Roads to Learning and Earning: Raising Expectations for Students with Intellectual Disability (Session 9C)
Main Topic: Transition, Inclusive Postsecondary Education, and Self Determination
Session Type: Skill Share
The Roads to Learning and Earning project began in 2013 with a grant from North Carolina Council on Developmental Disabilities (NCCDD). During that grant period, a web-based resource matrix was developed, allowing middle and high schools to work together across North Carolina to create this initial “roadmap” resource for teachers, parents, young adults, and school administrators available to guide them beyond high school as they entered the workforce, postsecondary education, and/or community living. From 2013-2016, this successful web-based “roadmap” was vetted by several teachers, families, school personnel, and students embarking on their road to college, work, and independent living after leaving high school.
This presentation will share this web-based resource in great detail, as well as several success videos and lesson plans that school personnel and families can take back and use in their journey of secondary and post-school transitions. Currently, the Roads to Learning and Earning website is funded through the U.S. Department of Education grant H325K170033. New resources, success videos, and webinars/trainings are added twice a month and all resources are reviewed several times a year to ensure the most up-to-date information and research-based practices are shared.
- At the end of this session, participants will acquire a new awareness of the five domains investigated during the transition process (Road to Work, Road to College, Community Living, In the Driver’s Seat, and Taking it for a SPIN (strengths, preferences, interests, needs).
- At the end of this session, participants will expand their knowledge of overall success stories of individuals with a disability, families, and school personnel that work together closely to build successful and realistic transition roadmaps.
- At the end of this session, participants will develop a list of lesson plans that can aid in the transition process and be used during the school day or beyond.
- At the end of this session, participants will know how to access hundreds of resources related to research-based transition practices.
Keywords: Intellectual Disability, Transition, IPSE, Resource
Dr. Kelly KelleyWestern Carolina University - Associate Professor/UP Program Director
Western Carolina University
Dr. Kelly R. Kelley received her Ph.D. from the University of North Carolina at Charlotte. Since 2010, she has served as the University Participant (UP) Program Coordinator, Consultant, and now Director. She is also an Associate Professor at Western Carolina University. Previously, she also directed the NCCDD Learning and Earning Grant Project and now the Roads to Learning and Earning Personnel Preparation project working with several NC school districts. Dr. Kelley has published 33 book chapters and articles. She has presented at more than 165 international, national, and state conferences. Her research interests include secondary transition related to assistive technology, independent living, and inclusive postsecondary opportunities for individuals with intellectual disabilities. Recently, she also wrote a book called Teaching, Including, and Supporting College Students with Intellectual Disabilities.
Ms. Alexandra RaxterWestern Carolina University - RTLE Transition Grant Coordinator
Western Carolina University
Alexandra Raxter has her Bachelor’s and Master’s degree in Inclusive Education/Special Education from Western Carolina University (WCU). Currently, Alexandra serves as the Roads to Learning and Earning (RTLE) Transition Grant Coordinator, as she works in numerous ways with individuals, families, and masters-level school personnel working directly with individuals with disabilities. In conjunction with these roles, Alexandra also has several roles with the University Participant (UP) Program at WCU, serving as an unpaid and paid natural support, roommate/suitemate, graduate assistant, scheduler, and person-centered planning partner to current and former UP students. Although she is just beginning her professional career, Alexandra looks forward to continuing her line of research in the areas of transition, postsecondary education, implementing inclusive practices across all ages focused on teaching independent living and self-determination skills to young adults with intellectual disability.