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When: September 29th at 1:00 – 2:30 p.m. MT What: Information will be provided regarding current legislative and funding priorities around enrolling students with intellectual disabilities in postsecondary education, as well as insights into characteristics of model programs and potential challenges. Time for questions and discussion will be included.

The success rate among the graduates of  America’s Special Education Programs has been studied and criticized for decades. In 2005, Dr. Frank Rusch of Pennsylvania State University and this writer addressed the issue related to the inability of young special education high school graduates to achieve success in employment, post-secondary education, adequate housing and community acquiescence. According to the study, Rusch and Pizzuro wrote: “Young adults with disabilities typically leave publicly funded educational institutions without a job, without being enrolled in postsecondary education, and without the security of knowing their roles in society. Fewer than 30 percent of high school leavers obtain jobs after departing mandated education and fewer than 10 percent enroll in postsecondary education. The past 25 years has witnessed continued poverty among young adults with disabilities, despite legislative reauthorizations aimed at improving educational opportunities (The Individuals with Disabilities Education Improvement Act of 2004) and employment access (The Americans with Disabilities Act).”

Whats and Whens:PTAC and FPCO will be conducting a series of webinars on FERPA. All webinars will last approximately one hour. To sign up for one of these webinars, please see the corresponding links. And be sure to check back regularly for additional training opportunities. December 7, 12:00 pm (MST): FERPA 101. This webinar will provide FERPA basics, geared toward an LEA audience. It is not specifically about the recent regulation changes; rather it will provide a high level overview of FERPA and how it applies in the K-12 context. For more information visit: https://edinfoevents.webex.com/edinfoevents/onstage/g.php?d=662947509&t=a January 11, 12:00 pm (MST): Data Sharing Under FERPA. This webinar will review best practices for data sharing, including reasonable methods and written agreements. This training will include the recent regulation changes. While the training is geared toward SEAs, all are welcome to participate. For more information visit: https://edinfoevents.webex.com/edinfoevents/onstage/g.php?t=a&d=661742602 February 9, 12:00 pm (MST): FERPA for Colleges and Universities. This webinar will provide FERPA basics, geared toward a postsecondary audience. It is not specifically about the recent regulation changes; rather it will provide a high level overview of FERPA and how it applies in the postsecondary context. For more information visit: https://edinfoevents.webex.com/edinfoevents/onstage/g.php?t=a&d=666846567

When: Monday June 21, 2010 · 1:00-2:30pm Mountain What: This webinar will provide an in-depth presentation of the five-year postsecondary education experience of Micah Fialka-Feldman, a 25 year old student with an intellectual disability, at Oakland University, through the OPTIONS Program. Micah, along with Dr. Shea Howell, one of Micah's college professors, his mother Janice Fialka, and one of Micah's friends and peer tutors will discuss this journey through postsecondary education from each of their unique perspectives. The webinar will present and discuss a range of practical strategies and supports used to enhance Micah's active participation in the classroom, course work, student activities, and dorm living. Critical components which contributed to a successful experience will be shared, such as: the immediate and inclusive participation of Micah on the campus in all domains of student life and learning, the intentional engagement of other students in planning with and supporting Micah, the creation of opportunities for Micah to participate in student activities, and others.

This fund offers financial assistance to young adults with Down syndrome who want to enroll in postsecondary programs or take classes that will help them with employment, independent living and life skills. To date, over thirty students have received grants from the National Down Syndrome Society (NDSS) to help cover the costs of pursuing their postsecondary education and enrichment goals.  More information is available at http://www.ndss.org/

APPLICATION DEADLINE: JULY 16, 2010

Among accommodations requested and granted in the most recent testing year, approximately three-quarters were for extra time, and about half were for applicants with learning disabilities. High school and postsecondary school officials GAO interviewed reported advising students about which accommodations to request and providing documentation to testing companies, such as a student's accommodations history.

Students with disabilities face several longstanding challenges accessing services that may assist them as they transition from high school into postsecondary education or the workforce—services such as tutoring, vocational training, and assistive technology. Eligible students with disabilities are entitled to transition planning services during high school, but after leaving high school, to receive services that facilitate their transition they must apply as adults and establish eligibility for programs administered by multiple federal agencies. Students with disabilities may face delays in service and end up on waitlists if these programs are full. In addition, while all five states GAO contacted have taken steps to coordinate their transition services and assist families with the transition process, officials said that it is still difficult for students and their parents to navigate and for providers to coordinate services across different programs. Officials and parents GAO spoke with also noted a lack of sufficient information or awareness of the full range of service options available after high school on the part of students with disabilities, parents, and service providers. In addition, state and local officials said students with disabilities may not be adequately prepared to successfully transition to life after high school. This may be due, in part, to limited opportunities to engage in vocational and life skills training or obtain work experience while in school.

An individualized learning plan (ILP) is a tool that students in secondary school use – with support from school counselors and parents – to define their personal interests and goals related to their career and postsecondary education and to plan what courses to take and what activities to participate in during high school to further their interests and achieve their goals.

There’s a very simple and common sense reason why IDEA 2004 requires that students with disabilities be invited to attend every IEP meeting where postsecondary transition goals will be considered: It’s their lives.

Common forms of financial aid include grants, loans, work-study, and scholarships. Some are available specifically to students with disabilities. Many students use a combination of these financial aid resources. It is important to remember that financial aid results in a partnership of the student, parents, postsecondary educational institutions, state and federal governments, and/or private organizations. Such a partnership requires cooperation, communication, and an understanding by each of their responsibilities within the financial aid process.

Secretary of Education Arne Duncan is calling on special educators to take personal responsibility for the success of their students after graduation. “Today a significant gap exists between our aspirations and reality,” Duncan said of students with disabilities. “The graduation rate, postsecondary education rate and employment rate are all increasing but they are all still, frankly, far too low.”