SUPPORTED EDUCATION COMMUNITY ACTION GROUP AT THE UNIVERSITY OF MICHIGAN
The
Supported Education Community Action Group (SE-CAG) at the University of Michigan provides training
and other assistance to local agencies to help them bring supported
education programs to their communities. SE-CAG’s approach to implementing
supported education is based on research conducted in the development
of the Michigan Supported Education Program (MSEP) in Detroit and
similar programs in other Michigan cities.
WHAT IS SUPPORTED EDUCATION?
Returning to school may be the first step in enabling individuals
with severe mental illness to reach their long-range goals, and
supported education services can help accomplish that task. Supported
education offers services to people with psychiatric disabilities
to help them prepare for education and training following high school.
The program helps people choose an educational course, become successful
students, complete courses, reach career goals, and cope with problems
specific to students with psychiatric disabilities in educational
settings.
MISSION
Supported education is designed to empower adults with serious mental
illness to:
- Choose and acquire the tools necessary to achieve their post-secondary
educational goals
- Attain their highest potential and succeed in their efforts
POPULATION SERVED
SE-CAG’s programs serve persons with persistent psychiatric disabilities
(one year duration or more), who are interested in educational or
vocational training following high school and are willing to use
mental health services, if needed, during the program.
CORE PRINCIPLES AND VALUES
Choice: Students identify and explore their
career interests and receive support in acquiring the skills and
resources to meet their goals.
Learning differences: Supported education includes collaborative
learning, didactic teaching, vicarious learning and experiential
learning.
Availability of supports: Many supports are necessary for
learning. Students are encouraged to maintain relationships with
the supported education staff, special student services on campus,
case managers, peers, families and residential providers.
Self-determination: People with psychiatric disabilities help
implement the program. Students may serve as staff, peer mentors,
tutors and board members.
Empowerment: Supported education programs incorporate strategies
such as advocating for necessary accommodations, collaboration
between stakeholders, sharing access to resources and open communication.
Flexibility: Services are evaluated on an ongoing basis,
so they can be revised to meet the students’ needs.
Coordination: Educational and community resources are used
together to work for the benefit of the students.
PROGRAM SERVICES AND MODELS
Core Services: These are the first services that students
encounter when they become involved in supported education. They
familiarize potential and enrolled students with the concept of
supported education and the necessary steps to successfully transition
back to school. Core services includes pre-admission assessment,
financial aid planning, school enrollment assistance, career planning
and academic skill practice. Additional services include an informational
resource packet, on-site mentorships, access to resources and contingency
funds that can help cover costs for schooling unavailable through
traditional services.
Support Services: Upon completion of the core
services, students can receive support services designed to assist
students in the tasks necessary to succeed in post-secondary school
from admission to graduation. Examples of support services include
assistance with the formal application process and financial aid
applications, development and update of an educational/career plan,
on-site support groups, assistance to students in accessing natural
academic supports and summer workshops.
Indirect Services: These services maintain
support for supported education within the community. Indirect
services include in-service presentations to schools and agencies,
cooperation with service providers, and collaboration with schools,
community mental health centers, vocational rehabilitation, consumer
groups and families.
Program Models: One of the most appealing
aspects of SE-CAG is that services can be delivered in several ways
and settings. The approach selected should reflect the needs of
the community that will deliver the services.
- Mobile Support – Support services are delivered by
a community provider and are not linked to a particular college
or university.
- Classroom Support – This model uses a pre-set curriculum
that focuses on academic skill development, career goals, and
skill-building and support. It prepares students for an integrated
classroom setting.
- Group Support – This method utilizes a group support
format in an informal setting. Content is based on the needs
assessment and a prioritized agenda that the group develops.
- On-Site Support – Support services are located in existing
campus programs.
BENEFITS OF SUPPORTED EDUCATION
New role: Supported education allows individuals with
psychiatric disabilities to transform their perceived identities
from consumer to student.
Career growth: By working toward a degree,
students earn credentials to better succeed in the career of their
choice.
Improved quality of life: A study done by the
University of Michigan found that more than 50 percent of the students
who actively participate in MSEP were involved with school activities,
vocational training or employment compared to only 24 percent of
individuals who did not participate in the program.
CONTACT INFORMATION
Steve Szilvagyi,
Project Director SE-CAG,
University of Michigan
520 E. Liberty, Suite 310
Ann Arbor, MI 48104-2210
Phone: 734-998-7416
Fax: 734-998-6790
Email: szilvagy@umich.edu
Web: www.ssw.umich.edu/sed
