Andy Schrader EEX 6065

1. Andy Schrader
EEX6065

2.  Focus on High School Completers vs Post Secondary
Education Completers in the areas of:
1. Salary
2. Independent Living
3. Social Interactions

3.  60% of students with disabilities attended postsecondary
education
 Within 8 years of leaving high school, 59 percent of young adults
with disabilities had lived independently
 Results are specific to disability category helping determine
information by disability (emotional disturbance disabilities are
more likely to not report disability to schools, workplace, and are
more involved in the criminal justice system)
 Young adults who had received a postsecondary education
degree or certificate were more likely to be employed at the time
of the interview than those with lower levels of educational
attainment (83 percent vs. 38 percent to 58 percent).
 Average hourly wages were significantly higher for young adults
with disabilities who had completed a postsecondary education
program than for those who had completed high school or who
had some postsecondary education ($12.50 vs. $9.80 per hour
and $9.80 per hour).

4.  IEP team can discuss importance of student reporting
disability to postsecondary institute to receive needed
support and accommodations for success
 Goals can be more specific by disability to help with
the transition process

5.  Collaborative Program Development
 Group of cross-departmental faculty agreed to meet on
a voluntary basis over a period of twelve months to
develop a proposal for a merged secondary program
 Created the Secondary Dual Educator Program (SDEP)

6.  Teach from a strong content knowledge foundation
utilizing specialized methods for teaching the content area
 Differentiate units, lessons and assessments for a diverse
range of learners.
 Accommodate the needs of diverse students within
inclusive classrooms.
 Adapt unit and lesson plans for students with diverse
needs, and for students with varying cultural, social, and
linguistic backgrounds
 Implement co-planning and co-teaching methods to
strengthen content acquisition of individuals with learning
challenges
 Understand assessment and instruction for individuals
with significant disabilities

7.  From the very first day new teachers walk into their
classrooms, be it in high-performing or low-
performing schools, in urban, rural, or suburban
settings, SDEP enables educators to deliver high-
quality education to every single student in the room
 SDEP is one model for preparing candidates to meet
the challenges of secondary teaching in a rapidly
changing world
 An evaluation of SDEP found that graduates
developed competency in differentiation and
collaboration

8.  This brief explores the challenges to documenting
drop out rates and ways to support students with
disabilities so that they meet academic standards and
graduate

9.  Dropout rate is twice that for students with disabilities
compared to general education students
 Increased demands for higher achievement on state
standardized testing
 Students with disabilities are included in these
assessments and have been identified as being among
the lowest performing
 More than 80% of persons incarcerated are high
school dropouts

10.  Although dropout rates have decreased new high
stakes testing can lead to an increase in student
dropout
 Models of tracking dropout rates vary
 What grade levels should be included
 Inaccurate data sources
 Financial restraints

11.  Supplemental services for at risk students
 Different forms of alternative education
 School wide restructuring
 Continue to demonstrate and validate new dropout
prevention and intervention strategies
 Encourage dropout reentry

12.  Fullerton, Ann; Ruben, Barbara J., & McBride, S. (2011)
Development and Design of a Merged Secondary
and Special Education Teacher Preparation
Program. Teacher Education Quarterly, v38 n2 p27-
44.
 Newman, L., Wagner, M., & Knokey, A. M. (2011). The
Post- High School Outcomes of Young Adults with
Disabilities up to 8 Years after High School.
National Center for Special Education Research,
218.
 Thurlow, M.L., Sinclair, M.F., & Johnson, D.R. (2002).
Students with Disabilities who Drop Out of
School-Implications for Policy and Practice.
 National Center on Secondary Education and
Transition, Vol. 1 Issue 2.