3333 Regis Blvd.
Denver, CO 80221
| Program Contact | Jeanine Coleman |
| Program Contact Email | global@regis.edu |
| Phone | 303-964-6229 |
| Website | Program website |
The positive impact of post-secondary education on life outcomes is well-documented. Historically, people with intellectual disabilities have had low rates of engagement in higher education, which has limited their access to career opportunities, often resulting in poverty. Regis University’s GLOBAL Inclusive Program provides a collegiate experience for young people with intellectual and developmental disabilities. The academic coursework and career exploration prepare students for employment and independent living with the overall goal of self-sufficiency in adulthood. Regis University is a Jesuit Catholic university that has been part of the Denver community since 1877. A Jesuit Catholic university, Regis seeks to “build a more just and humane world through transformative education at the frontiers of faith, reason and culture.” The GLOBAL Inclusive program fits well into the Regis mission and vision, particularly within the Jesuit values that are inclusive of a diverse community of learners dedicated to social justice and the development of the whole person. The GLOBAL Inclusive Program serves students with a diagnosed intellectual developmental disability. Applicants provide documentation of the diagnosis of intellectual disability congruent with the state and federal definitions. Students select from either the basic, intermediate, or advanced levels of the program, each culminating in an academic certificate upon completion. Program levels vary in number of credits, time to completion, and support structures. The program provides intensive individualized support in academic, social, emotional, and vocational areas so that they can thrive while pursuing independence. Regis University has a long history of supporting and advancing the lives of diverse students, particularly those who have IDD. We have faculty who have committed their lives to bench science in Down syndrome, to preparing future teachers and therapists, and who engage deeply with the community in serving children and adults who have IDD. Regis GLOBAL Inclusive Program is consistent with our mission to serve all members of our community. The program also resonates deeply with Regis’ own Jesuit values. Post-secondary programs serving IDD students are generally “wraparound” and include residential life, campus life, peer-mentoring, as well as academic co-curricular support. Regis educates the whole student which reflects the Jesuit value of Cura Personalis or care for the whole person. Bringing together the entire university community in support of these students, furthermore, reflects the Jesuit value of Men and Women for and with Others. Finally, creating a program that fosters the inherent dignity and autonomy of students often overlooked by the academy reflects the Jesuit value of Finding God in All Things.
Program information submitted: January 25, 2023
| General | |
|---|---|
| Public or private: | Private |
| Type of school: | 4-year college or university |
| Is this program a federally funded TPSID program? | No |
| Students in this program: | Have graduated or exited from high school |
| Number of students: | 5 |
| Requirements | |
|---|---|
| Program serves students who have left high school? | Yes, all of our students have left high school |
| Regular high school diploma required? | No, an IEP/non-standard diploma/certificate of attendance is accepted |
| Deadline to apply to this program: | June 30, 2023 |
| Link to admissions process: | Admissions link |
| Criteria for admission |
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| Accepts out-of-state students? | Yes |
| Please indicate which disabilities students in this program have: |
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| Program length: |
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| Acceptance, Retention, and Completion Rates | |
|---|---|
| Acceptance rate for the most recent fall term: | 75.00% |
| Retention rate for first year students from the previous academic year to the current one: | 0.00% |
| Notes on acceptance and attendance: |
We have just launched in Fall 2022, so we do not have data for returning students. |
| Cost | |
|---|---|
| Average student tuition and fees for the current school year: | $8200.00 |
| Room and board: | $7500.00 |
| Program fees: | $10500.00 |
| Additional costs: |
$0.00 This is a breakdown of the costs. Above in the first bullet is tuition only and the program fee is the third. 2 years—tuition, fees & room/board--$68,392 ($34,196 per student, per year) 2 years—tuition & fees (no residential) --$37,608 ($18804 per student, per year) Tuition only--$7000 ($500 per credit, 14 credits per year) Course fees--$184 ($1104 per year for 6 courses) GLOBAL program fee--$10,500 per student, per year Room & Board--$6052, plus and advanced program fee of $1352 per year, per student |
| Is this program able to provide federal financial aid as a Comprehensive Transition Program (CTP)? | Yes |
| Students pay for the program in the following ways: |
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| Scholarships available: |
A limited number of need-based scholarships from Regis University may be available. For consideration, complete and submit a GLOBAL Inclusive Program Student Financial Aid Application to rufinancialaid@regis.edu. Once we have CTP approval, students will have access to federal financial aid and vocational rehabilitation funds. |
| Academic | |
|---|---|
| Students enrolled in this program take the following types of inclusive courses (with students who don't have disabilities): |
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| More about course access: |
RCC 200 is a writing-intensive seminar required for all students in the Fall of their first year at Regis University. This course focuses on critical reading, thinking, and writing, as well as introducing the student to their advisor and a core community of fellow students. Students will take a linked spring class with this same community of peers that will satisfy a core requirement. The focus of this course is “Care of the Whole Person” which is a Regis value and based on the Latin phrase, cura personalis. This course will focus on hands-on learning and designed for a diverse group of students with intellectual disabilities from the GLOBAL Inclusive program and other first year students without disabilities committed to learning in an inclusive setting. We will use a Universal Design for Learning (UDL) for all students that provide many ways to engage students, present (teach) information, and allow students multiple ways to show demonstrate their learning. The content of the course and the readings and writings will focus on Disability Rights. Students will read and write about historical disability rights movements, current disability rights topics, such as the intersectionality of disability and race, and the student’s own personal experience with disability or persons with disabilities. PL 270—Philosophical Explorations (3 credits) An introductory course in philosophy which acquaints students with the range of questions and issues raised in both the philosophical tradition and contemporary thought. Engages students in a critical analysis and evaluation of different philosophical positions, including their own. This particular course examines the real impact of philosophy on society by exploring philosophy’s influence on the foundation of American Civil Government. We will trace the lines of philosophical thinking, over centuries, that influenced the founders and the Constitutional Convention of 1787. In this course, you will learn by doing. Although you will complete readings/videos/reflections dealing with the History of Philosophy at home, in class we will master these concepts by reenacting the Constitutional Convention itself. After being introduced to the relevant philosophical concepts, arguments, and theories in the first part of the semester, over the last part we will master the philosophical content/skills by applying them within the context of a multi-week role-playing game. COM 250 Communication Studies—Speaking to Make a Difference (3 credits) This course combines the basic theories of communication with public speech performance skills. Emphasis is on speech preparation, organization, support, audience analysis, and delivery. Students will learn the skills and strategies needed to prepare and deliver narrative, special occasion, informative, and persuasive speeches. Special consideration is given to adapting communication styles and content to diverse speakers and audiences. This course emphasizes how to compose meaningful messages; how to conduct responsible research on appropriate topics; and how to argue, develop, and to polish effective presentational skills. RCC 200—First Year Communication Seminar—Religious Studies (3 credits) This communication-intensive seminar is required of all students in the Spring of their first year at Regis. This seminar focuses on critical thinking by developing college-level skills active listening and speaking. Paired with the fall first-year seminar, this course also satisfies a core requirement in the Distributive Core. First, this course is an invitation to explore life’s big questions. Who are we? What are we doing here? Is there a god or ultimate source of being? Are religious paths more similar or more different? What do these questions mean for us as people striving to live meaningful lives? Secondly, this course serves as an opportunity to explore the religious diversity that surrounds us. In the United States, Christians represent the largest religious group by an overwhelming majority, but according to the Pew Research Center, the religious landscape of the United States is changing. |
| Students take courses that are only for students in this program: | Yes |
| Information on special classes: |
LS 205—GLOBAL Learning Support Course (1 credit) This course is designed for students in the GLOBAL Inclusive Program to enhance their learning and thriving in the Regis community. We will be focusing on strategies for college success. We will focus on the Regis Jesuit value of “Care of the Whole Person” based on the Latin phrase, cura personalis. We will use a Universal Design for Learning (UDL) for all students that provide many ways to engage students, present (teach) information, and allow students multiple ways to show demonstrate their learning. |
| Percentage of academic time spent in inclusive courses (with students who don't have disabilities): | 75-99% |
| Do all students in this program enroll in at least one inclusive college/university course for credit or audit each semester? | Yes |
| Credential(s) students earn upon completing the program: | GLOBAL Comprehensive Higher Education Certificate |
| Is the credential approved by the college/university? | Yes, this credential has been through a formal approval process at the IHE |
| Other than the credential listed above, can students earn any other credentials that are available to all students? |
We are in the process of developing. |
| Students in the program have access to the following campus-wide services: |
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| Employment | |
|---|---|
| Percent of students in this program have paid work while attending the program: | 0% |
| Other career development activities are: |
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| Percent of students in this program that had paid work after exiting the program: | 0% |
| Additional information about career development and work experience: |
Regis University’s GLOBAL Inclusive Program provides a collegiate experience for young people with intellectual and developmental disabilities. Academic coursework and career exploration prepare students for employment and independent living with the overall goal of self-sufficiency in adulthood. The positive impact of post-secondary education on life outcomes is well-documented. Historically, people with intellectual disabilities have had low rates of engagement in higher education, which has limited their access to career opportunities, often resulting in poverty. Providing opportunities to engage in meaningful work through internships and service learning is not only an avenue for financial independence, but it also helps prevent social isolation and slow degenerative brain loss in the form of dementia, particularly for individuals with Down syndrome. Internship Structure One of the program’s primary goals is to support career development and provide opportunities that lead to meaningful employment. We partner with university programs, private-sector businesses, and not-for-profit agencies. Internships are generally structured as follows: Most internships are volunteer/ unpaid Interns are available (months/times?) Sponsoring Organization Responsibilities The sponsoring organization designates an internship supervisor The internship supervisor serves as the primary point of contact for the intern and the GLOBAL Inclusive Program staff The internship supervisor provides regular feedback on intern performance, including a survey at the conclusion of the internship The organization provides the training and working conditions appropriate for intern success Internship Process Sponsoring organization identifies position(s) available for internships GLOBAL Inclusive Program staff identify available and qualified student(s) Student(s) participate in interview If sponsoring organization and student agree that it is a good fit, the internship is confirmed GLOBAL Inclusive Program staff or peer mentor will accompany intern to the internship to provide support. If appropriate, this support may decrease over time. Intern Expectations The GLOBAL Inclusive program is built around five main dimensions: academic skills and knowledge, emotional and behavioral regulation, social engagement, career development, and self-determination. In an internship setting, students are expected to meet the following competencies: Remains calm during frustration or times of stress. Communicates feelings appropriately. Responds appropriately to others’ emotions. Uses feedback to continuously improve. Sets short-term and long-term career goals. Collaborates with others to accomplish a goal. Effectively communicates with colleagues. Completes job tasks (i.e., follows through in a timely manner). |
| Does this program have a working partnership with VR to provide funding, supports and/or services to students in the program? | No |
| Housing | |
|---|---|
| Housing is provided to students: | Yes |
| Housing options available: |
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| Extracurricular | |
|---|---|
| Percentage of social time spent in inclusive activities (open to all students on campus): | 75-99% |
| Students may participate in the following extra-curricular activities |
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| Students participate in these campus-wide events: |
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