THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW
YORK / ALBANY, NY 12234 |
TO: |
The Honorable the Members of
the Board of Regents
|
FROM: |
Rebecca
H. Cort Johanna
Duncan-Poitier |
SUBJECT: |
Postsecondary
Education and Students with Disabilities |
DATE: |
November
11, 2005 |
STRATEGIC
GOAL: |
Goal 4 |
AUTHORIZATION(S): |
|
Issue for Discussion
Update on access and success of students with
disabilities in postsecondary education.
Proposed Handling
This item will come before the full Board for
discussion at its December meeting.
Procedural History
The
Offices of Higher Education (OHE) and Vocational and Educational Services for Individuals
with Disabilities (VESID) reported on postsecondary education activities in
June 2003 and continues to collaborate with the higher education sectors in
advancing this initiative. In July
2003, leaders from SUNY, CUNY and Utica College met with the Board to discuss
some of the initiatives that are under way to move the postsecondary education
agenda forward and how the higher education community can work together for the
benefit of students with disabilities.
Background Information
In January 2004, a joint work plan was developed by OHE and VESID with
support from the higher education sectors that focused on several key
strategies. The strategies focus on the
legislative bill for the improvement of disability services and a joint advocacy
plan; the students with disabilities initiative in the Statewide Plan for
Higher Education; institution of higher education (IHE) faculty development;
increased involvement of IHE disability service coordinators and transition
coordination sites and the implementation of Chapter 219 (alternate format for
college instructional materials).
Given the Regents interest in increasing the access and success of
students with disabilities in postsecondary education, we seek your assistance
on the key strategies identified in the report, particularly the Regents
priority bill for the improvement of disability services in postsecondary
education.
N/A
Update on Access and
Success of Students with Disabilities in Postsecondary Education
The New York State (NYS) Board of Regents,
Commissioner of Education and the leadership of the four higher education
sectors - the State University of New York (SUNY), The City University of New
York (CUNY), the Commission on Independent Colleges and Universities (cIcu) and
the Association of Proprietary Colleges (APC) convened a Task Force on
Postsecondary Education and Students with Disabilities to develop a report of
recommendations to New York State for Strategies to Increase Access and
Opportunity for individuals with disabilities in postsecondary education
programs. The report was completed in
2000 and the goals were endorsed by the Board of Regents, the Commissioner and
the leadership of all four higher education sectors.
From the Task Force recommendations, a joint work plan was developed by
the State Education Department’s Offices of Higher Education (OHE) and
Vocational and Educational Services for Individuals with Disabilities (VESID)
with support from the higher education sectors that focused on several key
strategies. The strategies focus on the
legislative bill for the improvement of disability services and a joint
advocacy plan; institutions of higher education (IHE) master plans; IHE faculty
development; increased involvement of IHE disability service coordinators and
transition coordination sites and the implementation of Chapter 219 (alternate
format for college instructional materials).
Why This Initiative is Important
·
In 2002-03, 69 percent
of students with disabilities who completed secondary education earned either a
Regents diploma, local diploma or high school equivalency diploma.
·
Over 48 percent of NYS
students with disabilities who complete high school are planning to pursue
postsecondary education programs.
·
The number of
self-identified students with disabilities enrolling in higher education
programs has increased by 52 percent (24,953 to 38,037) from 1993 to 2003. Yet,
only about half of the colleges in the State have more than 60 students
enrolled at their institutions. Many students with disabilities select colleges
based upon the availability of support services as opposed to academic
offerings.
·
Studies have shown that
the attainment of a postsecondary degree is positively related to median
earnings and inversely related to unemployment.
Updates on Key Strategies
·
Regents Priority
Legislative Bill for the Improvement of Disability Services in Higher Education: The bill was introduced in the 2005
legislative session by Senator Morahan (S4136) and Assemblymember Paulin (A8292). It was reported out of the two
Higher Education Committees into the Senate Finance and Assembly Ways and Means
Committees. Department staff are
working with the higher education sectors to target their advocacy efforts to
these committees. The bill will establish a funding program for the improvement
of disability services at institutions of higher education to do the
following: provide base funding to
increase enrollment of students with disabilities; support programmatic
activities; and support recruitment of students with disabilities.
·
Statewide Plan for
Higher Education 2004-2012: The Board of Regents has identified a
priority goal within the plan regarding students with disabilities. The Regents asked IHEs to focus on access
and success for students with disabilities in their master plans. The plans from the four sectors were
reviewed by the Department, and public comment sessions were held on the
Tentative Statewide Plan. The Tentative Plan was revised, and the Regents
adopted the Statewide Plan in June 2005.
The Department is developing a schedule for implementation of the
initiatives in response to each priority goal over the next seven years. Implementation may involve adoption,
amendment, or repeal of regulations; adoption or modification of policies;
proposed legislation; and budget proposals. In addition, the Department will
continue its collaboration with the sectors as they implement their own
long-range master plans.
·
Chapter 219
Implementation: In 2003, New York State Education Law
(Chapter 219, Section 715) was amended to require publishers and manufacturers
of instructional material that is essential to a student’s success in a course
of collegial study to make such material available in alternate format and in a
timely manner. This law took effect in
August 2004. A group of key
stakeholders from across the State (i.e. college disability service and ADA/504
coordinators, publishers, college administrators and technology staff, and
Department staff) contributed to a Department field memo outlining roles and
responsibilities of stakeholders and formed a subcommittee to develop a
training package on the implementation of the law. Two training sessions were conducted in June 2005; one upstate in
Canandaigua with over 100 participants and one downstate with 110 participants.
The training was intended for postsecondary disability service coordinators,
campus policymakers, 504/ADA coordinators, technology staff and
publishers. The support received from
the key stakeholders for this initiative and response to the training sessions
from disability service coordinators and transition coordination site directors
has been very positive. The
subcommittee will reconvene in early 2006 to determine the next steps.
·
Higher Education
Support Center (HESC): The
HESC, a VESID project, was established at Syracuse University as an outgrowth
of the NY Partnership for Statewide Systems Change. During the first years of
the Partnership, the educational community realized that traditional teacher
preparation programs had not fully prepared teachers for the challenges and
opportunities of inclusive schools. In
1996, teacher educators from 19 colleges and universities in NYS formed the
Task Force on Quality Inclusive Schooling.
In 2001, the HESC was created to provide support and services to the
Task Force as its members, now totaling 72 IHEs, committed themselves to the
goals of quality teacher preparation and partnership in high need schools.
This initiative is also
designed to prepare future teachers in teacher preparation programs to
implement transition planning for secondary students with disabilities. Earlier
this year, a leadership workgroup consisting of faculty members of IHEs,
college disability service coordinators and transition coordination site (TCS)
directors was convened to identify critical content and curriculum to be
incorporated into courses taught at the preservice level. The curriculum will be disseminated to all
72 IHEs associated with the HESC with the goal of enhancing courses available
at each institution.
·
Reauthorization of
the Higher Education Act (HEA): Staff from VESID and OHE are working collaboratively developed
language for the HEA amendment that will recognize the needs of students with
disabilities in areas such as financial aid, academic support and teacher
preparation and recruitment.
Recommendations include enhancements to sections regarding Pell grants
and TRIO programs, work-study programs, cost of attendance and family
contribution.
Recommendations for Regents Activities
·
Support a coordinated
legislative advocacy effort to seek passage of the bill (S4136) and (A8292) to
improve disability services at IHEs in NYS.
·
Work with NYS
Legislators to seek legislative and/or rule changes for the existing financial assistance
program (TAP) to consider higher awards to defray the costs of services that
students with disabilities need in order to participate fully in their
postsecondary education studies.
·
Support the
recommendations in the HEA reauthorization, particularly those that seek the
same financial changes on the federal level (i.e. Pell grants).
·
Continue collaboration
with the higher education to help implement the students with disabilities
initiative in the Statewide Plan for Higher Education.