Learning is for Everyone

The new Pacer LIFE program at USC Aiken makes postsecondary education possible for adults with intellectual disabilities

Aiken, SC (03/23/2022) — The University of South Carolina Aiken (USC Aiken) School of Education has developed the brand-new Pacer LIFE (Learning is For Everyone) postsecondary education (PSE) program. This program, currenty pending board of trustees approval, will provide adults with intellectual disabilities (ID) the opportunity to attend a two-year residential program on the university campus. The hybrid program will focus on academic and social inclusion, provide access and skills for gainful employment, integrate person-centered planning, and offer meaningful credentials. The program will accept at least 12 Pacer LIFE students for a tentative start date of Fall 2023 and will have a waitlist for students who met the requirements but who were not initially accepted.

Dr. Liz Stewart, of Stewart and Associates, recently presented a sponsorship in the amount of $50,000 to the program. "Dr. Stewart's donation helped us officially start the Pacer LIFE program at USC Aiken. It provided our program the opportunity to develop promotional and marketing items, recruit potential families, and plan open houses for students. We are so appreciative of Dr. Stewart's belief in the program, mentorship, and overall support of Pacer LIFE," said Dr. Melissa Martin, director of Pacer LIFE.

Across South Carolina, there are five other established programs of a similar nature. One such program is approximately one to two hours away from Aiken County (depending on one's location in the county), while the others are two to four hours away, highlighting a need for the development of a sixth program - USC Aiken's Pacer LIFE - in the southwestern part of the sate in order to meet the needs of prospective students in the region.

Dr. Martin explained the significant impact these programs can have on students. "The quality of life for an adult with ID is often influenced by employment and independent living opportunities. Unfortunately, even with recent advancements in programs, initiatives and awareness, these individuals often have difficulty securing their own homes and earning above the poverty line."

According to the National Core Indicators as referenced in the program's proposal documents, "only 20% of adults with ID live in their own home. The majority of these individuals live in a community-based setting (32%) or with family (36%)." The lack of independent living may be due to insufficient finances to support rent or a mortgage. This is likely due to poor employment outlook for these individuals.

Also according to the proposal, "adults with ID consistently have dismal postsecondary outcomes" and only 18% are competitively employed. These youth are typically employed in the areas of customer service (28%), retail (17%), restaurant service (16%), office work (9%), and manufacturing (8%). Furthermore, the average yearly income for individuals with ID is only $10,279, which is far below the poverty line. These statistics are based on a 2018 study by Cimera and colleagues.

Fortunately, research also indicates that the completion of a PSE program such as the one in development at USC Aiken improves the quality of life of students with ID. The study noted that individuals who attended (not necessarily completed) PSE programs were more likely to be employed and earn higher wages. The students who received only vocational rehabilitation support had a 37.2% employment rate, while students who completed PSE programs had a 70.3% employment rate.

PSE programs are typically two-to-four-year programs for young adults with ID. These programs provide continued transition support to both students and families after high school. High school completers with ID are often not ready to enter the world independently as they have not mastered the required competencies, therefore these programs can help fill the gaps and enhance the quality of life for students with ID by providing opportunities to practice life and job skills.

Common program descriptions include studies in the realm of functional academics in reading and math (budgeting, reading maps, etc.), the completion of campus coursework (credit or non-credit bearing), job training and internships (paid or unpaid), and independent living training. Many of the supports embedded into these programs are the types of supports students would find in school districts: accommodations (extended time, for example), Universal Design for Learning, and natural supports (e.g., peers).

These programs also focus on the whole student and provide healthier lifestyles and opportunities for social engagement which can provide a sense of belonging to the youth. This may occur through leisure activities, counseling, nutritional support and instruction, lifestyle courses (e.g., swimming), and a mentoring support program. Mentorships can provide social and communication skill development, support retention, and provide improved academic outcomes through companionship, guidance, supportiveness, and accountability. Additionally, mentors are typically aware of the social lives of the PSE program students, which can be valuable to program staff.

In the process of developing the Pacer LIFE program, Dr. Martin and colleagues developed a survey for families to gauge interest in a PSE program in the CSRA. These surveys were distributed to the Aiken County Public School District (ACPSD) to send to families. A total of 45 families responded to the survey. Of the 45 responses, 37 families indicated they would be very likely or likely to enroll their child in a residential PSE program and 43 indicated they would be very interested in having their child attend a PSE program.

According to Martin, recruitment of prospective Pacer LIFE students is a collaboration between the program and local school districts. "We will partner with the district's special education coordinators and distribute information about our program virtually, in-person, and via our website to families, teachers, and district personnel."

Students will be eligible for the Pacer LIFE program if they meet the following eligibility criteria: (1) is a person between 18-26 years old; (2) has a diagnosed intellectual or developmental disability and has limitations in intellectual and cognitive functioning and adaptive behavior; (3) is currently eligible or was previously eligible for IDEA services; (4) has not earned a high school diploma; (5) demonstrates flexibility and the ability to manage stress effectively; (6) has basic math and literacy skills; (7) has the ability to communicate; (8) demonstrates the ability to manage own medications; (9) demonstrates the ability to function independently and be alone for short periods of time; (10) has financial support from family or other means to pay for program costs and enroll in health care; and (11) has enthusiasm and desire to live independently and obtain and maintain gainful employment.

In addition to academics, students will complete internships on and off-campus. Students will complete at least 10-15 hours of unpaid employment during the first semester of the program. They will obtain and maintain employment each subsequent semester (with support from staff) for about 5-20 hours per week, which is equivalent to part-time work.

Students will live in Pacer Commons, which is a four-bedroom, two-bathroom apartment on campus consisting of a furnished living room, and a fully equipped kitchen. A LIFE Resident Assistant will help with independent living and social engagement.

Students will be fully integrated members of the USC Aiken campus community. They will have the opportunity become active participants and leaders of student clubs and organizations including Greek Life. There are currently over 75 active organizations at USC Aiken.

Potential support for student costs could come from scholarships from organizations, vocational rehabilitation, need-based aid, and lottery money.

Pacer LIFE is seeking additional support from the community to fund scholarships for students to use directly towards program fees, housing, meals, university fees, and/or tuition, 3 laptops or MacBook Pros, and transportation for students to and from employment.

Three Aiken County Public School District open houses are scheduled through March, April, and May. The first open house for prospective families is scheduled in May.

For additional information on the program or on how to give, contact Dr. Melissa Martin at melissama@usca.edu, 803-641-3381.

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