Frequently Asked Questions

WHAT IS INCLUSIVE POST-SECONDARY EDUCATION?
Inclusive post-secondary education is the term used to describe the course of studies, campus activities and co-op employment adults with developmental disabilities can follow when they want a coherent post-secondary student experience. That is, when they want to study courses of their own choice for 4-5 years, create a network of relationships based on their campus involvement, find paid student jobs and develop a career path into adulthood. Inclusive Post-secondary education is collaboration between the local campus and STEPS Forward.

WHAT IS THE HISTORY OF INCLUSIVE POST-SECONDARY EDUCATION?
STEPS Forward was formed in 2001 when a group of parents gathered to consider the question “What can I do to make sure that my son or daughter with a developmental disability will lead a full life in his or her community?” The conclusion they came to was that there son or daughter should experience the same pathway to adulthood as other individuals their age. This pathway was through post-secondary education. Post-secondary studies and campus involvement were identified as formative experiences to learn, grow and make life-long relationships. They also concluded that participation in academics, extra-curricular activities, sports or social functions should not be determined by level of ability or academic achievement, but rather only by personal goals and an interest to continue learning.

Ten years on, with the post-secondary experience as pivotal, we are seeing changes in the expectations of communities and by the adults with developmental disabilities about their own potential. We see that these young adults who have learned, laughed and worked alongside their non-disabled peers at college and university are well on their way to leading inclusive meaningful lives.

WHO IS ELIGIBLE FOR INCLUSIVE POST-SECONDARY EDUCATION?
Any individual is eligible if they have a developmental disability and a desire to be a fully participating university/college student for 4-5 years.

Levels of cognitive, physical, or academic ability are not criteria for eligibility; neither are diagnostic labels or prior educational history.

WHAT IS THE ROLE OF STEPS FORWARD INCLUSION FACILITATORS?
Inclusion facilitators provide support to the students, their peers, faculty members and staff of the post-secondary institutions. Their roles are multifaceted. They support students to select courses, identify a concentration of studies, find related work during the summer co-op employment terms, and identify career goals. Simultaneously, they support faculty and campus staff to accommodate diversity and build more caring dynamic communities. Staff adapt the tasks and roles of the student to overcome obstacles to participation, modify course materials, assignments, exams, or the duties at a job or volunteer position, and identify natural peer supports. Staff liaise with faculty, campus staff, employers and other stakeholders on an ongoing basis in order to be proactive in ensuring the successful inclusion of individuals in courses, activities, and employment.

WHAT ARE STUDENT RESPONSIBILITIES?
Students are participatory auditing students and take 1-3 courses per semester. They follow the same curriculum as crediting students, but have work modified or adapted by STEPS Forward staff to suit individual learning styles. Students are responsible for completing adapted coursework, projects and exams.

Participatory auditing students do not receive grades or degrees, but are recognized by the university for their individual accomplishments. Students must also be willing to explore other campus opportunities such as clubs, fitness, course unions and/or student employment. Each student must agree to meet regularly with inclusion staff to discuss assignments, activities and ideas for campus participation.

HOW MUCH DOES IT COST?
Students are responsible for the cost of tuition, books, and student fees. The STEPS Forward Board raises funds for a student bursary fund for those who require assistance paying the costs for university. This fund is limited and therefore available only for students who are at risk of dropping out due to financial reasons.

In addition, it is essential that each applicant request funding from CLBC to cover the support costs of STEPS Forward Inclusion Facilitators. Staff can help you with this process. The request means asking CLBC for new funding for inclusive post-secondary support, or requesting that existing CLBC funding already in place for day programs, skills training, bus training etc. be re-directed to the support costs of STEPS Forward. While STEPS Forward understands that not all requests to CLBC will be successful, applicants cannot be accepted unless this formal request has been made.

WHAT DOES A DAY LOOK LIKE AT UNIVERSITY/COLLEGE?
The day looks very similar to the day of any other student on campus. Students take approximately 2 courses per semester which equals 6 hours of class time per week with about 3 hours of prep time with STEPS Forward staff. Between classes and meeting with staff, students spend time in the library, the student union building, the computer lab, studying or going for coffee with others from their class. Each semester will have a different schedule and each week can change slightly as opportunities for campus involvement varies. Where students hang out depends on their interests and study goals. Typically students are on campus 3-5 days/week for about 4 hours/day. Staff will not necessary be with the student all the time.