experience by providing support or instruction to students in your program. Also, investigate opportunities such as Best Buddies or other peer programs on campus.

No college available? Think outside the box.
If you would like to provide students in your school system with a chance to receive their last 2-3 three years of education outside of their high school, but do not have access to a college campus, don’t give up. Colleges are not the only postsecondary settings available in most communities. Contact local adult service agencies, employers, or other community resources such as libraries or shopping centers to see if they are interested in developing a partnership with your local school system. If designated program space is the only limitation on a campus, locate your program elsewhere and make an agreement with the college to let your students use the college resources (library, gym, and career center) and attend activities.

Evaluate your program from day one.
One of the major pitfalls of many new initiatives is lack of program evaluation. One way to ensure that the major goals of your program are being met is to continually evaluate its components and modify elements that are not working. Look at the goals you’ve created and determine how you will evaluate whether or not they have been met. Seek out written and oral feedback from students, families, and employers regarding their satisfaction with the program. Create a procedure to follow-up on graduates to monitor their outcomes. Keep careful track of program costs so that you can justify continuation of funding, or even better, budget increases.