Transition Services Developmental Disability Students – Shasta College

 

Program Components:

Career  counseling/exploration

Academic/remedial support

Life skills

 

Tom Morehouse

TMorehouse@ShastaCollege.edu

Target Population: Students with developmental disabilities. These students are also

categorized as Developmentally Delayed Learners.

Goals: To provide services on the campus and in the community that prepare and

maintain individuals for as high a level of independence as possible.

Description: The Transition Services Program offers course work that includes: career

development, adapted computer skills, reading and math, human awareness, and life

skills. Shasta College offers an environment for social skills training and for encouraging

interpersonal maturity in an age appropriate environment. Transition Services are based

upon the concept that disability is natural and it is beneficial for all students to learn how

to relate within the rich diversity that is representative of the community.

Staffing: The program is coordinated by a full-time faculty member. The instructor is

assisted on a part time basis by a paraprofessional and by student assistants who also work

individually with the students.

Facilities, equipment, materials: Similar to other campus programs, the Transition

Services instructor orders appropriate textbooks and workbooks for purchase by students

through the college bookstore. The program works closely with other staff in securing

appropriate classrooms each semester. There are no devoted classrooms for this program.

Costs, funding source: Funding for this program is provided by Shasta College and is

based on the full time equivalent student funding mechanism available to all through the

Chancellors Office. On occasion additional funding makes it possible to purchase

additional supplies and materials.

Outreach and marketing: The instructor is a member of the Shasta County

Coordinating Council that is an integral member of the State system for people with

developmental disabilities. Much needed support for the program has been garnered from

the community. Professionals representing referral agencies such as Far Northern

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Regional Center, the Department of Rehabilitation and the Coordinating Council serve on

the Disabled Students Programs and Services Advisory Committee, and provide input to

the program. The full time faculty member also serves as the Northern California Chair of

the Developmentally Delayed Learner Interest Group of the state association. He often

presents topics related to working with this population at statewide conferences.

Evidence of effectiveness: Informal measures of effectiveness are derived from various

sources including: the number of students leaving for employment or other community

based programs, who improve their residential status, who satisfy certificate requirements,

and anecdotal information obtained from students, parents or care-providers.

Suggestions for replication: It is often difficult and sometimes controversial to serve

large populations of students with developmental disabilities on community college

campuses. It is rare that students with this disability are able to successfully participate in

college level courses. The college encourages some students in this population to make

this attempt, but most are unable to. Shasta College has placed high value on being

responsive to the needs of all students and strives to maintain the program with

appropriate level courses. By doing so they are responsive to the needs of the community

and in a better position to accommodate the students.

Students with Disabilities

North/Far North (1/2)

 

 

 

 

 

 

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