Number 5 OCO FACT SHEET October 2000

Public school programs in post-secondary settings for students with significant disabilities: Definitions and descriptions

Local school systems (LSSs) across the country are providing educational services to students with significant disabilities age 18-21 in various post-secondary settings. This fact sheet will provide definitions and description of such programs and the students that they serve.

What is a program in a post-secondary setting?
This type of program is designed to serve high school students with significant disabilities who are 18 years or older in their final 2-3 years of public school. The programs are not located in public high schools but in various post-secondary locations, such as universities, community colleges, or in community locations such as businesses or adult service agencies.

Who do these programs serve?
Programs in post-secondary settings serve older students with significant disabilities who receive special education services from the public school until they are 21 or 22 years old. Many of these students will receive some form of alternative diploma (e.g. certificate of attendance, IEP diploma) as their culminating documentation from public school.

How is a student with a significant disability defined?
A student with a significant disability is defined as an individual who requires extensive ongoing support in more than one major life activity to participate in integrated community settings and to enjoy a quality of life that is available to citizens with fewer or no disabilities. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for independent living, employment, and self-sufficiency (TASH, 2000). Students may have a variety of disability classifications including, but not limited to, mental retardation, learning disabilities, traumatic brain injuries, orthopedic disabilities, autism, or behavior disorders.

Why are these programs being developed?
Public school programs in post-secondary settings are being developed for a variety of reasons. Typically, high school students graduate at the age of 17 or 18 and go on to either become employed or further their education at a post-secondary institution. Students with significant disabilities, who remain in high school until they are 21, have few opportunities to interact with students of their same age without disabilities. Many programs were developed initially to provide this student population with increased opportunities to interact with their peers in an age-appropriate setting.

What are the goals of these programs?
The overall goal of these programs is to provide students with a new educational environment which raises the standard of expectation to one more similar to that of young adults. In addition, specific program goals may include one or more of the following objectives:

• to give students with significant disabilities the opportunity to increase their level of independence;
• to obtain employment in a full or part-time paid position in the community;
• to participate in college classes;
• to increase mobility in the community;
• to engage the support of adult service agencies before leaving school;
• to improve social and communication skills in community environments;
• to improve self determination skills;
• to develop friendships with other people of similar ages;
• to develop age-appropriate leisure and recreation interests.

Who funds these programs?
Programs in post-secondary settings are usually paid for by the public school system. The LSS generally pays for the teacher and the instructional assistants and may rent classroom or office space. The program host (the college or business in which the program is located) may contribute to program costs by donating space, materials, or access to facilities.

What types of interagency collaboration exist in these programs?
Representatives from various agencies including the LSS, the program host (college or business), employers, and local adult service agencies often collaborate when planning and implementing these programs. Once a program is established, collaboration occurs in other ways, such as personnel providing services such as job coaching, offering employment sites, serving as guest speakers, or donating resources or materials.

What types of instruction are offered in these programs?
The curriculum of the programs located in post-secondary sites often includes functional academics, job training and follow along, assessment activities, self-determination, recreation, community mobility, and social skill development. Students may spend some portion of the day or week in a separate classroom for direct instruction on functional academic skills such as time and money management, functional reading and math, or career development. Job placements are made in a variety of locations and are paid and unpaid depending upon the student’s ability level and training needs. Students interact with peers who are not disabled by attending classes, working in community jobs, or participating in extra-curricular or social activities.

Do all students attend college classes?
Students who attend these programs may participate in regular college classes. Participation can occur in the form of auditing a non-credit class or being registered for a class in which they will receive a grade. Participation in classes depends on a variety of factors including level of course content, student interest, and class schedule. Students who attend college classes continue to receive support from LSS staff in much the same manner as they would in inclusive high school situations.

Are students involved in activities other than classes?
Students in programs in post-secondary settings who do not attend classes have opportunities to interact with students without disabilities in other college activities or organizations. Students may join college-sponsored clubs, student organizations such as sororities and fraternities, or volunteer opportunities such as Habitat for Humanity. Students may also become involved in Best Buddies programs or other peer programs which pair students with and without disabilities for informal social activities.

Where can I get more information about public school programs in post-secondary settings for students with significant disabilities age 18-21?
There are a few published articles about programs for students with significant disabilities in postsecondary environments. These include:

Grigal, M., Neubert, D.A., & Moon, M.S. (2001). Public school programs for students with significant disabilities in post-secondary settings. Education and Training in Mental Retardation and Developmental Disabilities, 36, 244-254.

Hall, M., Kleinert, H. L., & Kearns, J. F. (2000) " Going to college! Postsecondary programs for students
with moderate to severe disabilities". Teaching Exceptional Children 32, 58-65.

Moon, M.S., Grigal, M., & Neubert, D.A. (2001). High school and beyond. Exceptional Parent, 31, 52-57.

Neubert, D.A., Moon, M.S., Grigal, M., & Redd, V. (2001). Post-secondary educational practices for individuals with mental retardation and other significant disabilities: A review of the literature. Journal of Vocational Rehabilitation, 16, 155-168.

To obtain further information about programs in postsecondary settings you can contact the staff at On-Campus Outreach using the information provided below.

Definition of the people that TASH serves. (1986, November) [Online]. The Association for Persons with Severe Handicaps. http://tash.org/resolutions/R21PEOPL.html 2000, May].

On-Campus Outreach is funded by the US Department of Education, Office of Special Education Programs,
Grant # H324 R990032
Copyright © 2000 On-Campus Outreach,
Department of Special Education,
University of Maryland