Opportunities include vocational certificates, pre-college and freshman success bridge courses, career readiness credentials, internships and employment assistance offered through an inclusive, relevant and affordable avenue. Program information submitted: April 8, Must be able to function independently in a classroom setting and follow College Code of Student Conduct Must have at least a 2nd grade reading level Must have 4th grade reading level for Office Skills program Minimum 5th grade reading level for Pre-College program.
Students submit required documents for scholarship application to Houston Community College Foundation Department. Monies left after tuition will be used toward book purchase. Office Skills Training The Office Skills Training Certificate Program offers customized training to students with disabilities to prepare students to work in an office environment.
Students are trained for entry-level positions in the following areas: office assistants, receptionist, filing and mail clerks. Retail Training This two-term course prepares students for a job in the retail field. Students learn a range of technical, practical and organizational skills valued in the workplace and society.
Classroom instruction is offered through an online component and a supervised hands-on workplace experience with a local employer. A total of 50 students attended the meeting. While most of the students attending the meeting took flyers and stated interest in the upcoming events, a much smaller number—only 17—signed-up for the scheduled events.
All the students at HCC are commuters, making recruitment for events difficult. Historically at HCC, approximately one third of students who register actually go on to attend the events. Therefore, the 17 students who registered through the informational meeting would be insufficient for us to hold successful events. More marketing efforts would be needed to secure an adequate turnout from the general student body.
It is a popular campus located near the major rail line and several bus locations. Since student athletes enjoy playing sports, we hypothesized that they might be interested in participating in unified sports opportunities. Finding participants from the VAST Academy proved less challenging; as a professor in the program, Brigid was teaching two health and fitness classes during the fall semester and many students in these classes volunteered to participate.
Additional students from the program also volunteered to participate. In total, 20 students with intellectual disabilities registered for the unified sports events. One of the intellectually-disabled students also had a physical disability; she is in a manual wheelchair. She volunteered to serve as a linesperson for the events.
Again, the central theme of unified sports is uniting all students, so the roles of score keeper, timer, and line judge were also open to student participation. Participation and meeting new people were key elements of this pilot program. Both games were played in the gymnasium and were 40 minutes long, divided into minute halves. The two games were played on consecutive days to better accommodate varying student schedules. Twelve general students and 16 students with intellectual disabilities played.
One VAST student also participated by acting as a line judge. The 29 students included students of differing genders, races, intellectual disabilities, and physical disabilities. Although the number of students was relatively small compared to the total student body population, the organizers were satisfied that participating students appeared to enjoy the events. Their underlying goal of achieving diversity among the participating athletes was accomplished.
The next set of unified sports events took place in October. These were baseball games played at a nearby, off-campus park. An off-campus location was selected because it had a baseball backstop and land for a field. Once again, there were two games played on consecutive days. The games were six innings and lasted approximately 45 minutes.
Seven general body students and 14 students with intellectual disabilities played in the games. Furthermore, two VAST students and a general body student served as score keepers.
The 24 students included both female and male students, as well as participants from diverse racial and ethnic groups. The VAST program had two students in wheelchairs who played in the game. The lower turnout from the September soccer events was anticipated due to the events taking place off-campus. Volleyball games were the final unified sports opportunities from the pilot program to take place. Two games occurred on-campus on back-to-back days in November.
A total of 20 intellectually-disabled students and eight general-body students played in the games. In it, the students learn how to become leaders by participating in student government and helping organize and run events on campus. In , they were recognized by the Texas House of Representatives for its joint leadership in the creation of a new state consortium, Access College Texas , which promotes postsecondary education opportunities for Texans with intellectual and developmental disabilities.
We want to help give and get them that extra support. Many of them want to go on and do more once they see that they can be successful in our program," Moraska said. She is also a member of the Texas Advocates State Board. I was able to broaden my horizons here.
Cruz encourages other potential students to give VAST Academy a try, because "it got her feet wet and worked for her. Cruz works at The Rise School as a teacher's assistant, a job she was hired for after an internship.
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