Aggie ACHIEVE: The Inclusive College Experience
Attending a university like Texas A&M is a dream many students with intellectual and developmental disabilities never get to fulfill. They have the same wants and desires as other students, but many universities do not have the programs available to support them.
This fall, that changes for the state of Texas with the launch of Aggie ACHIEVE, the state’s first residential, inclusive, four-year postsecondary educational opportunity for students with intellectual and developmental disabilities.
Aggie ACHIEVE (Academic Courses in Higher Inclusive Education and Vocational Experiences) is a certificate-based inclusive higher education opportunity for young adults with disabilities to expand their interests and prepare them for employment.
While the students involved in Aggie ACHIEVE will not receive a degree from Texas A&M, they will graduate with a certificate, acknowledging their successful completion.
Aggie ACHIEVE is the brainchild of Dr. Carly Gilson, assistant professor of special education.
“This is not meant to be a place to come get the college experience and then go back to what you were doing before. The intention is to provide a rigorous education, academics and employment experience that will prepare these young adults to go out and work in the community in a job they are interested in that matches their strengths,” said Gilson.
“We are focused on the importance of being inclusive and immersive. We have a campus community of 60,000 students and we want to make sure that the students in Aggie ACHIEVE are going to be integrated fully into that campus community,” explained Gilson.
The first two years of Aggie ACHIEVE will introduce students to college life through seminars focused on independent living, career awareness and self-determination. The students will also be required to audit credit courses.
The last two years are focused on career development and field specialization. Students will participate in on- and off-campus internships in their field of interest.
Another piece of support for the students is Aggie ACHIEVEmates. Current students from colleges across campus are establishing one-on-one relationships with Aggie ACHIEVE students to facilitate inclusion in the campus community.
ACHIEVEmates will focus on four key areas. Peer mentors assist students with academic coursework and encourage good study habits. Lunch partners focus on social skills and healthy eating goals. Fitness friends enroll in PEAP courses or engage in workouts to encourage safe exercise habits. Daily planners focus on organizational skills, self-advocacy, money management and ensuring students meet all expectations of Aggie ACHIEVE.
Many Texas A&M students may have little experience interacting with individuals with disabilities. Research shows sustained contact is the primary predictor of improved attitudes. Gilson hopes, by offering an inclusive program like Aggie ACHIEVE, we can help influence the views and expectations of Texas A&M students going on to key leadership roles around the country after graduation.
“We want this to be something that, in addition to the direct population it serves, it also provides leadership and training opportunities for our current students,” explained Gilson.
Gilson hopes Aggie ACHIEVE helps Texas A&M be a leader in the state and nation for work focused on young adults with disabilities. As the state’s first inclusive, residential postsecondary educational opportunity, Gilson believes Aggie ACHIEVE provides a unique opportunity for researchers to engage with students and faculty involved.
Students in Aggie ACHIEVE are required to pay tuition and fees. Gilson is currently working to receive a comprehensive transition program designation to help offset many of those fees. A CTP designation allows students to receive federal funding. If approved, Aggie ACHIEVE will be the first CTP in Texas.
You can learn more about Aggie ACHIEVE at tx.ag/aggieachieve.
Aggie ACHIEVE is housed in the Department of Educational Psychology and is a signature program in the Center on Disability and Development.
To support Aggie ACHIEVE and to transform the lives of those with intellectual and developmental disabilities, contact Jody Ford ’99, Sr. Director of Development email@example.com or 979-847-8655.
About the Writer
Ashley is the Media Relations Coordinator and responsible for news coverage in the Department of Teaching, Learning and Culture as well as the Department of Educational Psychology.Articles by Ashley
For media inquiries, contact Ashley Green.
The 2021 U.S. News & World Report Best Online Programs rankings, released today, list the college’s online graduate programs as 10th in the country.
Through a small institutional grant, Kwok worked with an urban elementary school by purchasing stability ball chairs for each student in one classroom. His goal was to find out if the alternative seating would have an effect on student behavior.
The grant, amounting to $150,000 each year, will enhance teacher quality and update approaches to continuous improvement.
Dr. Guy M. Sconzo will be posthumously awarded the most coveted award in Texas public education. He will be announced as the 2020 recipient of the Golden Deeds for Education Award at the Texas Association of School Administrators Midwinter Conference, Jan. 25-27.
At just 12-years-old, Linda’s family faced the unthinkable. Linda’s family, in financial desperation, planned to sell her to a 40-year-old man. Her older sister helped her escape to live with her in the informal settlement of Kibera, often referred to as Africa’s largest slum, in Nairobi, Kenya.
Researchers with Project VICTORY – Virtually-Infused Collaborations for Teaching and Learning Opportunities for Rural Youth – will explore the impact of virtual and face-to-face teaching and learning with a literacy-infused science curriculum.
The findings come from a report developed, in part, by researchers in the Education Research Center in the College of Education and Human Development.
This series of virtual events, available for viewing here, are designed to disseminate the work of faculty and staff in meeting the challenges of our time.
As COVID-19 spread, businesses moved to remote operations or closed doors completely. Some were forced to revoke internship offers made to college students who were counting on the opportunity to fulfill degree requirements.
Byrns, Clinical Professor Emerita of Special Education, is retiring this month after 13 years with CEHD. She joined the faculty in 2003 while working on a Ph.D. in Educational Psychology.