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Bridging the College Transition and Career Readiness Gap for Students with Disabilities

Learn how to support students with disabilities in successfully transitioning from secondary to post-secondary education and achieving career readiness. Explore factors like parental relationships, academic accommodations, disability management, and self-advocacy. Real-life case studies provide valuable insights.

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Bridging the College Transition and Career Readiness Gap for Students with Disabilities

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  1. Bridging the College Transition and Career Readiness Gap Between Secondary and Post-Secondary Education For Students with Disabilities Paige Lindahl-Lewis, M.S. Susann Sears, M.Ed. University of Illinois

  2. Trends from our combined 32 years of experience • Psychiatric and other non-visible diagnoses can oftentimes impact student’s transition. • Low expectations (Professionals, parents, and/or students) have the highest negative impact on students realizing their potential. • Successful students utilize the support services available to them. • Psychosocial development of students is critical to their transition.

  3. Understanding Transition K – 12 Education Higher Education Parental relationships -Emerging Adulthood Campus engagement Usage of academic/non-academic accommodations Career development => How these factors influence the development of vocational identity. Disability management = Being proactive. • Parental relationships – Viewing as an individual   • Explore career interests • Social inclusion • Usage of IEP or 504 • Learning about self-advocacy, disability, & disability laws • =>development of personal identity, their voice & vision of the future

  4. Case Study #1  •  Video - Brianna • Senior • Majoring in Social Work • Minor in Leadership Studies

  5. Summary of Case Study #1 (Brianna) K – 12 Education Higher Education Disclosing to faculty very difficult initially – so did not provide accommodations letter the first two years @ the U of I. A lot of trial & error to succeed in classes/utilizing accommodations. Accepted disability, gained self-confidence and sense of identity,  wants to pay it forward, attained career aptitude. • Parents were central advocates in the beginning. • Felt different from other students – chose to not disclose to peers early on. • High school believed in backing off in using accommodations – struggled • Second diagnosis came later – ADHD = academic success! • Second ACT score defining moment.

  6. Case Study #2  •  Video - Mark • Senior, Japanese Studies • EALC

  7. Summary of Case Study #2 (Mark) K – 12 Education Higher Education Adjustment to physical decline and disability management. Dependence is a form of independence.  Minimized his depression symptoms – “There are others who are struggling more than I am,”. Considered dropping out of college. Mentor to Beckwith students in multiple capacities. Mentorship and experiential learning (service fraternity and internship participation) critical to success. • Who am I – was unknown to him in high school. • Did not believe he had many friends in high school. • During high school – required minimal assistance and accommodations • Well supported by the school, so didn't feel that he needed to advocate for himself. • Had a number of interests – but did not know how to put it all together for a career.

  8. Next Steps to Achieving 2025 Goal: K - 12   E   d  u   c  a  t i  o  n •  Addressing parental relationships in relation to student autonomy. •  Supporting parents and their identity. •  Experiential learning opportunities beginning in high school –  “What is it like to be employed?”. •  Secondary education partnering and collaborating with higher education. •  Role of Assistive Technology (AT).  •  Understanding one’s legal rights under the ADA (higher education). •  Emphasis on developing peer relationships throughout education. •  Defining disability and exploring disability management. •  Informing students of funding resources •  Active participants of IEP or 504 meetings. •  Mentorship beginning in high school.

  9. Next Steps to Achieving 2025 Goal: Higher Education  Supporting parents and their identity.  Emphasis of ongoing career development.  Secondary education partnering/ collaborating with higher ed education.  Role of Assistive Technology (AT)   Understanding one’s legal rights under the ADA (employment)  Emphasis on developing peer relationships throughout education. Connecting students with funding resources. Student engagement 

  10. Any Questions?Contact Information: Susann Sears, M.Ed. Paige Lindahl-Lewis, M.S.  Associate Director Beckwith Residential Support Services (BRSS) Division of Disability Resources and Educational Services (DRES) University of Illinois, Urbana-Champaign plewis66@Illinois.edu (217) 333-3315 Director Beckwith Residential Support Services (BRSS) Division of Disability Resources and Educational Services (DRES) University of Illinois, Urbana-Champaign sheft@Illinois.edu (217) 333-4602

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