"Young people with significant disabilities (low IQ, severe and multiple learning disabilities or physical disabilities, autism spectrum disorders) and their parents need to know all the options for life after high school. Persons with intellectual disabilities have been included in some Canadian universities since 1987 while others are attending colleges. Occupational therapists need to help them prepare for participation. Reasons for motivated young persons to experience post secondary education include improving adult outcomes, learning beyond high school content, and taking the next step in lifelong learning according to the beginning chapters of this book.
Written by a high school educator of students with special needs, the book provides examples and participants' stories from inclusive, mixed, and specialized programs in the United States. The specifics of programs are most useful for those living in the United States although the descriptions may help parents or parent groups developing Canadian postsecondary programs. The content directly relevant to Canadians includes: a chapter on what to consider when looking at options (instructional focus, living options, supervision and support, inclusion level, and student characteristics); a chapter on attending without a specific program; one chapter each of advice for students, secondary teachers, and parents; how to seek admission: supporting the student; and barriers to be expected (finances, inadequate preparation, and difficulties finding support).
The book is easy to read and stories make it interesting. The program descriptions vary across the spectrum of supports and student needs but can feel repetitious if read all at once. Measured program outcomes are not included and indeed some programs are too new for outcome evaluation. Overall, this is a book about possibilities and hope for parents and young persons. It is useful for those who want to continue learning beyond high school and those who prepare and support them."
-Canadian Journal of Occupational Therapy, October 2010, 77(4)
"Students with significant disabilities should not be expected to languish in their high schools for years, or accept substandard transition plans that leave them unprepared for life. I wish this groundbreaking roadmap had been available to me when I was stumbling through this uncharted territory not knowing where my own daughter with Down syndrome belonged after high school graduation. This book will be required reading for all my clients from my special education law practice. An essential book for families, professionals, and yes, it speaks to the students as well."
-Anne I. Eason, mother, special education attorney, and co-author of IEP and Inclusion Tips for Parents and Teachers
"What a wonderful introduction to the world of postsecondary education for students with disabilities! The profiles from various colleges and universities illustrate the creativity and dedication of institutions of higher education to creating environments and programs that respond to the needs of students with significant challenges. The section that offers advice to students, parents, and the professionals who serve them gives practical, realistic, down to earth tips for REAL success. This publication serves as inspiration, hope, and a meaningful guide to all of us who are dedicated to the success of ALL students in higher education who seek productive lives."
-Lynda L. West, Ph.D., Professor of Special Education and Principal Investigator for the HEATH Resource Center, Graduate School of Education & Human Development, The George Washington University
"The Power to Spring Up is about the importance, possibilities and planning for education or training for disabled students once they stop being eligible for Individuals with Disabilities Education Act (IDEA) services and move to the provisions of the American with Disabilities Act (ADA).
Part 1 looks at why college classes and vocational training are important for students with significant disabilities. Part 2 profiles academic programs on university campuses for disabled students, and vocational programs for students with special needs. About half the programs profiled are residential programs many of which are on the Eastern seaboard. The profiles are useful for highlighting what to look for in a program which may be available at a local community college or one that could be tailored to the student. Part 3 is a down-to-earth assessment for the student, parent and school counselor to make of the student’s support needs and ability to benefit from training or college experience.
There is good information in the book but author’s emphasis in the first section is on college attendance which may not be appropriate for many developmentally disabled adolescents. This may discourage reading the last section which has much smaller and more manageable goals such as independently attending an exercise class. Parents, counselors and high functioning students will find the lists of questions very useful and it should make planning for adulthood less haphazard. Buy where there is a demand for transition planning information."
-CAPHIS Consumer Connections
