ERIC ED337974: Postsecondary Education for Individuals with Disabilities.

33 Pages·1991·1.2 MB·English

by  ERIC

DOCUMENT RESUME
EC 300 716
ED 337 974
Nathanson, Jeanne H., Ed.
AUTHOR
Postsecondary Education for Individuals with
TITLE
Disabilities.
Office of Special Education and Rehabilitative
INSTITUTION
Services (ED), Washington, DC.
PUB DATE
91
NOTE
33p.
OSERS News in Print, Room 3129, Switzer Building, 330
AVAILABLE FROM
C St., S.W., Washington, DC 20202-2524 (free).
PUB UPE
Collected Works - Serials (022) -- Guides -
Non-Classroom Use (055)
OSERS News in Print; v4 nl Sum 1991
JOURNAL CIT
MF01/PCO2 Plus Postage.
EDRS PRICE
American Indian Education; Deafness; *Disabilities;
DESCRIPTORS
Education Work Relationship; Emotional Disturbances;
Employment; Head Injuries; Information Centers;
Injuries; *Intervention; Models; *Postsecondary
Education; *Supported Employment
ABSTRACT
This newsletter theme issue contains several articles
on postsecondary education for individuals with disabilities.
"Supporced Education for People with Psychiatric
Disabilities...Issues and Implications" (Karen V. Unger) describes
three prototypes for postsecondr.ry education of individuals with
psychiatric disabilities--the self-contained classrocdm, on-site
support, and mobile support. "Postsecondary Education for Students
Who Are Deaf...A Summary of a National Study" (John G. Schroedel and
Douglas Watson) describes four study components: the postsecondary
programs themselves, the students attending, the alumni, and state
vocational rehabilitation agency policies and practices. "Developing
a Sense of Community for Students with Disabilities at a Tribally
Controlled College" (Mike Hermanson and Barbara Landstrom) reviews a
model implemented at Salish Kootenai College in northwestern Montana.
"Project Employment...A Model for Change" (Charles C. Wall and Holly
Culhane) discusses a project oi Bakersfield College in California
designed to bridge the gap between education and the world of work
for individuals with disabilities. "HEATH Resource Center...National
Clearinghouse on Postsecondary Education for Individuals with
Disabilities" (Rhona C. Hartman) describes activities of the resource
center and typical questions that it answers. "Assisting Young Adults
with Severe TEl To Get and Keep Employment through a Supported Work
Approach" (John Kregel and others) discusses intervention with
individuals with traumatic brain injury. (JDD)
***************************************************
**********.c******
Reproductions supplied by EDE_ are the best that can be made
from the original document.
**.********v**********************************************************R
Iv If
i
r
111F1716P.,""1"'"
11 4
.1 ip
J
t,
,!:r
t
.1.:
1,1
-
11%,
,
,
111
"k twill." '1
tl
U S CEPARTMENT OF EDUCATION
Off ice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
C(This
document heiti been reproduced is
received from the person Or orglinizatiOn
Originating it
O Minor changes have been made to improve
reproduction ouality
-cy-
)
Points of view or opinions stated ,n this docu-
ment do not necessarily represent official
OE RI position or policy
A
Ars
a
2
BEST COPY AVAILABLE
Print
OSERS News
n
I
A MESSAGE FROM
THE ASSISTANT SECRETARY
2 0 0 0
M E R I C A
A
On April
Ikesident George Bush and Education Secretary Lamar Alexander
I h,
announced the creation of an innovative, ftir-reaching plan to revitalize the nation's school..
workplaces, and communities. AMERICA 2(XX) calls for a revolution in American education.
In
thi..icolunm, I would hke to share nh vision of AMERICA 2((X) and the roles of rehabilitation and
special education in its implementation.
AMERICA 2(Xx; is a four-part strategy for achieving the national educational goals adopted
th the President and the nation's governors in 1990.
For todth s student.. AMERICA 2(X X) calls for better and inure accountable schools.
A I 5-point accountability package \ ill encourage parents. teachers, administrators, and
communities to reward educational excellence and to demand change when schools fall
short.
NATIONAL GOALS
For tomorrow's student., AMERICA 2(XX) en isions a new generation of
FOR EDUCATION
schools. Congress has been requested to provide seed mone for at least 535
New American Schools that Yv ill "break the mold- of existing school prograins
I. Bytheyear2000,all children inAmerica
and train students for the next century.
will start school ready to learn.
AMERICA 2(XX) also in\ ites all adults to be lifetime learners and to make the
2. By the year 2000, the high school
U.S. a nation of students rather than a nation at risk.
graduation rate will increase to at least 90
AMERICA 2(XX) calls on each communit to become a communit) where
percent.
learning can happen. For
ekaicat.on ret.onn to suceeed, it is imperative to look
3. By the year 2000, American students
beyond the classrooni to connnunit les and families.
will leave grades four, eight, and twelve
AMERICA 2(X X) is for all Ainedcans. including indiv iduals
having demonstrated competency in such
ith disabilities.
challenging subject matter as English,
in the disability communit can play a leadership role in developing the
Morem er.
mathematics, science, history, and
new schook and adult learning centers eny isioned by the President and the Education
geography: and evoy school in America
Secretark. :n AMERICA 2(XX). Our rehabilitation and special education programs are
modek tor the reform ot regular education. We have both the opportunity and the
will ensure that all students are prepared
for responsible cirkenship,fiirther learning,
obligation to participate in A hat President Bush has called a renaissance in education.
and productive employment in our modern
Ihe Intants and Todnlers program.
economy.
ith us emphasis on tamih in\ oh ement and
cooidinated supivrt services, is an example ot the t?, pc of program that w ill help to ensure
4. By the year 2000, American studems
that all children start school read to
that wk.' achieve the first national education goal
will be first in the world in science and
For adults, our vocational rehabditation ek aluation and training programs are
leant.
and training clinic, eny Noned in A \IERICA 2(XX).
mathematics achievement.
models tor the skills
Fhrough our programs tor people w ith disabilities. OSFRS \ ill take a leadership role in
5. By the rear 2000, every adult American
shaping yk hat AMERICA 2(XX) v, ill mean for all Americans.
will he literate and will possess the
knowledge and skills necessary to compete
I ha\ e been wkwking closelY with SechlarY Alexander to define ( )SERS' role in
in a global economy.
implementing AMERK
ensufing that people 'kith
2000 iuw1 have been assisting
disabilities are included in all aspects ot the rtionn Tito\ ement. Ve iii ( )SF.RS atv
orking it)
O. By the .s.ear 2000, every school in
IdenntY acth ines that support the tourpart AMERICA 2t X xi sinitekh and to itoeky
America will be .five of drug,s and violowe
sin
intim all\ e
hitTh indt iduals\ith dtsahilmtiesLan panicipate. I in\ itk.' all met nhcr. Ot
:i
and will offer a disciplined environment
the thsithiht community to contnbute to our et tort. and to shaft.
Iliesc are
ith us.
ideas
conducive to learning.
ith on as
exciting tune. tom each ot ( )SERS' constituencies-wd !look tom.ird to \%orkini!
iduals
we pursue Oa Nhmed WM11111111011 to iiidi
Summer
1991
OS ER S
P
w
s
N
I
R
N
N
1.;
1
POSTSEC0\04111 El:Ill:4110\ FOR 1\01%101A/A 1%ITH DISABILITIES
VOLUME IV
1
NUMBER 1
A MESSAGE FROM THE ASSISTANT SECRETARY
SUMMER 1991
Da ila. Ph.D.
Robert R.
Lamar Alexander
3
Secretary
...
SUPPORTED EDUCATION FOR PEOPLE WITH PSYCHIATRIC DISABILITIES
United States Department of Education
ISSLES AND IMPLICATIONS
Karen U. Unger, Ed D
Robert R. Davila
8
Assistant Secretary
...
Office of Special Education and
POSTSECONDARY EDUCATION FOR STUDENTS WHO ARE DEAF
Rehabilitative Services
A SUMMARY OF A NATIONAL STUDY
arson. Ph.D.
John C. Sehroedel. Ph.D. and
Douglas 14
Jeanne H. Nathanson
Editor
15
DEVELOPING A SENSE OF COMMUNIT1 r OR STUDENTS WITH DISABILITIES
Geoffrey P. Rhodes
AT A TRIBALLY CONTROLLED COLLEGE
Design/Layout
Mike Hermanson and Barbara Landstrom
OSERS News In Print
is published
18
quarterly and is available free of charge.
...
PROJECT EMPLOYMENT
Contributors of articles for this issue
MODEL FOR CHANGE
A
expressed their own points of view, which
Char/0 C V. all. Ph.D. and Holt) Culhane
may not necessarily reflect the position or
policy of the U.S. Department of
23
...
The information in this
Education.
HEATH RESOURCE CENTER
publication may be reproduced without
ITH DISABILITIES
POSTSECONDARY EDUCATION FOR INDIIIDUALS
further permission; a credit line would be
Rhona C. Hartman
appreciated. Please address comments to:
26
InPrins,Room
3129,
Editor, OSERS News
SPECIAL FL1ICRE
O.ER.S
PRI %).
I%
A
ti
Switzer Building, 330 C Street, S.W.,
ASSISTIN(; Vol NG AM. LTS WITH SEVERE TBI
Washington, D.C. 20202-2524, 202/732-
SUPPORTED WORK APPROACH
A
To GET AND KEEP EMPLOYMENT THROUGH
1723.
tf
L d and Paul V. eliman. Ph I)
John krevel. td
n had V. e '
.
SUMMER
1 9 9 1
1
PIZ IN
0
w
E
R
s
S
I
S
E
INi
'11*
.-s-s-Paavuerazzek...,
.1., ,,9.
'4 1
/ 0 -I,
r ZVI', el...a
144
s"...11411111.
141110
'
st.o,
44,
Jig
SUPPORTED EDUCATION
PSYCHIATRIC DISABILITIES
FOR PEOPLE WITH
ISSUES AND IMPLICATIONS
lost dream.
turning to college has been
she complete a course of study and go
In a study done in 1984 (Unger &
on to a professional or skilled occupa-
Anthony). National Alliance for the
For some young adults with a
tion?
Mentally Ill (NAM1) menthers reported
history of mental illness, as with young
that 91 percent of their family mem-
adults regardless of their health histo-
bers had completed high school and
ries, occupations in the service indus-
The challenge for rehabilitation
58 percent had completed some col-
tries are apprwriate and satisfying.
professionals is to reconeeptualize their
lege. These percentages speak to the
However, as with all young people, a
roles as they begin to assist people
number of young adults who had ini-
with disabilities in fulfilling their
range of possibilities should be open,
tially chosen higher education as a
and career decisions, tempered by de-
In relation to providing sup-
dreams.
means of career development. How-
termination and capabilities, should be
ported education services, several criti-
ever, without the support necessary to
left to the young adults themselves.
cal questions come to mind. Can a
sustain them. most who chose to re-
young adult with a history of mental
turn to college after the onset of their
For many young auults with a his-
illness begin or return to college or to
illness dropped out.
of mental illness, attending or re-
a technical training institute7 Can he/
1 9 9 1
2
S
NI
NI
I..
14
BEST COPY AVAILABLE
OSERS
PR IN't
s
N
I
N
To address the aspirations of
population in a postsecondary environ-
Most disabled
the young adults like those in the
.
ment. In examining the characteristics of
NAMI stud:,
the Center for Psy-
existing programs, they seem to divide
,
people share the
chiatric Rehabilitation at Boston
themselves into three distinct program
University established a Continu-
models or prototypes.
ing Education Program (CEP) in
same fundamental
(Unger,
al.,
1987,
1983
et
These three prototypes can be cat-
Hutchinson, Kohn. & Unger, 1989).
egorized on the basis of two variables.
needs and
Funded by the National Institute
These variables are thc level of integra-
on Disability and Rehabilitation Re-
tion and where the support is provided.
aspirations:
search (NIDRR), the Office of Spe-
The three prototypes are 3elf-contained
cial Education and Rehabilitative
or closed classrooms, on-site support.
Services (OSERS) of the U.S. De-
The need to meet the
and mobile support.
partment of Education, and the
National Institute of Mental Health
Self-contained classroo n:
Students at-
challenge of the
(NIMH), the purpose of the CEP
tend classes on a postsecondary site
was w- help young adults with a
with other students who have psy-
disability and to
history of mental illness return to
chiatric disabilities. The curriculum
college. Of the fifty-three students
is set, and students receive the same
who enrolled in the program. 60
reestablish a new
instruction in the same classroom.
percent completed all four semes-
The students are not initially inte-
ters. Prior to their participation in
grated into regular classes, but they
and valued sense of
the CEP, 19 percent of the stu-
may participate in activities and use
dents were competitively emrloyed
the resources of the institution. Sup-
integrity and puipose
or enrolled in an education pro-
dort is available from program staff
gram: after the intervention. 42 per-
for students as they progress and move
cent of the students achieved that
on to regular classes. Program staff
within and hiLlyond
status (Unger. et. al., 1991). The
may be from the sponsoring pro-
ideas generated by this program
gram and/or from the academic in-
the !imits of the
spawned other programs nationwide
stitution.
and from this fledgling movement
disability: the
came the idea of supported educa-
On-site support:
Students attend regu-
tion. Modeled after the definition
lar classes at the postsecondary site
of supported employment in the
aspiration to live,
where they are matriculated and re-
Rehabilitation Act Amendments of
ceive credit. Support is provided by
1986 and very- similar in concept,
staff from the postsecondary site. Ser-
work and love in a
supported education is defined as:
vices are most often provided through
Education in integrated settings for
the disabled student services or men-
in which
people with severe psychiatric dis-
tal health/counseling services.
abilities for whom postsecondary
Mobile support:
education has not traditionally oc-
This model is the
one can make a
curred or for people for whom
same as the on-site support model
postsecondary education has been
with the exception that the sup-
significant
interrupted or intermittent as a re-
port is provided by staff front com-
sult of a severe psychiatric dis-
munity-based mental health ser-
contribution."
ability and who. because of their
vices or rehabilitation programs.
disability. need ongoing support
services to be successful in the edu-
THE SELF-Co's I ArsH) OR
cation environment.
CLOSED CLASSROOM PRO Fo I
...
PE
Pat Deegan.
in her article:
Each prototype of .upported edu-
A number of programs that meet the
definition of supported education have
Recovery,
cation has pros and cons for its 1 Inpie
The self-contained or
mentation.
emerged in various fo-ms over the past
The Lived Experience
closed classroom prototype has the
They represent different
several years.
of Rehabilitation.
ad\ antage ot being on a college cam-
approaches to providing servICes to this
1 9 9 1
3
t;
S
R
NI
OSER S
PR IN
1'
pus and providing instruction directly
related to the needs of the students
with psychiatric disabilities. The Ca-
reer Development Programs located
at Boston University and at Buffalo
State University teach career devel-
opment skills over three semesters.
The curriculum provides a means for
the student to develop career goals
and begin :mplementing a career plan.
Because ot' the supportive nature of
the class and its relevant content, it
provides an environment where stu-
dents can explore who they are and
formulate a new identity, separate from
It gives
that of mental health patient.
art-
the student a forum to work on devel-
opmental tasks that may have been
arrested with the onset of the illness:
and it provides a social context for
students to relate to their peers and to
develop relationships with prolessiott-
to staff as the staff try to meet the
campus. Offered as a credit course,
als who are their instructors and not
needs of this new population on
and open to students with any disabil-
mental health providers.
campus.
ity, less mature students, or older stu-
writs, it provides a vehicle to teach
The self-contained or closed class-
The concept of reasonable ac-
study and scheduling skills, test tak-
room seems most appropriate for the
commodations, the removal of bar-
ing skills, and problem solving skilk.
young adult who has not experienced
riers to participation, has become
It also provides a safe place where
much success since the onset of his/
an important issue with regard to
students can discuss personal adjust-
her illness. Because it provides a struc-
the availability of resources to stu-
ment issues with others who may have
tured schedule, and has a work goal
dents with psychiatric disabilities.
It identifies a
similar experiences.
final objective, the program pro-
as
From an institution's point of view,
helpful, supportive instructor, and helps
vides a good first step for those who
guidelines for what is appropriate
are not ready to begin a college or
students become familiar with the cam-
relate to whether the acis.ffimoda-
pus and college life.
work experience on their own.
tion places an unreasonable eco-
nomic hardship on the institution
ON-SITE
PROTOTYPE
One disadvantage of this model
and whether it results in a major
is that it k not fully integrated into
curriculum or environmental modi-
The second prototype, on-site
the colkge environment. Again, young
fication. Serving students with psy-
support, utiliies staff from the dis-
adults are in a "special" program al-
chiatric histories on ,:ampus is a
abled student services office, or
though it has the advantage of being
relatively new phenomenon. There
its equivalent, to provide support
in an age approuriate, non-stigmatil-
have been few court cases to set
to the student with psychiatric dis-
A second disad-
ing environmert.
precedents for what reasonable ac-
abilities. Having students with dis-
vantage is that the program is labor
commodations for persons m. ith a
abilities on campus has become the
It requires trained
intensive and ,:ostly.
psychiatric disahility might include.
norm. Most campuses have desig-
staff, a spec tallied curriculum. and
However, based on existing knoWl-
nated staff to work with these stu-
program aids to pro% ide the neces-
edge and experiences, the follow -
dents to help them meet the addi-
sary support.
ing accommodations ha\ e been pro-
tional challenges their disabilities
vided:
max present. Over time, more stu-
An intermediate step hem een the
dems with psychiatric disabilities
self-contained or closed classroon and
are identif>ing themselves and uti-
assistance w ith registration/financial aid
the next prototype. on-site support. Is
extended time tor exams
liuing the resources of the disabled
to provide a campus orientation class
change of location for exams
student services (Once. These stu-
for all students w ho ma> have tears
parking
dents have offered new diallenges
and reser\ at ums about returning to
BEST COPY AVAILABLE
1991
4
U NI NI
S
1:
R
P
S
S
s
w
N
I
E
N
K N
I
making and goal setting to determine if
returning to school is appropriate for them.
A third step is to help prospective stu-
dents choose an appropriate postsecondary'
institution and courxe work, matching their
needs with the institution's resources.
Some agencies, most notably, Thresh-
olds Inc., of Chicago, have incorporated
these two steps with a third, providing
classroom instruction a.s a preparatory step
in returning to the college environment.
The classes incorporate remedial English.
math, reading. computer skills, and cam-
pus survival skills.
The actual mobile support hap-
pens as students begin attending col-
The mental health staff may
lege.
help the student link with
disabled
student services, financial aid, and
housing as well as providing for cri-
The disadvantage to the on-site
sis management. The primary task is
note taking, tape recorders
to provide new students with emo-
support prototype is that many stu-
seating arrangement modifications
tional support as they begin to feel
dents do not want to identify' them-
beverages allowed in class
comfortable in their role as student.
selves in order to receive services.
peer support
identifid place to meet on campus
PPOIU PRWMITE
St
MOBILE The advantage of the mobile sup-
that is non-threatening before or
port prototype is that it does not re-
after class
The third prototype of supported
incompletes rather than failures if
quire additional resources.
It means
utilizing in new ways such ex
education, mobile support, challenges
relapse occurs
resources as case managers, day treat-
existing beliefs about treatment and the
time management
It may
ment. or rehabilitation staff.
services available to patients through
study skills
special topic courses (college sur-
also mean refocusing existing programs
mental health and rehabilitation agen-
and program resources to help clients
Providing supported education
vival, personal psychology)
cies.
set meaningful goals, provide them with
services means reconceptualizing how
and what services are delivered from
individualized support, and assist them
Most of these accommodations are
the some as those provided by dis-
to learn new skills. The disadvantage
these agencies. Staff members need to
rethink their roles and the roles they
of the mobile support prototype is that
abled student services for other dis-
believe are available to their clients.
staff may have to become acquainted
ability groups. However, in addition,
with and travel to different institutions
students with psychiatric disabilities
As case managers and providers of day
to provide on-site support to the stu-
treatment and rehabilitation services.
may need additional emotional sup-
They may have to gain new
they need to see their services as en-
port. Often. 1he counselor becomes a
dent.
abling clients to take on the role of
knowledge about financial aid or cam-
key support person for the student while
pus policies.
most notable change
student as an integral part of the reha-
he/she is on campus.
is the change in role to a inure egali-
bilitation program and as a means for
more complete community integration.
tarian one of advocate and enabler rather
The primary advantage of the on-
it provides for
site prototype is that
This attitudinal shift is the first step in
than as treatment provider.
It should be reflected in the
full integration onto the campus. With
a proce,s.
PPORTED EDI (Alit"
St
mission wd vallles of the agency and
the additional support of staff from the
ISM ES
permeate ai' work and expected out-
disabled student services office. or its
equivalent, many students are able to
comes.
Concerns of postsecondary sites
complete their course work. partici-
ohen relate to misconceptions and mis-
pate in campus life, and manage their
The second step in the process is lot
understandings about the nature of
the staff to assist clients with decision
illne s successfully.
1 9 9 1
5
s
AVAILABLE
BEST COPY
0
P
E
R
S
s
N
S
I
E
I
K
N N
viv
mental illness and people with psy-
education sites utilizing existing commu-
nity resources. To date, two sites have
chiatric disabilities. Some institutions
are concerned that if they open the
been selected and two are pending. One
Deegan. P. G.
Recovery: The
(1988).
doors to this disability group, their
rehabilitation.
project site, the Mental Health and Men-
lived
of
experience
campus will become a dumping ground
Nchosodal Rehabilitatio
tal Retardation Authority of Harris County,
Journal, 11.
for inadequately-funded community
Houston, Texas, is developing a mobile
11-19.
programs.
support model in collaboration with Hous-
Unger. K. V., & Anthony. W. A. (1984).
ton Community College. Additional sup-
A second concern is that students
port is being provided by the Texas Reha-
Are families satisfied ssith services to young
with psychiatric disabilities become
bilitation Commission and the Harris
adult chronic patients? A recent survey
identified as the disruptive students on
County Private Industry Council.
In B. Pepper
and a proposed atternatis e.
campus. Campus staff, often in their
& H. It!, glev. lc/ (Eds ), Alivalces in treat-
efforts to be accommodating to stu-
A second site, the Luna Vocational
ing the y oung adult chronic _patient (Ness
Technical School in Las Vegas. New
dents with a history of mental illness,
Directions for Mental .'ealth Services. No.
Mexico, is developing an on-site sup-
are sometimes reluctant to apply the
21. pp. Y1-97).
San Francis:o: Jossey -
ported education model in collabora-
same standards of behavior to these
Bass.
tion with San Miguel/Mora Mental
students because of the students' per-
Health Services, the Division of Vo-
ceived vulnerability. In more extreme
Unger, K. V., Danie, K. S., Kohn, 1.. &
cational Rehabilitation, Las Vegas
cases, postsecondary sites may use a
Hutchinson, D.
Rehabilitation
(1987).
Medical Center, and the Consumers
psychiatric withdrawal if a student with
through education: A university-based con-
a history of mental illness comes re-
Council of New Mexico. At both sites.
tinuing education program for young adults
staff of all participating organizations
peatedly to their attention. Others may
%kith psy ehiatric disabilities on a univer-
will be provided with education and
make participation in mental health ser-
sity campus. Psycho_wcial Rehabilitation
skills training, and program develop-
vices a requisite for attending the col-
journal
.1i1(3), 35-49.
ment consultation, as appropriate. On-
lege.
going evaluation will be an integral
& Unger.
Hutchinson, 1). S.. Kohn.
part of each program. At both sites,
K. V. (1989). A university
Concerns of mental health agen-
used psychi-
atric rehabilitation program tor
tlie community resources will be used
cies relate to making appropriate re-
y oung
to strengthen the supported education
ferrals and to providing appropriate
adults: Boston Cniversity .
In M. D. Farkas
attending
support
students
program.
for
& W. A. Anthony (Eds.). IN) chiatric re-
postsecondary sites. Another role for
habilitation programs: Putting theory into
Nationwide. there is a growing
mental health and rehabilitation agen-
practice (pp. 147-157). Baltimore: Johns
awareness that postsecondary educa-
cies is to initiate and develop link-
Hopkins Cniversity Press.
tion is an important step toward com-
ages with the educational sites.
munity reintegration for many people
Unger, K., Anthon,
Sciarappa. K..
with psychiatric disabilities. Colleges,
A concern of students is the fear
& Rogers, E. S. (in pres,). De elopment
universities, and technical training in-
of being identified to campus person-
and es aluation ot a suppotted education
nel as someone having a history of
stitutes are beginning to acknowledge
program tor young adults
!ong-term
the growing number of these students
mental illness. The question of confi-
Hospuai
mental illness.
...10Wunity
on campus and are expanding student
It is necessary
dentiality often arises.
Psychiatry.
to determine what level of informa-
services to meet their needs.
Unger, K.
Supported
tion is necessary in order for the insti-
V.
,
po.t.ct ondal
people
tution to provide reasonable accom-
As more students with psychiatric
ss ith
I or
disabilities attend postsecondary sites.
modations to their students with dis-
C.chahditaltittl.
mental
misconceptions and misunderstandings
abilities.
Summer, 10.14.
about mental illness can he dissolved.
nthon. N. A.. & tnger. K. %.
Staff and students alike will have the
tin
Ft
it PE TRENDS
opportunity to see the person with this
rre, a Supported education: An additional
disability as more than the disabilit)-.
program resourve nor
ith
oung adult%
The Center for Psychiatric Rehabili-
and that psychiatric disabilities, as other
longterm mental illne%%. conmiuniu Men-
tation is currently funded h the National
di.abil it ies. can he managed. Supported
Institute on Disability and Rehabilitation
tit I
11c:a 0.11..)32
education is an opportunity for young
Research (NIDRR) and the National In-
s ith psychiatri,.. disabilities to
adults
stitute of Mental Health (NIMH) to de-
reestablish a new identity and to as-
velop four new supported education sites.
sume new roles.
The priniar focus is to develop supported
r;
1 9 9 1
6
S
E K
NI NI
I
OSERS
It
N
1
POSTSECONDARY
EDUCATION
FOR
STUDENTS WHO
A51>
ARE DEAF
OF A
A SUMMARY
NATIONAL STUDY
Assuring equal access by students
students iii 1988 (Gallaudet College, 1%2:
who are deaf to postsecondary educa-
Karchmer, & DeCaro. 198k).
Rawling
tion was the major issue facing these
This expansion wt.ts characterized by at
programs in the 1970s. The Vocational
least one major national crisis in each of
Education Act of 1968 stimulated nu-
the last three decades.
merous two-year and four-year colleges
training op-
to develop specialized programs for stu-
Inadequate vocational
portunities for high school leavers who
dents who are deaf. Even more influen-
are deaf was the crucial challenge fac-
tial vms the Rehabilitation Act of 1973.
ing postsecondary education
Implementing Section 504 led to the es-
and reha-
John (;. Schroedul,
professionals in the 1960s.
bilitation
tablishment of services for students who
1/0112.10,, N\ msort. 1'11.1).
are deaf within campus programs serv-
Both a national conference (Ott, 1965)
Itustm
Ii :old
and a national advisory committee
ing students with various disabilities.
(
Du;it lit-, I
(USDHEW, 1965) recommended that
The central crisis during the 1980s was
\
16'cl-sit
01
national and regional technical-voca-
the large inflow of students with deaf-
tional institutes for students who are
ness and hearing impairments horn dur-
deaf be established at two-year and
ing the rubella epidemic of 1964 and
F ',1cational attainment is the single
The federal re-
four-year colleges.
1965. EnroHments of students with deaf-
most important determinant for improving
sponse to these
ness at 145 postsecondary programs in-
individual socioeconomic status among
recommendations was
creased by twenty-one percent during
immediate and effective. The National
people who are deaf or hearing impaired.
1982 and 1985 (DeCaro, Karchmer, &
Technical Institute for the Deaf (NTID)
For this reason, local, state, and tederal
at the Rochester Institute of Technol-
Rawhngs, 1987).
governments expend more than $ 1(X) mil-
ogy was initiated in 1965 with regional
lion each year to fund special postsecon
technical-vocational institutes in Se-
The explosive growth in the number
education programs tor people who are
attle and St. Paul and undergraduate
of special p(mtsectiodary prognuns for stu-
deaf. Obviously meeting a national need,
and graduate training programs at Cah-
dents with deafness is charted in Figure I.
this area expanded from only one program.
fornia State University at Northridge
which ako illustrates the number of new
students in
(hillaudet College with 493
(CSUN were started in the late 1960s.
prognuns that were initiated during each of
1961, to 150 prognuns with over 7,(XX)
1991/1
7
S t M M
BEST COPY
AVAILABLE