Mixed / Hybrid Model For Students With Id Essay example

Mixed / Hybrid Model For Students With Id Essay example

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Thus generating a twenty-six percent increase in job obtainment and seventy-three percent higher income levels than those who only endured a vocational rehabilitation program (Kleinert, Jones, Sheppard-Jones, Harp & Harrison, 2012).
Higher education institutes have developed and employed diverse programs with the intention of supporting the individual needs of students with ID. Postsecondary programs for students for students with ID are deemed incipient, as each program is evolving to meets the demands of their students. These vital program developments are birthing from the unknown, as past postsecondary education options were only provided to individuals without intellectual disabilities. Although postsecondary programs are regarded unique in nature they are often categorized within the following identified frameworks: mixed/hybrid model, substantially separate model, and inclusive individual support model (Hart, 2006; Kleinert, Jones, Sheppard-Jones, Harp & Harrison, 2012). A mixed/hybrid model provides students with ID the opportunity to learn alongside non-disable and disable peers. The Supported Higher Education Project (SHEP) of Kentucky utilizes this specific program, therefore providing emotional and social wellness support for students with ID, as they are instructed to engage in social activities (Kleinert, Jones, Sheppard-Jones, Harp & Harrison, 2012). In addition to meeting the social/emotional components for a student with ID the program fosters a strong emphasis on academic progression, as well as life skills training. A substantially separate model provides students with ID opportunities to exclusively learn in class that only encompass disable peers. The opportunities to learn and develop essential soc...


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...te a student with intellectual disabilities will be assessed and interviewed, thus their specific needs, interests, and strengths are identified. The illumination of these essential elements will aid in the development of a person-centered plan. The Think College Vermont employs a specific person-centered plan called MAPS, Making Action Plans (Ryan, 2014). Consequently, “The MAPS process serves to identify the dreams, history, fear, as well as the academic, social living, and employment plans of the person with a disability,” (Ryan, 2014, p. 20). Students with intellectual disabilities are granted access to courses that are at their current academic levels, thus the likelihood of academic success is predictable. In addition, students with ID are advised to only take one to two course per semester, safeguarding students will not become overwhelmed with the course

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