By Mike Greife,
September 21, 2015
WARRENSBURG, MO – Representatives of the U. S. Department of Education visited the
University of Central Missouri campus Tuesday, Sept. 15, to learn about UCM’s THRIVE
program for students with developmental disabilities.
Michael Yudin, assistant secretary for the Office of Special Education and Rehabilitative
Services, and Melody Musgrove, director of special education programs, visited the
campus as part of U.S. Secretary of Education Arne Duncan’s “Ready for Success” week-long,
back-to-school tour of eight midwestern and eastern states. Also attending with Yudin
and Musgrove was Matthew Presser, a teaching ambassador fellow and literacy instructional
coach at King/Robinson Magnet School in New Haven, Conn.
While on campus, the group was hosted by UCM President Charles Ambrose; Michael Wright,
dean of the UCM College of Education; Joyce Downing, assistant dean; the staff of
the UCM THRIVE program and current THRIVE students and THRIVE alumni. Also present
were representatives of the UCM Alumni Foundation, the Office of Student Financial
Assistance and College of Education faculty, as well as representatives of the Missouri
Department of Elementary and Secondary Education and the Missouri Higher Education
Loan Authority Board.
Downing presented the history and mission of THRIVE, an acronym for Transformation,
Health, Responsibility, Independence, Vocation and Education, from its founding in
the fall of 2010 with grant funding from Expanding College for Exceptional Learners,
a Kansas City area group of parents and concerned citizens seeking a partner for the
residential campus program designed to provide young people ages 18-25 with developmental
disabilities with the opportunity to grow through independent living and academic
opportunities.
THRIVE accepts a cohort of 12-15 applicants each fall semester for the two-year program.
The students live in a university residence hall with UCM student mentors and are
enrolled in courses taught by THRIVE staff, as well as regular college curriculum.
During their second year, students participate in internships for 20hours per week,
both on- and off-campus. They also receive individualized counseling and person-centered
planning from THRIVE staff while living as part of the general campus community.
Downing explained that THRIVE students pay academic tuition and residential and food
service fees, plus a THRIVE fee to support program expenses. Some THRIVE students
and their families recently have become eligible for needs-based federal Pell grants,
supplemental grants, work study FAFSA grants and funding through the MOST program.
“I would love to hear about the experiences of the THRIVE students,” Yudin said. Mary
Warm, a THRIVE graduate, explained that she was able to live independently and is
pursuing her education at a community college near her home as a result of the efforts
of the THRIVE teachers, mentors and staff. Jesse Parham, also a 2014 alumnus, currently
is enrolled as student at UCM, where he has continued writing part-time for the school
newspaper. Each of the current students and THRIVE alumni present explained they were
able to exceed their own expectations of what they could achieve as a result of the
THRIVE experience.
“The THRIVE curriculum is designed to teach these students how to prepare for the
future,” said Mike Brunkhorst, an instructor in the THRIVE core curriculum. “Things
like basic communication and how to prepare for and complete a job interview are part
of that.”
He added that the THRIVE curriculum sets expectations based upon an understanding
of each student’s past experiences.
“They discover that they can do more than they thought they could,” he said.
Downing explained that while each student’s experience and ability is considered individually,
there are no individual education plans traditionally found in K-12 special education
programs. Students are expected to accept responsibilities of a traditional college
student, with support from THRIVE mentors and staff.
“We have students who have never had homework, so we have a supervised study hall
to enhance study skills and teach them to accept that responsibility,” Downing said.
“We also work on things like getting up on time and following a schedule.” She added
that the on- and off-campus internship opportunities provide students with a combination
of job skills and responsibility that allow them to better function independently.
“We are learning that many of our existing programs are woefully inadequate for the
developmentally disable student,” Musgrove said. Noting that THRIVE offers students
not only opportunities for academic success, but also a pathway to gainful employment,
she praised the full spectrum of opportunities available to THRIVE students.
“Too often, special education has focused on what students can’t do rather than helping
them overcome obstacles from a strength-based position,” Musgrove added. “This program
focuses on what the individual
student is good at, and helps him or her make the most of it. It also increases the
awareness of the general public of the contributions these students can make to society.”
“Special education students historically do better with higher expectations,” Yudin
said, also complimenting the THRIVE program’s success at strengthening the connection
between education and employment transition.
Learn more about UCM’s THRIVE program at ucmo.edu/thrive.
