order a meal, choose a Stat, engage a friend in conversation ig something a student with a
disability can learn todo ina very natural surrounding which, once again, has many supports in
place.

Fourth, most college campuses have multiple levels of residential housing available that
would enable a student to learn to be successful in Progressively more independent living
situations, The student can start with a dorm room that includes a peer buddy as a room mate

Program Outline

Students admitted to ou Post-Secondary Transitions will be required to enroll in a set of
Tequired and elective Courses that will lead to a Post-Secondary Certificate. What appears below
is a tentative outline of a possible Program design. In this iteration, the Program requires ful]-
time enrollment and the completion of 120 Continuing Education Units. Approximately half of
the program courses are Specifically designed to advance students’ interpersonal skills and
address their basic academic needs. These Courses are:

Personal Finance/Money Management I and TI (4)
Problem Solving and Self Advocacy Seminar J, Uf and IU (2)
Career Exploration (2)

Communication Skills and Social Interaction ], IT and TI (4)
(Creative) Writing (Skills) I and I (2)

Reading Improvement I and Ir (2)

Health, Wellness and Nutrition [ and I (2)

Computer Skills (2)

Independent Living I, Il and IU] (4)

Some instances, it may be appropriate for a student to do no more than attend class sessions
however, there ig an expectation that the Courses selected wil] Provide an Opportunity for further

OAKO00061



Relevant Literature

There has been a call for the continuation of education for students with disabilities at two-
and four-year campuses from the Social Security Administration and National Council on
Disabilities (2000) and fiom the Board of Directors of the Division on Mental Retardation and
Disabilities of the Council of Exceptional Childfen (Zafi, Mart & Zimbrich, 2004). In addition,
research studies have concluded that post-secondary experiences at institutions of higher
education are €conomically aud socially beneficial to students with disabilities (Gilmore, et al.,
2001; Izzo, et al., 2000; Zaft, Hart & Zimbrich, 2004)

Very few students with disabilities have the Opportunity for education beyond high schoo]
(Wagner, et al., 2005; Zaft, Hart and Zimbrich, 2004) despite the fact that more and more
students with disabilities and their parents are considering a college experience of some kind asa
possibility (Grigal, Neubert and Moon, 2001; Izzo, Hertzfield, Simmons-Reed and Aaron, 2001;
Sitlington, 2003). The traditional educational Opportunity for a post-high schoo] age student with
a disability is a training center that is cither in the community or in a K-12 building. For some
students this is an appropriate route to adult life. However, the impact of IDEA, has resulted in
many students with disabilities being placed in mainstreamed, inclusive Settings throughout their
K-12 schooling only to find that an isolated and Segregated classroom is the only alternative for
post-secondary education, These students no longer have Bood role models and lose contact with
their non-disabled Peers; they cannot interact with students their Own age, join clubs, or attend
school events. As a result, they often Tegress in their use of the appropriate social norms of the
larger community,

Rationale for University Involvement

Second, a college camnpus provides a supportive environment, but one thal requires an ever-
expanding possibility of social and community interactions. Much like all students new to a
campus, students with disabili ties will gradually learn to be more independent as they negotiate
the process of acclimating, meeting new people, Tegistering for classes, and Joining in campus
activities. The Proposed program wil] include gradually decreasing forms of support for these

students as they develop these skills.

Third, a college campus is a Perfect place for students to learn to be personally responsible
~ whether this is in terms of remembering to attend Classes, budgeting expenses, or allocating
time for studying, working and leisure activities, This responsibility can also take the form of
increasing sophistication in decision-making, For example, the ability to find the campus center,

> OAKo00060



‘
can assist with course assignments, The following list of Courses represents an example of the
types of courses that students currently in the Rochester/OISD Program have taken,

Intro to Western Atl (AH 100) African Ensemble (MUE 345)
Intro to American Sign Language (COM 1 14) Intro to Music (MUS 100)

Public speaking (COM 201) Jazz and Blues: (MUS 338)

Jazz Dance (DAN 120) Intro to American Politics (PS 100)
Educating children in Art (EED 3 16) Communication Skills RHT 045)

Intro to German and German Culture (GRM 114-115)

are interacting both academically and socially with Someone different from themselves, are
gaining an understanding of the needs of others and are, hopefully, learning how to Positively
assist individuals with disabilities without pitying them or assuming they are not capable.

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EXHIBIT
2



€ . One direct indicati

are involved in clubs, service organizations, and other extra curricular activities. ‘The Center for
Student Activities Tecognized their contribution by Presenting the program with a Link Award
last year. Clearly, our campus is a better place because of this Program.

Budget Narrative

The OU Post-Secondary Transitions Program is intended to be self Supporting. Budget figures
have been calculated using the present undergraduate tuition Per credit based on 40 credits per
year. The Program Director will have responsibilities for curriculum development, recruitment of
Students, scheduling of classes, and chaiting the Advisory Board. That Person will also teach
some of the specialized seminars, Salary for that position is calculated at $25.00/hr for 20 hours
in the first year and increases to $25.75 Per hour for 30 hours in the second year. That becomes a
full-time salaried Position in year three, Benefits ate calculated at 8.65% for the first two years
and 45.77% in the third year.

In the second year a half-time Para-professional will be hired for 15 hours/week @ $13.50/hr. In
the third year, that’ position will increase to 30 hours Per week with a 3% increase in salary,
Benefits are calculated at 8.65% each year,

( will enable us to be selective and insure that we are servicing students who are most likely to
benefit from the Program. The Planning Team is also developing a set of admission
requirements, expectations for students, and criteria for completing the program. Therefore, we
are confident we can meet the projected figures in the pro-forma budget. If for some reason,
enrollments do not meet our expectations, adjustments can be made in the number of hours
allotted to the para-professional in years two and three. It would also be possible to delay
converting the director to a full-time salaried Position.

OAKO00063



Proposal to Establish a Conti:
for Students with Co,
in the School of Educatio;

inuing Education Program
gnitive Disabilities
n and Human Services

March 19, 2007

Submitted to
Dean Mary Otto

By
Robert A. Wiggins,
Associate Dean
On behalf of the
Post Secondary Transitions Team

OAK000058



Proposal to Establish a Continuing Education Program
for Students with Cognitive Disabilitics

lutroduction

students with Cognitive disabilities who wished to continue their academic education beyond
high school. Oakland University agreed to be the host site for this program and the Rochester
Community Schools agreed to operate the Program. At its inception, this Program served
Students throughout Oakland County but as it became clear that the Program was appropriate for
an increasing number of students in the Rochester district the decision Was made to limit the
Program to students enrolled in the Rochester Community Schools, Twelve students have
participated in the Program since its inception and the program currently serves six students,

activities. The Purpose of this proposal is to Secure funding to create a formal Oakland
University Post-Secondary Transitions Program and provide a college-based learning experience
for students from all Oakland County school districts and throughout Michigan.

Curriculum. Individuals from the Transitions Planning Team wil! ultimately comprise the OU
Post-Secondary Transitions Advisory Board.

There are three overarching components to the Program: (1) provide enhanced educational
Opportunities, (2) do this in a setting that strengthens social and community living skills and, (3)
Provide vocational opportunities in a Supportive setting that Promotes increasing levels of
independence and tesponsibility on the Part of the student, As such, the program addresses the

Participants in this program will be those students who are not Generally able to pursue post-
secondary education, Typically these students either remain in a k-12 environment and are
Served in a separate classroom or are schooled at a “center” that is specifically designed for
students with disabilities. In either case, they are Segregated from the general population and less
likely to develop the necessary social and living skills needed for independent, adult participation
in their communities. The benefit derived from this Program will be the Opportunity for students
with disabilities to interact with same age peers, develop improved social skills, and learn
community living strategies while Continuing to engage in academic activities,

I OAK000059