Education Commons^™

Early Literacy Matters, Lisa Van Thiel, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Early Literacy Matters (ELM) is a partnership between the University of Massachusetts Boston, Lynn Public Schools, and the Gregg Neighborhood House. Our goal is to create 8 preschool centers of excellence impacting 300 children per year identified as “at risk for academic failure.” ELM has transformed 17 classrooms that serve children speaking over 41 languages. 75% of ELM children speak a first language other than English or have limited English proficiency, and 16% receive special education services. ELM offers research-based curricula, professional development, and community/family involvement with intentional instruction proven to enrich children’s learning experiences. We offer professional development combined …

Division Of Athletics, Recreation, Special Projects & Programs, Marsha Florio

Office of Community Partnerships Posters

Through our Department of Special Programs and Projects, the Division of Athletics, Recreation, Special Projects and Programs is in the forefront of providing athletics outreach to local neighborhoods, the state, and even overseas audiences. We provide complimentary use of the university's athletic facilities to community groups; we offer student athlete sports clinics for young people; we make holiday visits to hospitals; and offer many other similar services.

The Office Of Career Services & Internships, Michael Gaskins, Shannon Seaver

Office of Community Partnerships Posters

The Office of Career Services and Internships at UMass Boston serves as the conduit for employers and students. We connect students to the type of experience necessary to be build their skills, focus on career paths, and become more competitive in the job market. Many of our services and events are open to the general public and our community patterns partners in the Harbor Point and Boston neighborhoods.

Northeast Regional Center For Vision Education, Laura Bozeman, Robert Mcculley, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Northeast regional center for vision Education is committed to improving education for people with visual disabilities. We offer in-person and online training in three main areas: teacher of students with visual impairments orientation and mobility and vision rehabilitation therapy. Graduates of our programs are trained to help people with visual disabilities provide access to high quality education, seek employment and travel independently.

The Office Of Career Services & Internships, Michael Gaskins, Shannon Seaver

Office of Community Partnerships Posters

The Office of Career Services and Internships at UMass Boston partners with several of the University’s Pre-Collegiate Programs as well as community-based organizations, providing a venue for students and local residents to gain on-the-job professional work experience.

Harbor Point Partnership, Marsha Florio

Office of Community Partnerships Posters

To enhance coordination of, and access to, university services and programs in relation to community needs and opportunities in our immediate urban neighborhood. The University of Massachusetts Boston and Harbor Point Apartments Company share a commitment to creating a high quality learning and living environment on the Columbia Point Peninsula (Peninsula); and a desire to improve the relationship and interaction between the students, faculty and administration of UMass Boston and the residents of Harbor Point.

Opt4college: An Online Educational Transition Curriculum For Youth With Disabilities And Special Health Care Needs, Nerlie Ogilus, Miriam Heyman, Myra Rosen-Reynoso, Susan Foley, Judy Palfrey, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Through this project, we have identified the following: 1. Students with disabilities and/or special health care needs are disproportionally under-represented secondary institutions; 2. Making the transition from secondary to post secondary institutions requires self determination and advocacy; 3. Although there are other programs with this transition, few focus on both educational and medical transitions for students with disabilities and ore special health care needs.

Providing Staff And Program Development For Boston-Area Adult Basic Education Programs, Steve Reuys, Adult Literacy Resource Institute, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Adult Literacy Resource Institute (part of UMass Boston since 1983, and 100% grant-funded) serves as the Greater Boston Regional Support Center for SABES, the state’s System for Adult Basic Education Support. We provide a variety of staff and program development services to adult basic education programs in the Boston area, especially the approximately 40 programs in the region (most located at community-based organizations) that are funded by the state’s Department of Elementary and Secondary Education and that offer ESOL, basic literacy and numeracy, GED preparation, and other classes (including family literacy, civics education, career pathways, and college transition).

Eastern Pequot Archaeological Field School, Steven Silliman

Office of Community Partnerships Posters

This project assists with locating historical cultural sites on Eastern Pequot reservation established in A.D 1683, and providing historical preservation and archaeological services at low to no cost to this Native American community. This project also trains undergraduate and graduate students from UMass Boston and other institutions and tribal community interns in archaeological techniques, heritage preservation, Native American history, colonial studies and collaborative research methods. It aims to improve archaeological fieldwork and interpretations as part of a deeply collaborative relationship, and also study Eastern Pequot house sites, using artifacts, animal bones , plant remains, architecture, landscape historical documents and oral …

Service Works!: Collaboration Between Vocational Rehabilitation And National Service Programs As An Avenue Towards Employment For Vr Clients, Sheila Fesko, Allison Hall, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Volunteering and engaging in community service are effective avenues for personal and professional development, service participants actively contribute and to strengthen their communities. For people with limited vocational experience, national service can be part if a long-range employment plan. Service can allow VR clients to develop vocational skills, gain work experience, engage in career exploration build professional networks.

Inside Rankings: Limitations And Possibilities, Kerryann O’Meara, Matthew Meekins

New England Resource Center for Higher Education Publications

Americans love ranking systems. Whether we are ranking the hottest celebrities, the top ten singles, the top chef, or the next design star, ranking seems to be built into the American psyche as a symptom of our competitive, aspirational nature, and our desire to quickly understand the value of things.

The purpose of this article is to present our critique of the main weaknesses and contributions of dominant ranking systems, to consider some of the positive and/or neutral roles that they are serving, and to offer three examples of purposes and goals of higher education we think they are not …

College Programs For Students With Intellectual Disabilities: Results Of A National Survey, Clare K. Papay, Linda Bambara

All Institute for Community Inclusion Publications

Providing transition services for students with intellectual and developmental disabilities (iDD) on a college campus creates opportunities for academic, vocational, and social skills instruction in a community setting with college-age peers. A survey conducted in 2008 of college programs in the U.S. for students with IDD ages 18–21 (Papay & Bambara, 2011) gathered information on these programs and the opportunities they provide. Survey questions addressed the characteristics of postsecondary education programs and the extent to which students with iDD were participating in college classes. Results are shared.

Enrollment And Academic Outcomes Of English Language Learners In Pre-K To Grade 3 In The Boston Public Schools, Sy2009: Data Points For A Discussion At Wheelock College, Miren Uriarte, Faye Karp

Gastón Institute Publications

This brief report focuses on the enrollment, characteristics and academic outcomes of English Language Learners in Pre-Kindergarten to Grade 3 in comparison with those of English proficient students and all students at these grade levels. The purpose of the report is to generate discussion about ways in which the learning needs of these students can best be met. As proposed, the report consists primarily of data tables and annotations organized around five sets of questions.

The Power Of Expectations, Meg Grigal

All Institute for Community Inclusion Publications

The existence of a special issue of the Journal of Policy and Practice on Intellectual Disabilities focusing on postsecondary education for individuals with intellectual disabilities demon-strates that there are increasing expectations that people withan intellectual disability can and should be given the choice of going to college. And similar to other groups of young peoplewho have gone to college, their path toward college and theoutcomes that they seek and achieve from college will vary considerably.But unlike other college students, the experiences of these young (and not so young) college students with ID may notmerely reflect their personal preferences for and …

Obesity Prevention Among Latino Youth: School Counselors’ Role In Promoting Healthy Lifestyles, Amy Cook, Laura Hayden

Counseling and School Psychology Faculty Publication Series

Given the burgeoning obesity problem among Latino youth and concomitant health problems (Spiotta & Luma, 2008), school counselors have begun to recognize the need for culturally sensitive programming to promote healthy lifestyles. More theoretical, evidence-based programs are needed, however, to ensure Latino youth receive appropriate interventions and services. This study provides a review of three theoretical perspectives and obesity prevention programs with recommendations to school counselors for implementing a comprehensive obesity prevention program for Latino youth.