Perspectives on Transition to College: A Panel Discussion

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Speaker Bio:
 Jacki Lyster; Clare Papay, Ph.D.; Everett Deibler; Leann Downs; Amy Hildebrand

Is college the right path for all students? Join our panel presentation as we explore new and exciting
possibilities for the transition to college for students with intellectual disabilities. Considering everyday living
experiences and a meaningful IEP process, participants will learn to better prepare for the college experience.
A variety of options will be presented from different perspectives. Participants are encouraged to come
prepared with questions.

Credits: Act 48, ASHA, PSYCH

Audience: Special Education Teachers, Teachers who work with students who are blind or visually impaired,
Teachers/other professionals who work with students who have sustained traumatic brain injury,
Supervisors/Administrators, School Counselors and/or School Psychologists, Parents, Guardians, Family
Members, Teachers who work with students with intellectual disabilities

Speakers' Bios: Jacki Lyster works as an Educational Consultant at PaTTAN and brings with her over 30 years of educational experience. Through her involvement supporting leaders, teachers, students and families, Ms. Lyster has developed a unique expertise in Secondary Transition that supports student-focused outcomes.
Everett Deibler is a Learning Specialist at Lehigh Carbon Community College (LCCC). A portion of his role is to support LCCC's SEED Program, which is the college's inclusive higher education initiative. Before coming to LCCC, Everett has spent the last decade supporting youth and young adults in exploring their employment and independent living goals with various agencies across Pennsylvania. Everett also is an adult ally for the Pennsylvania Youth Leadership Network, which is an inclusive organization focused on promoting youth leadership and youth development opportunities for all youth across PA.
Leann Downs is currently a teacher in the Bearcat B.E.S.T. program at St. Vincent College. Mrs. Downs graduated from the University of Pittsburgh with a degree in psychology and a Children’s Literature Certificate in 2006 and received her teaching certification from Saint Vincent College in 2006. Since then, she has worked as an instructional aide for students who needed additional supports and taught in an inclusive classroom in the Norwin School District. After receiving her Master’s degree in Special Education from Saint Vincent College, Mrs. Downs was the lead Autistic Support teacher at NHS Autism School in Ellsworth.
Amy Hildebrand is the Assistant Director of the Bearcat B.E.S.T. program at St. Vincent College. Mrs. Hildebrand graduated from Indiana University with a degree in Elementary Education and completed her Master’s of Special Education, K-12 from Saint Vincent College in 2017. She holds a certificate in Gifted Education and English as a Second Language. Mrs. Hildebrand is currently the Assistant Director of the Bearcat B.E.S.T. program and an adjunct faculty member at Saint Vincent College. Prior to working at Saint Vincent College, Mrs. Hildebrand was a Math Specialist working for Title 1 in Westmoreland and Indiana counties.
Clare Papay is a Senior Research Associate at Think College at the Institute for Community Inclusion, UMass Boston, where she conducts research on inclusive higher education for students with intellectual disability. Clare works primarily for the National Coordinating Center for the Transition and Postsecondary Programs for Students with Intellectual Disabilities model demonstration program funded by the US Department of Education, Office of Postsecondary Education. Prior to joining Think College, she was assistant professor and director of inclusive special education programs at Arcadia University. At Arcadia, she also she co-founded and directed a two-year certificate program for students with intellectual disability that focuses on academic coursework, employment, and social inclusion in university life. Clare’s research focuses on the transition to postschool life for students with intellectual disability with a particular focus on the potential of postsecondary education for improving life outcomes for these individuals.