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Start Pierpont with an EDGE. Complete a career pathways program at your high school or technical center (Braxton County High, Buckhannon-Upshur High School, Calhoun-Gilmer Career Center, Doddridge County High, Fred W. Eberle Technical Center, Harrison County High Schools, Lewis County High, Marion County Technical Center, Monongalia Technical Education Center, Philip Barbour Career & Technical Center, Randolph County Technical Center, Preston County High, Taylor County Technical Center, and United Technical Center) and you could earn EDGE credit through Pierpont Community & Technical College.  In fact, all WV Career & Technical Centers provides classes that could allow you to earn free college credits.

Not only are you saving time and money, but high school students could be eligible for the Pierpont EDGE to Success Scholarship!

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Start Pierpont with an EDGE. Complete a career pathways program at your high school or technical center (Braxton County High, Buckhannon-Upshur High School, Calhoun-Gilmer Career Center, Doddridge County High, Fred W. Eberle Technical Center, Harrison County High Schools, Lewis County High, Marion County Technical Center, Monongalia Technical Education Center, Philip Barbour Career & Technical Center, Randolph County Technical Center, Preston County High, Taylor County Technical Center, and United Technical Center) and you could earn EDGE credit through Pierpont Community & Technical College. In fact, all WV Career & Technical Centers provides classes that could allow you to earn free college credits.

Not only are you saving time and money, but high school students could be eligible for the Pierpont EDGE to Success Scholarship!

Ready to get started? Enroll in an EDGE Pathways to Pierpont at your local CTE center.

Need more information?

Speak with your high school or career center counselor or EDGE Advisor at your school.

Contact the Admissions Office with Questions: admit@pierpont.edu or 304-367-4907

EDGE credits transfer into several Pierpont programs!

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Start Pierpont with an EDGE. Complete a career pathways program at your high school or technical center (Braxton County High, Buckhannon-Upshur High School, Calhoun-Gilmer Career Center, Doddridge County High, Fred W.

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https://www.pierpont.edu/admissions/high-school-programs/edge/

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Workforce training programs are designed to introduce new skills or improve worker's abilities to enable long term success for both employees and their employers. Expert instructors, typically with related field experience, deliver specific skill or skill set training; focusing on the knowledge and competencies needed to enter the workforce or respond to ongoing changes in the industry. Training can be provided in flexible formats including instructor led in-person, virtually, or a hybrid combination. Many workforce training programs result in valuable industry or nationally recognized credentials. Although most training is non-credit, all programs can be transferred to an academic degree program, allowing workers to continue to advance in their careers.

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The AIM application is separate and distinct to being accepted to Mercyhurst University.

Mission

The mission of the Autism Initiative at Mercyhurst (AIM) is to facilitate and support the successful adjustment and progression of college students on the autism spectrum in all domains of college life, thereby broadening their vocational opportunities, and enhancing social and community engagement. The AIM program strives to accentuate each student's abilities within the academic, social, emotional, and independent living domains, while building new skills within the domains where the student may be deficient.

History

The Autism Initiative at Mercyhurst (AIM) was established to support the vast influx of students on the autism spectrum that are applying to Mercyhurst and other universities worldwide in record numbers. The AIM program is housed in the division of Student Life and was originally housed in the Learning Differences Office. Since 1984, The Learning Differences Program at Mercyhurst University has educated and assisted thousands of students with disabilities to succeed in college; earn a degree and go on to make a difference in the world. In 2008, Mercyhurst introduced the Autism Initiative at Mercyhurst (AIM) to meet the unique needs of the growing population of college students diagnosed with Autism Spectrum Disorders (ASD). The AIM Program focuses on building a foundation of self-advocacy, social skills, and sound academic progress. Mercyhurst has become a leader and a resource for many other institutions across the country. Very few colleges and universities across the United States offer a program of collegiate support like AIM for this cohort of students. Too few are equipped to educate college and post-secondary students diagnosed with ASD. For both of these reasons, Mercyhurst and the AIM program have become one of the primary resources in the country for autism support services in the higher education setting. The broad expansion of AIM's notoriety and large influx in applications to our program have surpassed even our strongest aspirations from when we started back in 2008 with just four students. The AIM program serves 70 students on campus every academic year. Since the inception of the program we have added numerous components to AIM to enhance the experience and success of the AIM students on campus and after graduation.

AIM Enhanced Services

Weekly AISE domain Assessment Meetings

Peer Mentoring Programming
Students are paired with Peer Mentors based on requested needs identified by the student and AIM team. Each mentor/mentee team is required to invest four hour per month of collaborative interaction. Students also have a reciprocal opportunity to perform in a mentor role for others with more severe disabilities.

Priority for specialized housing arrangement
Students in the AIM program receive priority for specialized housing arrangements with a trained housing coordinator. This housing is optional and is a proactive opportunity for students to participate in a living learning community with individuals of like social aptitude and experience. Students participate in social activities and have the opportunity to live with a roommate in a two bedroom apartment where they have the space to self-regulate and also have to demonstrate skills by co-existing in shared living conditions.

Standardized social opportunities
AIM staff chaperoned on and off campus experiences that connect our students socially and give real world opportunities to practice skill development.

Individualized social skills training
Every student that participates in the AIM Program is registered for one of two courses where Individualized Social Skills Modules are identified and assigned based on individual need and skill development.

Independence skill development

Assessment to assist in understanding the type of learner and the type of autistic thinking a student naturally ascribes to.

Access to optional meal gatherings to encourage socialization in the dining hall.

Development of student-centered individualized behavior plans

Access to staff certified in PEERS (Program for the Education and Enrichment of Relational Skills) for Young Adults

Academic support through Autism Support Networking (ASN) above and beyond the standard academic supports at the university
AIM staff monitor academic performance on a weekly basis and have contact with faculty about participation and performance. A full time AIM Academic Support Coordinator assists students in the program and facilitates study groups, study halls and other academic supports for our students.

Access to the AIM Career Path Program:
Vocational resources that include:

Vocational skill development

Job Shadowing

Assistance in obtaining internships and vocational opportunities

Access to computer and other resources

Access to community and national resources that specialize in employment services for individuals on the Autism Spectrum

Access to partake in a variety of experiential adventures that serve to broaden awareness of both the outer world and their inner self while raising awareness for autism related causes. Two highlighted opportunities are; Conquer the Canyon with AIM and Raise the Roof for Autism.

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The AIM application is separate and distinct to being accepted to Mercyhurst University. The mission of the Autism Initiative at Mercyhurst (AIM) is to facilitate and support the successful adjustment and progression of college students on the autism spectrum in all domains of college life, thereby broadening their vocational opportunities, and enhancing social and community engagement.

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Inclusion Films, started in 2007 by veteran filmmaker Joey Travolta, teaches filmmaking to individuals with developmental disabilities in six dedicated production studios throughout California. In addition to our workshops, we travel the country doing short film camps for children and adults with developmental disabilities. Our production team is available for hire for your custom film and video needs.

In 2019, Inclusion Films produced the world's first feature film with up to 70% of the cast and production crew having a developmental disability. Carol of the Bells, directed by Joey Travolta, changed the world's perspective on disabilities both on-camera, and behind the camera. For more information, click here.

News

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Inclusion Films, started in 2007 by veteran filmmaker Joey Travolta, teaches filmmaking to individuals with developmental disabilities in six dedicated production studios throughout California. In addition to our workshops, we travel the country doing short film camps for children and adults with developmental disabilities.

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SUMMER CAMPS Get ready to connect socially and grow personally at your "home away from home" at The Woodlands. Participants enjoy traditional summer camp activities such as swimming, music, arts and crafts, nature activities, golf, archery, cooking and more. But, unique

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Some support they offer are weekly assessment meetings, peer mentoring programs where students are paired with a mentor, specialized housing with a trained coordinator, chaperoned real world opportunity, every student in the program is registered for a social skills course based on their individual need, have access to meal gathering to promote socialization, and job shadowing and access to internships.

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Your distinctive experience at Mitchell College is as individual as you are: your strengths, your potential, your best self.

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Reflecting our tagline "Life is a journey. Be prepared for the trip", our program's goal is for Destination Dawgs graduates to have gained new knowledge, skills, and competencies which lead to a rewarding adult life.

Program Breakdown

WHO: Students with intellectual disabilities between the ages of 18 -25 who have a personal desire - and support from family- to gain skills for self-determination, independent living, and career development at the University of Georgia.

WHAT: Completion of the program will result in a UGA Certificate in College and Career Readiness from the UGA Center on Continuing Education bearing +/- 100 continuing education units. Student competency and accomplishments will be recorded in an electronic portfolio.

WHEN: Four (15 week) semesters starting in the Fall (August) semester following a prerequisite Summer Leadership Institute for invited applicants. Semesters follow the UGA academic calendar.

HOW: The Destination Dawgs team will utilize the Students Transitioning to Adult Roles (STAR) Person-Centered Planning (PCP) model to facilitate goal setting and to track progress across five domains: Career Development and Employment, Academic Enrichment, Campus & Community Engagement, Building Independence, and Self-Determination. Each semester students will engage in four program domains:

1. Academic Courses
Students will be included in foundational courses offered through the Division of Academic Enhancement (UNIV courses) to increase the student's capacity for college success, in Directed Study courses (IHDD 3010) for individualized support, and in courses offered by UGA that align with the individual student's vision and career goals. Students will attend UGA courses with permission of department /instructor and satisfactory academic progress will be assessed each semester.

2. Work-based Experiential Learning
A minimum of three semesters of work-based experiential learning related to the student's career goal is required. These experiences can be paid or unpaid and may include employment-focused learning opportunities both on and off-campus. Time spent in work-based experiential learning settings will increase over the course of the third, and fourth semesters.

3. Social and Campus Involvement
Our goal is for the experiences of our students to be comparable to those of other undergraduates at UGA. All students will have a UGA student ID and access to auxiliary services. With the support of peer mentors, students will identify campus activities he or she is interested in pursuing; determine how to balance social and academic life; and foster friendships.

4. Building Independence
Students may participate in campus service activities, student organizations, health and wellness seminars, workshops, and counseling. Students will also eat lunch each day with peer mentors, learn to navigate the UGA bus system, and are encouraged to direct their own daily schedules.

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Reflecting our tagline "Life is a journey. Be prepared for the trip", our program's goal is for Destination Dawgs graduates to have gained new knowledge, skills, and competencies which lead to a rewarding adult life.

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Peabody College of Education and Human Development

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Recently, Vanderbilt Student Government (VSG) President and VSG members supported a resolution to honor 10 years of Next Steps at Vanderbilt on campus. See pictures from this wonderful event here.

Next Steps at Vanderbilt is now accepting applications for the Next Steps Summer Institute! Click here for more information.

Next Steps at Vanderbilt has been BUSY! Take a look at all of the ways we are partnering with Vanderbilt University and beyond here.

Mission

Next Steps at Vanderbilt is a 4-year inclusive higher education program committed to providing students with intellectual disability an inclusive, transformational postsecondary education in academics, social and career development, and independent living, while honoring equality, compassion, and excellence in all

History

Next Steps at Vanderbilt was launched in December 2010 supported by the Vanderbilt Kennedy University Center for Excellence in Developmental Disabilities (VKC UCEDD). Six pioneering young adults were Tennessee's first students with intellectual disabilities to be part of the state's first postsecondary program. The program grew out of several years of planning by a group that originally included the VKC UCEDD, the Tennessee Council on Developmental Disabilities, the Down Syndrome Association of Middle Tennessee and The Arc of Williamson County. Thanks to a gift from Linda Brooks and family and their LDB Foundation and a grant from the Tennessee Council on Developmental Disabilities, Tennessee's first program was launched. Since that beginning and through April 2017, 33 students have earned a two-year certificate from Next Steps at Vanderbilt and 87 percent have had employment at graduation.

Next Steps at Vanderbilt was awarded a Transition and Postsecondary Education for Students with Intellectual Disabilities (TPSID) five-year federal expansion grant in 2015 and moved to be administratively housed in the Peabody College Department of Special Education. In October of 2017, Next Steps at Vanderbilt officially became a federally approved four-year Comprehensive Transition Program (CTP). Our expansion plans include growing to an enrollment of 40 students and increased rich collegiate experiences that will include exploring residential options for students.

Resources

Next Steps Brochure

TN Inclusive Higher Education Alliance Flyer

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Mission Next Steps at Vanderbilt is a 4-year inclusive higher education program committed to providing students with intellectual disability an inclusive, transformational postsecondary education in academics, social and career development, and independent living, while honoring equality, compassion, and excellence in all History Next Steps at Vanderbilt was launched in December 2010 supported by the Vanderbilt Kennedy University Center for Excellence in Developmental Disabilities (VKC UCEDD).

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Students may either take 5 courses within one academic program (e.g., Sport and Recreation, Information Technology, or others) or take 5 courses within any academic unit(s) and earn a Certificate of Integrated Studies.

Students will earn a work specialty in a variety of identified industry domains dependent upon their internship experiences throughout the program.

A minor may also be earned by taking an additional 3 Exploration courses in one specific area.

Students may either take 5 courses within one academic program (e.g., Sport and Recreation, Information Technology, or others) or take 5 courses within any academic unit(s) and earn a Certificate of Integrated Studies.

Students will earn a work specialty in a variety of identified industry domains dependent upon their internship experiences throughout the program.

A minor may also be earned by taking an additional 3 Exploration courses in one specific area.

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Path to Independence | Nevada Center for Excellence in Disabilities

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Path to Independence is an inclusive, two-year, non-degree certificate program offering a college experience to students with intellectual disabilities.

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Stepping Stones | WVU Center for Community Engagement

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SteppingStones does year round recreation for children and adults with disabilities. SteppingStones is a non-profit organization whose goal is to help people with disabilities achieve their maximum level of independence through innovative recreation and personal development programs.

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The Youth Transition Project (YTP) is a public-private partnership focused on youth ages 16-23 transitioning from foster care or experiencing homelessness. The centerpiece of the project is a tiny-home village with comprehensive life skills, employment training, education and well-being supports provided by the broader community. The goal is that disconnected West Virginia youth are supported to reach their full potential as they transition into adulthood.

Project Summary: The Youth Transition Project (YTP) is a public-private partnership focused on Foster Care youth ages 16-21 transitioning from foster care or experiencing homelessness. The centerpiece of the project is a tiny-home village with comprehensive life skills, employment training, education and well-being supports provided by the broader community. The goal is that disconnected West Virginia youth are supported to reach their full potential as they transition into adulthood.

Project Vision: Youth and young adults live full lives with meaningful work, confidence, wellness and support.

Project Mission: Community partners work together to build a pipeline of full support for vulnerable youth in need ages 16 to 21. This support includes housing, treatment, youth engagement, transition coaching, job exploration and experience, education and community arts and recreation.

The Transitioning Youth to Independence Program works with youth ages 17 - 21 years and offers a unique opportunity for youth to gain the skills needed to live independently through social and adaptive living skills training in a supportive atmosphere. Programs offer experiential hands-on learning opportunities, identification of natural supports & community-based services and linkages to progressive educational and employment programs in the service rich southwestern area of Wayne & Cabell Counties.
PHASE I - Residential Level I Preparation for Independent Living Program (24/7 supervision)
The Transitioning Program Phase I is a structured on-ground semi-independent program. The Program is developed to assist youth who are not entirely ready to live on their own, but who do not necessarily need all of the structure of a residential treatment program. Each youth must be responsible to take care of their responsibilities with little prompting, responding appropriately to the normalized treatment expectations and be participatory in the experiential life-skills environment.
PHASE II - Supported Housing/Tiny Home Village
Phase II continues the experiential living environment in a supported tiny home village on Stepping Stones property. The tiny home village will give each youth a "taste" of living independently without having to face it entirely on their own. The youth have the opportunity to practice dealing with the challenges of living independently (e.g., paying bills, paying rent, resolving roommate differences, managing their own schedules) with staff available to process these difficulties. Youth must be engaged in 40 Productive Hours weekly such as school, work and/or service-learning volunteer activities. Additionally, youth are expected to demonstrate an ability to navigate their own medical needs, finances, form lasting relationships, connect with the community, exhibit a work ethic, and advance educationally/vocationally.

PHASE III - Scattered Site Apartments & Transition Coaching
Location: Wayne, Cabell, Putnam Counties w/in 45 minutes of Stepping Stones

Phase III - the Chafee Transitional Living Program is the final step in the Transitioning Program continuum. Youth live independently in the community in apartments with a dedicated financial stipend. To be eligible for the Chafee Scattered Site Apartment Living Program, the youth must have been in continuous care for a period of six months and have demonstrated an ability to handle independence as evidenced by stable and responsible behavior prior to referral to Transitional Living. In the Program, Youth must agree to be engaged in 40 Productive Hours weekly via secured employment and be attending high school, TASC classes, vocational school, or college.

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Youth Transition Project - Stepping Stones

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The Youth Transition Project (YTP) is a public-private partnership focused on youth ages 16-23 transitioning from foster care or experiencing homelessness. The centerpiece of the project is a tiny-home village with comprehensive life skills, employment training, education and well-being supports provided by the broader community.

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FAIRMONT, W.Va. - Pierpont Community & Technical College received a $150,000 grant to offer classes to students with intellectual disabilities in their new Pierpont Rapid Intellectual Disabilities Education (PRIDE) program.

Pierpont logo (WBOY Image)

Select students will take classes in subjects such as basic math and communication to prepare them for careers upon course completion. The community college will pair the students who pass the course with businesses all over north central West Virginia.

"The importance of preparing students for the complexities of adulthood continues to be increasingly necessary if individuals with intellectual disabilities are to be independent," said Pierpont's Interim President Anthony Hancock. "This grant will provide support for students with intellectual and Education that Works!"

The program will focus on retail, childcare, teacher assistants, dining/food services, culinary arts, and healthcare-patient escort.

The funds from the Claude Worthington Benedum Foundation will be used to hire personnel, training, supplies, travel and curriculum design.

Pierpont Community & Technical College hopes to fill 10 spots in the new program that begins in the fall of 2022.

"Pierpont is a community college with an open-door admissions policy and out job as a community college is to meet the workforce needs and to service the residents of north central west Virginia. So, this is part of our mission, and this is what community colleges do best," Lyla Grandstaff, Pierpont's vice president of student services and enrollment management said.

Pierpont sign for admissions (WBOY Image)

The PRIDE program is modeled after a successful vocational advancement and skill training program currently offered through Houston Community College in Texas.

Grandstaff said she thinks it will be a popular and successful program that will continue into the future.

Applications are not yet on Pierpont's website but in the meantime, anyone interested can contact Grandstaff at LGrandstaff@Pierpont.edu or call 304-367-4907.

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pierpont community and techincal college

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Pierpont C&TC new program will prepare students with intellectual disabilities for careers

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FAIRMONT, W.Va. - Pierpont Community & Technical College received a $150,000 grant to offer classes to students with intellectual disabilities in their new Pierpont Rapid Intellectual Disabilities Education (PRIDE) program. Select students will take classes in subjects such as basic math and communication to prepare them for careers upon course completion.

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Minnesota Independance College and Career

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Minnesota Independance College and Career

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Minnesota Independence College and Community: Learn Skills. Experience Life.

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We are so glad you are here.

Every day we work to transform the lives of individuals and families affected by autism spectrum disorder and learning differences. MICC is a nonprofit organization located in the heart of Richfield only 15 minutes south of Minneapolis. Since our beginning in 1996, our unique campus, located in the Colony Apartments complex, allows our participants to truly engage in an experiential learning and apartment-living environment.

Our programs are focused on delivering curriculum and supports in the areas of independent living skills, social and emotional learning, career skills and employment, and healthy living. We believe our participants can fulfill their potential and live an independent, vibrant life.

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We are so glad you are here. Every day we work to transform the lives of individuals and families affected by autism spectrum disorder and learning differences. MICC is a nonprofit organization located in the heart of Richfield only 15 minutes south of Minneapolis.

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Rochester Institute of Technology Autism Support Program 

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Rochester Institute of Technology Autism Support Program 

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As an outlet for creativity, self-expression, and connection, the arts are an essential part of our work. We provide exciting opportunities for neurodiverse artists to develop their skills and build their professional platforms.

Art offers an accessible and meaningful avenue to connect with the world. Through our annual summer art camp, year-round workshops, and ongoing outreach, we uplift neurodiverse artists and connect them with the resources, classes, and professional networks they need to thrive. Our programs are primarily geared towards neurodiverse artists age 12 and over looking to connect with a wider community of peers, creative professionals and hobbyists.

Our annual two-week summer arts camp hosts neurodiverse and neurotypical learners ages 12 and up for a series of classes including writing, visual arts, animation, music, and more. In addition to classes led by teaching artists, Future Camp wraps with a celebration called "Future Fest" which features local arts programming vendors, college resource booths, and more.

"I was blown away by the amount of thoughtful planning and organization that went into camp. My son was able to access all classes, activities, and information and felt confident navigating on his own." - Future Camp parent

"YOU CAN BE YOURSELF HERE."

What's special about Future Camp...

"A positive and supportive environment"

Throughout the year, we offer interactive arts workshops to help artists in the Evolve network boost their confidence and develop their professional and artistic skills. We also partner with local galleries and venues to provide neurodiverse artists with the opportunity to show and sell their work publicly.

Our artists include a range of talented creatives, including photographers, painters, filmmakers, and more. Meet the Evolve artists who have participated in our arts programming, and support them by booking their services or purchasing their artwork!

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As an outlet for creativity, self-expression, and connection, the arts are an essential part of our work. We provide exciting opportunities for neurodiverse artists, including visual artists, writers, performers, photographers, and filmmakers, to develop their skills and build their professional platforms.

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Slippery Rock University's Rock Life Program is a Post-Secondary Education Program for students with intellectual and developmental disabilities, which includes autism spectrum disorder.
Program Director: Dr. Natalie E. Burick
Program Coordinator: Zachary Baynham

Our campus community, faculty, staff and coaches help to support each student as they are provided with the college experience.

The four pillars of this program include:

I - Academic Enrichment

Rock Life is a non-degree seeking program, which means the students are taking classes without working towards a full degree. To qualify, students must have earned/accepted a high school diploma and meet all other admission criteria (mild intellectual and/or developmental disability as defined by the American Association on Intellectual and Developmental Disabilities). Rock Life is a program in which students attend and audit traditional academic classes and participate in an inclusive college experience. Rock Life is a four-year program to support student's interests, needs, and goals.

Students can enroll in classes for auditing. If a student wished to enroll for credit, they must meet all university admission criteria and would transition out of rock life to a fully degree seeking student. Courses for credit are taken just as traditional SRU (Slippery Rock University) students, all course work and exams are completed to receive a final grade. When students are auditing the student does not receive a grade and attempts 100% of the course work with modifications .

II - Career Exploration

In addition to attending classes, students in Rock Life will be given the opportunity to engage in campus work to expand the college experience. Program coordinators and college coaches will assist each student in the process of applying and exploring campus jobs in their area of interest. Students are encouraged to work a minimum of two semesters while in the Rock Life program, typically beginning in year two of their experience. Campus job exploration is based off availability of positions and student's abilities. Students will complete an internship experience in their area of interest in the final year of their Rock Life experience.

III - Health and Wellness

The Rock Life Program focuses on lifelong health and wellness for the students. Students are offered opportunities to participate in Unified Fitness (a partner-based exercise program), intramural sports and recreational activities. Students must participate in a minimum of one physical activity option each semester they are enrolled in the Rock Life program.

IV - Social Engagement

Rock Life students participate in fully inclusive social programs on the University's campus. Students are required to get involved with a minimum of one club or organization on campus. Students must also participate in multiple social events each semester. Planned social events include both a social activity and independent living skill building. A social calendar is shared with all students and parents to start the semester.

Our Mission:

Rock Life is a Slippery Rock University (SRU) four-year college-based program that provides an inclusive college experience for individuals with intellectual and developmental disabilities ages 18-26 as defined by the AAIDD (American Association on Intellectual and Developmental Disabilities). Rock Life focuses on four pillars of success:1) academic enrichment, 2) career exploration, 3) health and wellness, and 4) social engagement. Rock Life is committed to providing a robust college experience that prepares students for employment, living independence, self-advocacy, and a balanced adult life.

Rock Life incorporates a combination of person-centered approaches that includes program specific coursework; auditing of selected SRU courses based on student interest; clubs and social organizations; on-campus housing; on-campus vocational opportunities; faculty advising; and peer coach support. Rock Life students who complete the four-year program will receive a certificate of completion issued by SRU.

Rock life is committed to supporting the vision of SRU: "Slippery Rock University will excel as a caring community of lifelong learners connecting with the world."

*Rock Life students taking coursework for credit must meet all the individual degree requirements.

Additional Information:
Housing/Commuting Options: On Campus:
Rock Life students are given the option to live in Watson Hall in the Rock Life Living Learning Community (LLC). These LLC's are designed for students of a similar interest to live on the floor together. Watson Hall has the Rock Life LLC, Education LLC and Honors LLC all living in the same building. LLC's are popular housing options at Slippery Rock and are shown to increase retention rate for the students.

Rock Life students are eligible to commute to campus and receive the same amount of support an on-campus student would receive in terms of college coaching. Commuters are still expected to work on skills in all four of the Rock Life pillars.

Rock Life Fees:

Rock Life fees are being updated and will be announced to families during the application process. Fees are not expected to change drastically, these are the current fees for the program and an estimation on tuition based off number of credits taken. You may view our SRU tuition and fees page here.

Please note, all Rock Life students are charged a Rock Life program fee, SRU tuition/fees, Room and Board. Program fees and tuition costs may vary for each student depending on commuter status and number of credits audited.

Interested in Applying?

Our application for Rock Life is now ready and available to students. Please, see our tuition and fees listed above; the Rock Life program fee is expected to increase for fall of 23. If you should have questions about the application and/or process of applying please email disabilityservies@sru.edu.

Please note, our application is a PDF and needs to be turned in via USPS mail or emailed to disabilityservices@sru.edu. Please apply here.

Upcoming Orientations:

We will be hosting two orientation dates this fall of 2022. You may either attend on September 21, 2022 or October 19, 2022. Please email our office at disabilityservices@sru.edu to register for a rock life visitation date. We will have a half day of scheduled events, including tours, dining, and an information session with our staff.

In the interim, you may take a virtual tour here .

Please stay tuned for more updates for Rock Life!

Contact Info:

Social Media:

Our Mission:

Rock Life is a Slippery Rock University (SRU) four-year college-based program that provides an inclusive college experience for individuals with intellectual and developmental disabilities ages 18-26 as defined by the AAIDD (American Association on Intellectual and Developmental Disabilities). Rock Life focuses on four pillars of success:1) academic enrichment, 2) career exploration, 3) health and wellness, and 4) social engagement. Rock Life is committed to providing a robust college experience that prepares students for employment, living independence, self-advocacy, and a balanced adult life.

Rock Life incorporates a combination of person-centered approaches that includes program specific coursework; auditing of selected SRU courses based on student interest; clubs and social organizations; on-campus housing; on-campus vocational opportunities; faculty advising; and peer coach support. Rock Life students who complete the four-year program will receive a certificate of completion issued by SRU.

Rock life is committed to supporting the vision of SRU: "Slippery Rock University will excel as a caring community of lifelong learners connecting with the world."

*Rock Life students taking coursework for credit must meet all the individual degree requirements.

Additional Information:
Housing/Commuting Options: On Campus:
Rock Life students are given the option to live in Watson Hall in the Rock Life Living Learning Community (LLC). These LLC's are designed for students of a similar interest to live on the floor together. Watson Hall has the Rock Life LLC, Education LLC and Honors LLC all living in the same building. LLC's are popular housing options at Slippery Rock and are shown to increase retention rate for the students.

Rock Life students are eligible to commute to campus and receive the same amount of support an on-campus student would receive in terms of college coaching. Commuters are still expected to work on skills in all four of the Rock Life pillars.

Rock Life Fees:

Rock Life fees are being updated and will be announced to families during the application process. Fees are not expected to change drastically, these are the current fees for the program and an estimation on tuition based off number of credits taken. You may view our SRU tuition and fees page here.

Please note, all Rock Life students are charged a Rock Life program fee, SRU tuition/fees, Room and Board. Program fees and tuition costs may vary for each student depending on commuter status and number of credits audited.

Interested in Applying?

Our application for Rock Life is now ready and available to students. Please, see our tuition and fees listed above; the Rock Life program fee is expected to increase for fall of 23. If you should have questions about the application and/or process of applying please email disabilityservies@sru.edu.

Please note, our application is a PDF and needs to be turned in via USPS mail or emailed to disabilityservices@sru.edu. Please apply here.

Upcoming Orientations:

We will be hosting two orientation dates this fall of 2022. You may either attend on September 21, 2022 or October 19, 2022. Please email our office at disabilityservices@sru.edu to register for a rock life visitation date. We will have a half day of scheduled events, including tours, dining, and an information session with our staff.

In the interim, you may take a virtual tour here .

Please stay tuned for more updates for Rock Life!

Contact Info:

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SRU’s Rock Life Program is a Post-Secondary Education Program for students with intellectual and developmental disabilities, which includes autism spectrum disorder.

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The goal of the program is to prepare students with disabilities for independence by providing academic courses, social engagement and real-world work experiences. Students will live in a shared residential housing arrangement, participate in social activities across campus and receive career education and training.