2018 Award Recipients
(From Nomination Form):
Kayla participates on many committees and inspires others through her motivational speaking. She is a Special Olympics global messenger and Special Olympics athlete congress member, and represented the United States in the Special Olympics held in Greece in 2011. She was hired as the Manager of Grassroots Advocacy for the National Down Syndrome Society and (is) the first registered lobbyist with Down Syndrome. She is a member of the prestigious 40 under 40 Leaders that Rock CNY, and serves as an ambassador for the NDSS advocacy advisory Board.
Some of the ways Kayla has demonstrated leadership in self-advocacy are:
Kayla participates on many committees and inspires others through her motivational speaking. She is a Special Olympics global messenger and Special Olympics athlete congress member, and represented the United States in the Special Olympics held in Greece in 2011. She was hired as the Manager of Grassroots Advocacy for the National Down Syndrome Society and (is) the first registered lobbyist with Down Syndrome. She is a member of the prestigious 40 under 40 Leaders that Rock CNY, and serves as an ambassador for the NDSS advocacy advisory Board.
Some of the ways Kayla has demonstrated leadership in self-advocacy are:
- In her time with NDSS, Kayla already has a number of legislative successes under her belt, including the passage of Kevin & Avonte's Law, ABLE to Work, ABLE Financial Planning and a trans-NIH research initiative for Down syndrome called the INCLUDE Project. While advocates have been laying the ground work for years on these bills, Kayla was able to seal the deal in countless instances. She explained to key decision makers why these bills are important to her, not as a lobbyist, but as a self-advocate first and foremost.
- Her determination to continue her post-secondary education and obtain her Associates Degree is also inspiring. While so many others would take it easy after achieving so much, Kayla pushes on to accomplish her goals. Another incredible example of this determination is that she took her drivers test five times before receiving her license. She does not take no for an answer. Not only are so many aspects of Kayla's life motivating, her very essence is. Every conversation is a motivational speech and you leave feeling even more inspired.
- "Before class started, I liked to talk to my students about their day. Whether is was giving a presentation at the Special Olympics or being the keynote speaker for Gigi’s Playhouse, Kayla was always busy. I remember Kayla being extra excited one day because she was going to meet Congressman John Katko. That meeting marked the beginning of an internship that she would have at his office in the 24th district of New York. The most amazing thing was not all that Kayla did outside of her schooling, but how she kept up with schoolwork while doing those things."
(From Nomination Form):
Dr. Martha Mock is a Clinical Professor in the Warner School of Education and Human Development at the University of Rochester, and for more than a decade she has worked to change the landscape of educational opportunities for transition-age students with intellectual and developmental disabilities throughout the state of New York. In doing so, she has impacted practice, policy, and outcomes for students across the nation.
Some of the ways Martha has demonstrated leadership in higher education are:
Dr. Martha Mock is a Clinical Professor in the Warner School of Education and Human Development at the University of Rochester, and for more than a decade she has worked to change the landscape of educational opportunities for transition-age students with intellectual and developmental disabilities throughout the state of New York. In doing so, she has impacted practice, policy, and outcomes for students across the nation.
Some of the ways Martha has demonstrated leadership in higher education are:
- Her passion for inclusive higher education for students with intellectual disabilities is contagious and her work for the past decade has helped make tremendous gains in our still-new field. Martha’s dedicated leadership has directly resulted in the establishment and growth of opportunities for students with intellectual disabilities (ID) to pursue higher education in the state of New York and across the country. The impact of her work has cut across multiple areas: program development, training future leaders, and establishing policy. Martha employs an approach that emphasizes empowerment of people with ID, strong community collaborations and effective advocacy at all levels. The result of this effort has been critical systemic change that will ensure a long-lasting positive impact for adolescents and young adults with intellectual disabilities and their families.
- As a Clinical Professor at the University of Rochester, Martha launched the Institute for Innovative Transition to improve the quality of life for individuals with ID aged 12 – 25. In this role, Martha has successfully secured significant and consistent grant support for more than a decade, with $7.5 million as a sole PI and an additional $4.2 million as a Co-PI. Under Martha’s leadership, the Institute had used these funds to (a) provide systematic information to families, educators, and professionals, (b) engage with regional, state, and federal resources to improve transition outcomes, and (c) foster the development of new model postsecondary programs to serve students with ID.
- Martha has worked to share the practical and collaborative wisdom that has emerged from the New York consortia through peer-reviewed journal articles, book chapters, conference presentations, webinars, film projects, community conferences, and legislative efforts… This dissemination, especially through peer-review publications, book chapters, and conference presentations, has advanced the field significantly both in terms of policy and practice.
(From Nomination Form):
As directors of Think College, and authors of the acclaimed Think College! Postsecondary Education Options for Students with Intellectual Disabilities, published in 2010, Deb and Meg have guided the development of federal and state policy and has informed the research and practice of thousands of educators. Their work has paved the way for the development of programs across the country and abroad.
Some of the ways Deb and Meg have demonstrated leadership at the national level:
As directors of Think College, and authors of the acclaimed Think College! Postsecondary Education Options for Students with Intellectual Disabilities, published in 2010, Deb and Meg have guided the development of federal and state policy and has informed the research and practice of thousands of educators. Their work has paved the way for the development of programs across the country and abroad.
Some of the ways Deb and Meg have demonstrated leadership at the national level:
- Through the National Coordinating Center for the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), Meg and Debra have led work to develop Model Accreditation Standards. They have worked in partnership with grantees throughout the country to create the Think College Data Network, the only existing national dataset on inclusive higher education services for students with ID…They were instrumental in establishing early PSE options in MD and MA. They have conducted TA in over 25 states on planning, implementing, or evaluating inclusive higher education for students w/ID.
- Ms. Hart’s advocacy, technical assistance skills and commitment demonstrate mastery of leadership combining content and deep knowledge of inclusive postsecondary education with student-centered outcomes. She consistently demonstrates organizational development mastery, research mastery and advocacy mastery. Ms. Hart demonstrates the ability to implement and model a person-centered organizational development approach in her community organizing and facilitation processes. It is clear she knows inclusive postsecondary education not as a prescribed methodological approach but as a dynamic engagement between student, curricular goals, the science of organizational change, the individual leader and the broader community.
- "Donald said I needed to be connected to the experts, and he said Dr. Meg Grigal was a key person I needed to get to know. I called Meg, and the rest, as they, is history! Meg has provided support in just about every way possible for the effort to begin a post-secondary program in Oklahoma for students with IDD…That call set in motion a now 5-plus-year relationship where at any given time, she has served as a coach, counselor, editor, resource coordinator, and mentor."
2017 Award Recipients
Professor Emeritus, George Mason University & Former Director, Helen A. Kellar Institute for Human disAbilities, George Mason University
In 2002, when Mike Behrmann was Director of the Kellar Institute at George Mason University, he was approached by a small group of parents and asked to start a pilot program for students with intellectual disability (ID). Mike conceptualized and, starting with a small pilot in Fall 2003, developed the first university program to include students with ID in campus life, traditional classes and residential living. The program also prepares degree-seeking students studying educucation and a variety of other related fields through internships, staff positions, etc. Mason LIFE has grown since then to 50 students from many states and several other countries.
Some of the ways Mike has demonstrated leadership at the national level:
· Since the program started, Mike has given generously of his time to provide technical assistance to other institutions as they considered and developed inclusive postsecondary education (IPSE) opportunities for students with ID. Many faculty, program staff, parents and students and at least one Member of Congress have visited Mason LIFE to learn about including students with ID in a university. His successful efforts to interest GMU former President, Alan Merten in Mason LIFE led to strong support by Dr. Merten, and a visit to the campus by Eunice Kennedy Shriver, who then encouraged her brother Senator Kennedy to support the ID provisions in the Higher Education Act of 2008 (HEOA). While developing a well-regarded program at GMU, he has also made a difference nationally in the growth of IPSE opportunities.
· Mike is a founding member of the Experts Workgroup on Postsecondary Education and Students with ID (now renamed). This group provided technical assistance to Congress when the ID provisions to HEAO were considered and has continued to coordinate advocacy efforts for these provisions that authorized federal financial aid (grants work study jobs), model demo (TPSID) and national coordinating center funding. Mike was instrumental in drafting the language in HEOA and providing technical assistance regarding how proposed language would play out in the higher education setting.
· In 2009 Mike partnered with NIDRR in the US Department of Education to cosponsor a State of the Science conference held at GMU. This invitation-only conference focused on research and Mike has continued a research focus in his work at GMU, in technology and a variety of areas that have benefited the field. That first conference then transitioned to became the State of the Art Conference in Postsecondary Education and Students with Disabilities, with Mike’s support and significant staff and financial resources from GMU. This conference continues to provide an opportunity for students, families, professionals, etc to learn from one another and advance the field.
In 2002, when Mike Behrmann was Director of the Kellar Institute at George Mason University, he was approached by a small group of parents and asked to start a pilot program for students with intellectual disability (ID). Mike conceptualized and, starting with a small pilot in Fall 2003, developed the first university program to include students with ID in campus life, traditional classes and residential living. The program also prepares degree-seeking students studying educucation and a variety of other related fields through internships, staff positions, etc. Mason LIFE has grown since then to 50 students from many states and several other countries.
Some of the ways Mike has demonstrated leadership at the national level:
· Since the program started, Mike has given generously of his time to provide technical assistance to other institutions as they considered and developed inclusive postsecondary education (IPSE) opportunities for students with ID. Many faculty, program staff, parents and students and at least one Member of Congress have visited Mason LIFE to learn about including students with ID in a university. His successful efforts to interest GMU former President, Alan Merten in Mason LIFE led to strong support by Dr. Merten, and a visit to the campus by Eunice Kennedy Shriver, who then encouraged her brother Senator Kennedy to support the ID provisions in the Higher Education Act of 2008 (HEOA). While developing a well-regarded program at GMU, he has also made a difference nationally in the growth of IPSE opportunities.
· Mike is a founding member of the Experts Workgroup on Postsecondary Education and Students with ID (now renamed). This group provided technical assistance to Congress when the ID provisions to HEAO were considered and has continued to coordinate advocacy efforts for these provisions that authorized federal financial aid (grants work study jobs), model demo (TPSID) and national coordinating center funding. Mike was instrumental in drafting the language in HEOA and providing technical assistance regarding how proposed language would play out in the higher education setting.
· In 2009 Mike partnered with NIDRR in the US Department of Education to cosponsor a State of the Science conference held at GMU. This invitation-only conference focused on research and Mike has continued a research focus in his work at GMU, in technology and a variety of areas that have benefited the field. That first conference then transitioned to became the State of the Art Conference in Postsecondary Education and Students with Disabilities, with Mike’s support and significant staff and financial resources from GMU. This conference continues to provide an opportunity for students, families, professionals, etc to learn from one another and advance the field.
Arc of The Triangle and Alliance of Disability Advocates
From Kenneth’s nomination, he’s deserving of this award “to acknowledge his unwavering commitment to inclusion and high expectations for all. He is a strong self-advocate, speaking up on behalf of people with autism, but goes beyond that to commit his life to speaking up for others so that parents know to have high expectations for their children, so that college students understand the value of knowing and being educated with diverse learners, and that legislators know the importance of investing in the futures of all learners.
Some of the ways Kenneth has demonstrated leadership in self-advocacy are:
· Kenneth manages a Facebook page: https://www.facebook.com/kennethkelty/ where he shares inspirational and informative resources related to college for students with intellectual and developmental disabilities. On this page, he describes his mission as this: "I am a motivational speaker on my experience with autism and social inclusion on a college campus. I have also taught students with disabilities to become their own advocates. My talks have also been about ending hurtful words and equality in the school system." Kenneth also regularly blogs on issues related to higher education for those with IDD. He has written for Autism Speaks: https://www.autismspeaks.org/wordpress-tags/kenneth-kelty and for Global Observatory for Inclusion. http://www.globi-observatory.org/author/kenneth-kelty/.
· Kenneth has spoken at numerous national and regional conferences, always emphasizing high expectations, and the positive impact of a college education, including a focus on how inclusive higher education is a benefit for ALL students. He has spoken to legislators in Washington DC on the importance of access to higher education and the funding of model demonstration projects. From Kenneth’s bio on his Linked-In page: “While I was with UNC I was also a part of Project STIR (Steps Towards Independence and Responsibilities) I and two other self-advocates would go out to High Schools in Chapel Hill and do advocacy training. I also have taught disability history…In my presentations, I talk about breaking barriers and self-determination. I do hope to speak internationally and hope to live in Washington DC and do advocacy work.”
· Kenneth is committed to sharing his experience with families of younger children so that they can have expectations of their children as successful adults leading meaningful lives. Reviews on his Facebook page reflect his impact on those that hear him speak. For example: "Amazing public speaker: Came down to our general meetings once and motivated the entire audience effortlessly."
From Kenneth’s nomination, he’s deserving of this award “to acknowledge his unwavering commitment to inclusion and high expectations for all. He is a strong self-advocate, speaking up on behalf of people with autism, but goes beyond that to commit his life to speaking up for others so that parents know to have high expectations for their children, so that college students understand the value of knowing and being educated with diverse learners, and that legislators know the importance of investing in the futures of all learners.
Some of the ways Kenneth has demonstrated leadership in self-advocacy are:
· Kenneth manages a Facebook page: https://www.facebook.com/kennethkelty/ where he shares inspirational and informative resources related to college for students with intellectual and developmental disabilities. On this page, he describes his mission as this: "I am a motivational speaker on my experience with autism and social inclusion on a college campus. I have also taught students with disabilities to become their own advocates. My talks have also been about ending hurtful words and equality in the school system." Kenneth also regularly blogs on issues related to higher education for those with IDD. He has written for Autism Speaks: https://www.autismspeaks.org/wordpress-tags/kenneth-kelty and for Global Observatory for Inclusion. http://www.globi-observatory.org/author/kenneth-kelty/.
· Kenneth has spoken at numerous national and regional conferences, always emphasizing high expectations, and the positive impact of a college education, including a focus on how inclusive higher education is a benefit for ALL students. He has spoken to legislators in Washington DC on the importance of access to higher education and the funding of model demonstration projects. From Kenneth’s bio on his Linked-In page: “While I was with UNC I was also a part of Project STIR (Steps Towards Independence and Responsibilities) I and two other self-advocates would go out to High Schools in Chapel Hill and do advocacy training. I also have taught disability history…In my presentations, I talk about breaking barriers and self-determination. I do hope to speak internationally and hope to live in Washington DC and do advocacy work.”
· Kenneth is committed to sharing his experience with families of younger children so that they can have expectations of their children as successful adults leading meaningful lives. Reviews on his Facebook page reflect his impact on those that hear him speak. For example: "Amazing public speaker: Came down to our general meetings once and motivated the entire audience effortlessly."
Western Carolina University & WCU University Participant Program
Inclusive postsecondary education has become a movement. New program leaders, working with their communities, have met similar challenges enacting ideas and sharing a sense of possibility with their respective institutions. For those turning to academic literature and presentations to seek answers and strategies for growing PSE programs, the works of Dr. Kelley were surly encountered. She actively consults with leaders and universities domestically and abroad as inclusive PSE programs start or seek sustainability. Her ideas for making campuses accessible for all learners truly seem limitless. It is a novelty in this field, whether academician or practitioner, to find those who have been untouched by Dr. Kelley’s work.
Some of the ways Kelly has demonstrated leadership in higher education:
· In 2007, prior to the 2008 reauthorization of the Higher Education Act, Kelly Kelley, then a graduate student at Western Caroline University, looked to co-create a postsecondary option directly addressing dismal employment, independent living, and community participation outcomes for students with intellectual disability. The gap between values and actions, often untraversed, was filled with an outpouring personal investment and dedication. Dr. Kelley, held meetings, recruited students, and applied research to develop the University Participant program. These first steps built a sustained momentum, becoming an endlessly devoted effort to advance postsecondary options for all learners across America and around the world.
· Western Carolina University’s student body is engaged in the UP Program’s endurance. Several years ago, students sought signatures across campus to assure WCU UP students would participate in an inclusive graduation ceremony. Now students, more than ever, are voting with their time. Hundreds of students without disabilities invest thousands of hours of natural support each semester guaranteeing that their peers with ID are included in classrooms, clubs, intramural sports, Greek life, and all other aspects of the campus community. The first natural supports were recruited by Dr. Kelley and the most recent ones have been trained and supported by her. Dr. Kelley showed how personal investment can grow into community investment.
· A firm believer in self-advocacy and self-determination, Dr. Kelley structured a program where students have the opportunity to create an individualized pathway to future success. After graduation, Dr. Kelley has helped students acquire services, find housing, and access drivers’ licenses. She is also eats, prays, and consorts with former students. For all her research and advocacy, and for all the high expectations she holds for each students, she remains a dependable friend unwilling to partition work and life, endlessly pursuing inclusion and leading by example.
Inclusive postsecondary education has become a movement. New program leaders, working with their communities, have met similar challenges enacting ideas and sharing a sense of possibility with their respective institutions. For those turning to academic literature and presentations to seek answers and strategies for growing PSE programs, the works of Dr. Kelley were surly encountered. She actively consults with leaders and universities domestically and abroad as inclusive PSE programs start or seek sustainability. Her ideas for making campuses accessible for all learners truly seem limitless. It is a novelty in this field, whether academician or practitioner, to find those who have been untouched by Dr. Kelley’s work.
Some of the ways Kelly has demonstrated leadership in higher education:
· In 2007, prior to the 2008 reauthorization of the Higher Education Act, Kelly Kelley, then a graduate student at Western Caroline University, looked to co-create a postsecondary option directly addressing dismal employment, independent living, and community participation outcomes for students with intellectual disability. The gap between values and actions, often untraversed, was filled with an outpouring personal investment and dedication. Dr. Kelley, held meetings, recruited students, and applied research to develop the University Participant program. These first steps built a sustained momentum, becoming an endlessly devoted effort to advance postsecondary options for all learners across America and around the world.
· Western Carolina University’s student body is engaged in the UP Program’s endurance. Several years ago, students sought signatures across campus to assure WCU UP students would participate in an inclusive graduation ceremony. Now students, more than ever, are voting with their time. Hundreds of students without disabilities invest thousands of hours of natural support each semester guaranteeing that their peers with ID are included in classrooms, clubs, intramural sports, Greek life, and all other aspects of the campus community. The first natural supports were recruited by Dr. Kelley and the most recent ones have been trained and supported by her. Dr. Kelley showed how personal investment can grow into community investment.
· A firm believer in self-advocacy and self-determination, Dr. Kelley structured a program where students have the opportunity to create an individualized pathway to future success. After graduation, Dr. Kelley has helped students acquire services, find housing, and access drivers’ licenses. She is also eats, prays, and consorts with former students. For all her research and advocacy, and for all the high expectations she holds for each students, she remains a dependable friend unwilling to partition work and life, endlessly pursuing inclusion and leading by example.
2016 award recipients
Executive Director and Co-Founder, Ruby's Rainbow
Liz’s drive to start Ruby’s Rainbow came from her adoration for her family, and of course her daughter Ruby. Her passion to provide her children with the best inspired her to help other families like hers with educational costs and support, as well as helping to raise standards and expectations of individuals with Down syndrome. She truly is the driving force behind Ruby’s Rainbow.
Some of the ways Liz has demonstrated leadership at the national level:
Liz’s drive to start Ruby’s Rainbow came from her adoration for her family, and of course her daughter Ruby. Her passion to provide her children with the best inspired her to help other families like hers with educational costs and support, as well as helping to raise standards and expectations of individuals with Down syndrome. She truly is the driving force behind Ruby’s Rainbow.
Some of the ways Liz has demonstrated leadership at the national level:
- Founding Ruby’s Rainbow, a non-profit dedicated to creating awareness of the capabilities of individuals with Down syndrome and helping them achieve their dreams of higher education. Their scholarship program, developed to support adults with Down syndrome who are seeking post-secondary education, enrichment or vocational classes, has granted $290,000 in scholarships to 109 students.
- After being entirely volunteer-run for its first four years, Liz Plachta stepped up as Executive Director to meet the daily demands of the organization. She is the sole employee of Ruby’s Rainbow, and manages a passionate group of volunteers, made up of parents, family and friends of people who have Downs syndrome. She has developed a strong network of support for the organization in a short amount of time.
- Liz shares successes, videos and follow-up stories about recipients on the organization’s blog and social media, working hard to increase awareness and raise expectations in the broader community about the potential of individuals with Downs syndrome.
Graduate, Jefferson Community Technical College Program & Motivational Speaker
Mark is the oldest recipient of a Ruby’s Rainbow grant. He graduated from Jefferson Community Technical College Program in 2016 and he is working to fulfill his dream of being a professional motivational speaker. His goal is to continue to be a voice for those with disabilities who cannot advocate for themselves.
Some of the ways Mark has demonstrated leadership in self-advocacy are:
Mark is the oldest recipient of a Ruby’s Rainbow grant. He graduated from Jefferson Community Technical College Program in 2016 and he is working to fulfill his dream of being a professional motivational speaker. His goal is to continue to be a voice for those with disabilities who cannot advocate for themselves.
Some of the ways Mark has demonstrated leadership in self-advocacy are:
- His willingness to speak to organizations near and far about Down syndrome, including Indiana Down Syndrome Association, Global Down Syndrome, Riley Hospital for Children, and Down Syndrome Family Connection as their keynote speaker at this year’s conference, “Beyond Limits: Reaching High for Down Syndrome”.
- Living independently for over 20 years. Mark is always looking for challenges, more ways to grow personally, and ways to reach more people. He understands that he has an important message to deliver to the general public and is always in search of new ways to get his message out. He is a leader in his peer group and is never afraid to help advocate for them when needed. He will talk to his local government representatives about issues that are relevant to him and the population he represents.
- His work with ARC of Indiana in a program called “My Life, My Choice”. He interviews individuals with disabilities who live in nursing homes and teaches them how they can also live on their own.
Executive Director, Beyond Academics, University of North Carolina at Greensboro
Joan serves as UNCG’s project director for Beyond Academics, a certificate program of study for students with intellectual and other developmental disabilities. She also serves as the Executive Director of the private-non-profit partner, Beyond Academics, whose primary purpose is to provide student support for participation in the Integrative Community Studies (ICS) program of study offered by the Office of the Provost at UNCG. Joan’s background spans local and state systems serving infants, toddlers, children, adolescents, and adults with intellectual and developmental disabilities over the last 40 years. She has dedicated her life to improving the quality of life of those with intellectual and developmental disabilities. She has been instrumental in creating inclusive postsecondary education options for students with intellectual disabilities not only in Greensboro, but through her generosity with sharing her skills and knowledge, throughout the state of NC and indeed the entire country.
Some of the ways Joan has demonstrated leadership in higher education:
Joan serves as UNCG’s project director for Beyond Academics, a certificate program of study for students with intellectual and other developmental disabilities. She also serves as the Executive Director of the private-non-profit partner, Beyond Academics, whose primary purpose is to provide student support for participation in the Integrative Community Studies (ICS) program of study offered by the Office of the Provost at UNCG. Joan’s background spans local and state systems serving infants, toddlers, children, adolescents, and adults with intellectual and developmental disabilities over the last 40 years. She has dedicated her life to improving the quality of life of those with intellectual and developmental disabilities. She has been instrumental in creating inclusive postsecondary education options for students with intellectual disabilities not only in Greensboro, but through her generosity with sharing her skills and knowledge, throughout the state of NC and indeed the entire country.
Some of the ways Joan has demonstrated leadership in higher education:
- For 8 years, Ms. Johnson has led the first and only 4-year postsecondary program in NC. Under Joan’s leadership, UNCG/Beyond Academics evolved from a non-university affiliated program to a certificate program offered by UNCG. UNCG/Beyond Academics also received its designation as a Comprehensive Transition Program by the US Department of Education under Joan’s direction. The advances on UNCG’s campus demonstrates Joan’s acumen in working not only with the state and providers but also with a comprehensive array of university partners.
- Under Joan’s leadership, the Beyond Academics program at UNCG has become recognized nationally for the quality of the outcomes for students (e.g., increases in self-determination and autonomy upon graduation resulting in dollar savings of over 60%) as well as the innovative use of Medicaid to provide student support enabling the generalization of skills acquired in academic instruction.
- Joan led the Policy Task Force of the NC Post-Secondary Alliance and has been a voice for advocacy and innovation for both UNCG’s as well as the state’s efforts in post-secondary education including serving on the NC Institute of Medicine’s task force. These efforts aided in the passing of legislation which directs a group of agencies, organizations, community stakeholders and other interested parties to work with the Division of Metal Health, Developmental Disabilities and Substance Abuse Services (DMH/DD/SAS) to report annually (for two years) to two Legislative Oversight Committees of the General Assembly about various disability systems including transition, post-secondary education and employment, public awareness, outcomes and technology.
Associate Director, University of Memphis Institute on Disability & Post-Secondary Education Master Instructor (PSE), TigerLIFE
Maurice “Moe” Williams has been a strong, passionate voice that has sparked the creation of Postsecondary Transition programming opportunities for young adults in the Memphis/Shelby County community. Maurice developed the conceptual framework for both TigerLIFE and the dual enrollment program, College Campus Transition Programs (CCTP,) with Shelby County Schools. He has worked tirelessly to forge collaborations and partnerships with programs and peers providing IPSE services in Tennessee and to develop a significant partnership with regional Vocational Rehabilitation and Workforce Investment Network agencies. Maurice is currently leading an effort to create an IPSE Summit for presentation to the nation’s Historically Black Colleges and Universities (HBCUs), to promote IPSE opportunities for rural and urban young adults living in communities that have HBCU institutions.
Some of the ways Maurice has demonstrated leadership in higher education:
Maurice “Moe” Williams has been a strong, passionate voice that has sparked the creation of Postsecondary Transition programming opportunities for young adults in the Memphis/Shelby County community. Maurice developed the conceptual framework for both TigerLIFE and the dual enrollment program, College Campus Transition Programs (CCTP,) with Shelby County Schools. He has worked tirelessly to forge collaborations and partnerships with programs and peers providing IPSE services in Tennessee and to develop a significant partnership with regional Vocational Rehabilitation and Workforce Investment Network agencies. Maurice is currently leading an effort to create an IPSE Summit for presentation to the nation’s Historically Black Colleges and Universities (HBCUs), to promote IPSE opportunities for rural and urban young adults living in communities that have HBCU institutions.
Some of the ways Maurice has demonstrated leadership in higher education:
- Maurice is a strong advocate for students with intellectual disabilities in Shelby County, who are overwhelmingly of minority ethnicity and from low socio-economic households. Under his leadership, the University’s program has been integrated with all state of TN programs and assured the program is a strong, participating member program in the TN Higher Education Alliance. He led young adults of both TigerLIFE and CCTP to walk the State Capitol to advocate for the establishment of the TN Step Up scholarship, now in its 8th semester of scholarships for students attending comprehensive transition programs in Tennessee.
- His passion and dedication to workforce training as a means to employment for the ID community provided the leadership to develop a vocational placement unit within the Institute on Disability. This unit serves as a fully functioning community rehabilitation provider (CRP) for the TN Vocational Rehabilitation department in TN regions 7 & 9. In addition to all of this, Mr. Williams’ served as a resource and advocate for the State Alliance to assist in the development of a VR Pilot program that produced $2400 in transitional learning waivers for students each semester. His success in this endeavor led to a permanent partnership with TN VR that has institutionalized this support for all of the State’s comprehensive transition programs.
- At the regional and national level, Maurice has advocated for and promoted TigerLIFE’s message to audiences about the need to develop programs for rural and minority citizens. His presentations are captivating and engaging as he speaks of the many students who can now receive the life changing opportunities to independence and employment through PSE training. Mr. Williams uses the conceptual framework of the Institute on Disability Career Development and Transition model in his regional and national presentations to promote the establishment of more programs that will serve young adults from low-socio economic communities. Mr. Williams is steadfast in his belief that access to these programs must be offered to all ID young adults everywhere.
2015 award recipients
the institute of higher education leadership award
Dr. Alan merten
President Emeritus, George Mason University
Alan G. Merten is President Emeritus of George Mason University. He served as president from 1996 to 2012, and remains a member of the faculty. In recognition of his contributions and record of outstanding service, Dr. Merten was bestowed the title of Distinguished Service Professor. George Mason University, located in Northern Virginia and within the Washington, DC metropolitan area, is a doctoral granting institution with an enrollment of over 33,000 students.
From Dr. Merten’s nomination:
Alan G. Merten is President Emeritus of George Mason University. He served as president from 1996 to 2012, and remains a member of the faculty. In recognition of his contributions and record of outstanding service, Dr. Merten was bestowed the title of Distinguished Service Professor. George Mason University, located in Northern Virginia and within the Washington, DC metropolitan area, is a doctoral granting institution with an enrollment of over 33,000 students.
From Dr. Merten’s nomination:
- From the beginning, Dr. Merten was a strong supporter of the development and expansion of the Mason LIFE program at GMU. He came to virtually every important event, made sure Mason LIFE graduates participated in university commencement, was supportive of approving and including the program as part of the campus community, and invited parents and students to his home to discuss independent living options.
- When Dr. Merten was GMU president, GMU was listed by Princeton review as being the most diverse university in the country. Dr. Merten perceived Mason LIFE as being one more (important) piece of a diverse university and treated the program, students, staff and families as such. He included Mason LIFE in the promotional material about the university, personally facilitated students living in the dorms, and helped ensure that all aspects of university life are open and available to the students.
- Dr. Merten hosted Eunice Kennedy Shriver to visit Mason LIFE and then presented with her to other university and college presidents at the American Council on Education national conference. He was always willing to speak with presidents, deans, etc. from other institutions to encourage them to embrace education students with intellectual disabilities and with suggestions about how to do so. He has made a real difference in the growing movement to education students with ID across the country.
leadership on the national level award
donald bailey
Executive Director, College Transition Program
Donald Bailey is a lifelong resident of Charleston, SC, and the parent of two children and three grandchildren. His youngest child has cognitive learning difficulties. Donald has had a long term interest in education. He served on the local high school’s parent-teacher associations in the 1980s and on the Board of Trustees at the University of South Carolina from 1990 through 1998. For the past several years, he has been involved in developing post-secondary educational opportunities around the state for young adults with intellectual disabilities. He was a founding Chairman of the CTC and now serves as Executive Director. Donald and his wife, Caroline, are committed to helping South Carolina become a national leader in post-secondary education for anyone with intellectual disabilities.
From Mr. Bailey's nomination:
Donald Bailey is a lifelong resident of Charleston, SC, and the parent of two children and three grandchildren. His youngest child has cognitive learning difficulties. Donald has had a long term interest in education. He served on the local high school’s parent-teacher associations in the 1980s and on the Board of Trustees at the University of South Carolina from 1990 through 1998. For the past several years, he has been involved in developing post-secondary educational opportunities around the state for young adults with intellectual disabilities. He was a founding Chairman of the CTC and now serves as Executive Director. Donald and his wife, Caroline, are committed to helping South Carolina become a national leader in post-secondary education for anyone with intellectual disabilities.
From Mr. Bailey's nomination:
- Donald Bailey created a non-profit organization, the College Transition Connection, which funded the development of five postsecondary education programs in South Carolina at USC Columbia, Winthrop, Clemson, Coastal Carolina University, and the College of Charleston. He created partnerships with the UCEDD, Developmental Disability Council, Vocational Rehabilitation, Department of Education, legislators, parents and disability organizations, to work together to fund the programs, offer technical assistance for program improvement and program evaluation, and improve state policies to support the students and institutions, including the use of VR funds for student tuition.
- Donald convinced the state General Assembly, during a time of budget cutbacks, to fund a total of approximately $1 million over a number of years for program development. After the programs were underway, funds were used for research, program improvement, and evaluation. Then Donald convinced the legislators to direct the funds to student scholarship.
- The success in South Carolina has been a model for state wide efforts in many states. Donald wrote a book, LIFE Learning Is For Everyone that provides a step-by-step description of the South Carolina success to help others learn how to replicate that success. He is tireless volunteer helping others develop postsecondary opportunities, speaking at state, regional and national conferences, providing individual technical assistance, and continuing to support the work in his state.
leadership in advocacy award
max orland
University of Delaware Alumni, Employed at Vineyard Vines
I am 28 years old and have a disability that impacts learning and affects my communication. I attended the University of Delaware for four years and received 60 college credits. I majored in Sport Management and was the student manager of the varsity baseball and basketball teams. After college, I moved to Boston where I now live. I have worked for Nike and the Red Sox. I am currently working at vineyard vines, where I have been recognized as a top salesperson. My success in school, work and life is the result of great family support and the support of key people who recognized my potential and helped me reach my goals. I want to help others have opportunities that I had, especially with college.
From Mr. Orland's nomination:
I am 28 years old and have a disability that impacts learning and affects my communication. I attended the University of Delaware for four years and received 60 college credits. I majored in Sport Management and was the student manager of the varsity baseball and basketball teams. After college, I moved to Boston where I now live. I have worked for Nike and the Red Sox. I am currently working at vineyard vines, where I have been recognized as a top salesperson. My success in school, work and life is the result of great family support and the support of key people who recognized my potential and helped me reach my goals. I want to help others have opportunities that I had, especially with college.
From Mr. Orland's nomination:
- In spite of Max’s significant learning and speech disabilities, he pursued a four year college degree in sports management at the University of Delaware. He was not allowed to live in the dorms so he rented an apartment right off the campus. He was otherwise fully included.
- Max used his college experience to find employment that he enjoys. Following college Max got an internship with the Boston Red Sox fulfilling his life-long dream. He also worked while he was in college with the athletic director as well as sales associate at Vineyard Vines. During college, he also developed a passion for photography. He intends to sell his photos and donate the proceeds to charitable causes because he believes in “giving back” to the society that supported him.
- Max is also a national speaker on the topic of higher education for students with ID. He wants to spread his message that colleges and universities should give more opportunities to students with significant disabilities, including inclusion in residential life, because, as he says, “they can thrive and contribute as well, if given the opportunity.”
2014 award recipients
the institute of higher education leadership award
Dr. dan carey
Dr. Dan Carey served as President of Edgewood College in Madison, Wisconsin from 2004 to 2014. He earned his B.A. degree from Benedictine College with a major in English, and minors in Philosophy and Education. He received an M.A. in Psychology, Counseling and Guidance and his Ph.D. in College Student Personnel Administration from the University of Northern Colorado. Prior to serving at Edgewood College, Carey served for nine years as the President of Benedictine College, his alma mater. Carey served as Vice President at St. Mary's University in San Antonio, Texas and with St. Louis University. Dan Carey, Colonel (ret.) is also a decorated Vietnam War veteran.
From Dr. Carey's nomination:
From Dr. Carey's nomination:
- Dr. Carey was immediately receptive to the idea of a PSE program for students with intellectual disabilities on Edgewood’s campus, recognizing how well it fit the mission of the college and the Dominican values. In 2007, it was his leadership that helped pave the way for the implementation of a pilot project on inclusion in college for students with significant disabilities. Since the program’s inception, Dr. Carey has been involved with the Cutting-Edge program and the students, making time to sit down with them and follow-up on their academic and social lives. His interaction and interest has affected other key administrators, and thanks to his genuine sincerity, Edgewood College has developed a shared vision of inclusion within the college. He recognizes Cutting-Edge students by name, and thanks to his willingness to hang out with them and include them in events, the students consider him one of their strongest advocates, and responsible for their college experience.
- “When a graduate student in the doctoral program showed an interest in developing a program for students with intellectual disabilities at Edgewood College, Dr. Carey was one of our greatest advocates. He spent countless hours listening to our ideas for the program and his door was always open to us as we developed strategies to develop and implement the Cutting-Edge Program. He was with us throughout the process and I am sure we would never have been able to develop the program without his commitment and his assistance.”
- “Dr. Carey cared deeply for each and every student in the Cutting-Edge program and in turn they all cared for him.”
leadership on the national level award
dr. george jesien
George Jesien, Ph.D. has had over 40 years of experience in the disabilities field in various capacities as a school psychologist, university lecturer, and director of state and federally funded programs for children and adults with developmental disabilities and special needs and their families. Dr. George Jesien recently retired as the Executive Director of the Association of University Centers on Disabilities (AUCD), a network of over 100 university-based interdisciplinary research and training centers and programs working to advance policy and practices for people living with disabilities and their families. Dr. Jesien has devoted his career to the development, implementation and evaluation of programs and policies designed to improve social, economic, health and educational outcomes and to improve the quality of life of children and adults living with disabilities and their families.
From Dr. Jesien's nomination:
From Dr. Jesien's nomination:
- As the former Executive Director of AUCD, George Jesien successfully encouraged the involvement of many UCEDDs in postsecondary education and provided ample opportunity for UCEDDs to learn about PSE through frequent presentations by experts at AUCD annual conferences, information and resources provided to UCEDDs, and organizing opportunities for UCEDDs and other organizations to work together to promote PSE. He was instrumental in AIDD deciding to fund a major technical assistance project (awarded to Think College) that has had a real impact on the field. George was a member of the PSE Experts Working group that worked closely with Congress to include the financial aid, model demonstration projects, and national Coordinating Center for students with ID in the Higher Education Opportunity Act of 2008 and continues as a member of that group.
- “George has been on the forefront of inclusive higher education from the beginning of this
movement. As a lifelong advocate for persons with I/DD, George saw the potential that lay in opportunities for postsecondary education. He believed it was a social justice issue to ensure that opportunity to continue education after high school is made available for those with intellectual and developmental disabilities. He brought his estimable talents to the task, and the field benefited greatly from his involvement.” - We are indebted to George in so many ways and the field of postsecondary education for individuals with intellectual and developmental disabilities would not be where it is today without his leadership, vision, and dedication.”