By Dr. Kristi Strode, Tina Gower, Dr. Rebecca Aslinger

Dreams and Aspirations for the Birth of the Program

Imagine an inclusive collegiate environment where neurodiverse individuals could learn skills that would translate into a Certificate of Completion and real job skills to help them in their future career endeavors. Chattanooga State Community College (ChSCC) in southeastern Tennessee has developed such a program, Tiger Access, for students who have intellectual and developmental disabilities. The program has received funding to get started through the TN Department of Aging and Disability; ChSCC is only the second two-year college in the state to be awarded through the Tennessee Believes grant program.

The quest to develop this program began in what was called a “pitching competition” that was held at ChSCC. This event allowed college employees to pitch ideas to administrators about potential improvements for the college. Dr. Caroline Rogers, Associate Professor of Physical Therapy, made a pitch that the college should consider developing a program for students with intellectual disabilities. Her son had attended such a program at Lipscomb University’s IDEAL. Dr. Rogers expressed how a similar program at a two-year college, such as ChSCC, could be an excellent fit for the college community and would offer educational opportunities to this underserved population. The administrators gave excellent feedback to Dr. Rogers for her idea, and at that time, no further action occurred due to lack of funding.

With the zeitgeist happening at the college regarding the need for this type of program, two other college employees got involved: Dr. Rebecca Aslinger, Assistant Professor of Early Childhood Education, and Dr. Kristi Strode, Director of the college’s Center for Access and Disability Services. Both have children with applicable diagnoses and jumped in to take the ball to make substance out of the great ideas that were shared at the pitching competition. It became a passion project for both, as well, because they knew that by creating this educational program, not only would ChSCC become a richer and more inclusive community, but the whole Greater Chattanooga Area would be made better. Nothing like this program has been available in this region.

Program Construction – The Grant

Co-Directors of Tiger Access, Dr. Strode and Dr. Aslinger, knew early on what they wanted from the program: an immersive and inclusive college experience for students, educational offerings tailored for the students and their career interests, applicable workforce classes to strengthen students’ resumes, mentorships with neurotypical students, and job experiences both on and off campus. Both said that they did not want to start a program that would not be first rate – The future students deserved only the best.

The Directors were aware of the troubling statistics for students with these diagnoses in regard to their future possibilities:

*As few as 9% of autistic adults without intellectual disability reach functional independence, and only 9% remain consistently employed in full-time competitive positions: (Tomaszewski, et al., 2022).

“The poverty rate for adults with disabilities is more than twice the rate of adults with no disability.” (National Disability Institute, n.d.).

“Adults with intellectual disabilities are among the most financially vulnerable.” (Emerson & Parish, 2010).

It was a goal from the beginning to change these statistics. What would be developed would enhance the employability of all Tiger Access students. It was always understood that life change could occur by making it possible for the participants to end up with jobs with wages. Having an educational intervention in the lives of people with applicable diagnoses could change the lives of participants, their families, and The Greater Chattanooga Area.

“Chattanooga State Community College (ChSCC) in southeastern Tennessee has developed Tiger Access for students who have intellectual and developmental disabilities. The program has received funding to get started through the TN Department of Aging and Disability.”

Having wages and being proud of the work one does can lead to a better quality of life for all involved. Self-Determination Theory was chosen as the educational theory that would provide an ungirding for the new program. This theory has been positively associated with quality-of-life improvements in autistic individuals (Kim, 2019), and Wehmeyer (2020) found the same link to better quality of life for those with intellectual disabilities. Ryan and Deci (2017) described the theory as defining the “nutrients that are essential for growth, integrity, and wellbeing” as autonomy, competence, and relatedness (10). The students in Tiger Access would be supported as they master these three nutrients of becoming motivated to complete college classwork and endeavor to attain future goals on their own terms, in the midst of supportive relationships, and with belief that they can do the work in their chosen professions.

An important aspect of the proposed program would be for the students to learn about their own career preferences and then to take classes and earn certifications that would give them opportunities in their chosen fields. According to Torres et al. (2022), students with IDD have traditionally not been given many opportunities to make career choices independently, and these choices are at the heart of what advocates of self-determination theory propose. The goal was that students would undergo extensive career interest surveys, such as Pathway U. They would also be learning about their own ability to advocate for themselves in making these important choices independently.

The Tennessee Believes grant application was a perfect fit that allowed for all these program must-haves. The grant, which is administered through the Tennessee Department of Aging and Disability, was approved by Governor Bill Lee and the TN General Assembly to increase the number of educational programs at the college level which support those with intellectual and developmental disabilities. The amount granted to Chattanooga State was over $400,000 for three years. The program is a pioneer in the region since no other collegiate educational offering is happening at the college level in southeast TN.

Partnerships

A key partnership that has happened has been with the Tennessee Department of Disability and Aging (previously called the Tennessee Department of Intellectual and Developmental Disabilities). As previously mentioned, grant funding to start Tiger Access was obtained through this agency. Now, a new partnership with the agency is beginning, called TN START, that will allow behavioral health counseling when needed, for Tiger Access students. This is incredibly helpful to have counselors trained in positive psychology and who have extensive experience working with people with applicable disabilities to be on board to assist students as they learn more about themselves and their goals for the future.

Top: Dr. Rick Rader, Luka Hyde, Jack Sherlock, Christopher Brown, Bottom: Andie Szal, and Anna Frierson

Another crucial partner with the Tiger Access program from the start is the Orange Grove Center. This non-profit has served the Greater Chattanooga Area and beyond since 1953 and provides the following services for people with intellectual and developmental disabilities. When Tiger Access was just a dream, Dr. Strode and Dr. Aslinger met with the Executive Director of the agency, Tera Roberts, and Dr. Rick Rader, who oversees the agency’s Habilitation Center. Dr. Rader is internationally known as an expert in working with people with intellectual disabilities, and in fact, he recently addressed the United Nations regarding health disparities for this population. Like minds worked together between Chattanooga State and Orange Grove to develop the ideas for structuring a truly student-centered program. To this day, Dr. Rader and his assistant, Crissy Renner, come once a week to teach Tiger Access students about a variety of skills related to self-determination and advocacy.

Another key partner has been TN Vocational Rehabilitation. They have been very interested in this program from the start. They continue to come to campus to work with students in the program. They also help with funding for sustaining the program. Tiger Access staff have provided training at district events for them, and the directors over this region maintain close communication with Tiger Access staff.

There are many other partners that play a role, from Special Olympics to the local health department. ARC of Tennessee has also been crucial in attending events for parents and providing information on various topics.

The Dream Hire

Tina Gower has been teaching students with a broad range of disabilities for 22 years in the public school system. She has taught everything from 3rd to 5th grade inclusion, middle school resource, high school self-contained, to transition services for students ages 18-22. She received her bachelor’s degree in special education from Tennessee Technological University in 2001 and has held a master’s degree from Walden University since 2015.

Teaching is an absolute passion of hers, and she is so excited to work with Tiger Access Students at Chattanooga State. She finds that adult transition is fun and full of adventures. It is her mission to help students with intellectual and developmental disabilities (IDD) develop the skills necessary to be independent adults and life-long learners who acquire gainful employment.

Tina previously was with Hixson High School, where she led them into becoming Hamilton County’s 2nd Unified Champion School, and 1st National Unified Champion School. She was coach of the year for our area in 2020. In 2022, she traveled to Orlando as Tennessee's female bowling coach for Special Olympics USA games. She served as the Grand Marshal in the local Track and field event on April 27, 2024. Tina is very involved in Special Olympics and encourages her students to participate in everything they offer: athlete leadership, inclusive health, fitness and combines, and unified sports, and state games. She is also in line to be the next area director for the area’s 10 surrounding counties. She helped Chattanooga State become the first Community College in Tennessee to be a Unified Champion School. Tina was named Coach of the Year for the TN Special Olympics in May 2024.

Program Accomplishments

Tiger Access students have been very busy since they began in October. During our first term on campus, students completed a college readiness course where they took interest inventories, learned how to be a student, and how to navigate their way around campus. Campus-wide activities they participated in include helping SGA with the clothing swap, learning about the Carta Bus from a travel trainer, enjoying Oktober Fest, attending a painting event, going to homecoming festivities, speaking on a podcast, and handing out programs at graduation.

During the second term, Tiger Access students audited credit classes and worked jobs across campus. Peer mentors were assigned to help our Tiger Access students be successful in classes, and Tina Gower was added to their classes on eLearn, the college’s grading and class database, so she could see assignments and make necessary accommodations. Students were very successful in their efforts. In fact, one American Government professor made a special certificate for his Tiger Access student for outstanding achievement; the professor said he wished all his students showed the enthusiasm and work ethics that his Tiger Access student had shown.

We hosted a Special Olympics Leadership Conference where each of our students spoke to a crowd of 40+ athletes and unified partners, participated in community-based learning through Special Olympics Winter Games where our students and a peer mentor learned skills on independence while participating in snowboarding and ice-skating competitions.

Update

We have now finished our third term, where Tiger Access students have plugged themselves into five different clubs: SGA, Game Club, Umbrella Club, Media Club, and Special Olympics Club. Some even hold offices in their club. Students continued to audit courses with the help of mentors and worked internships. One student even received his first aid/CPR certification at his Orange Grove Center worksite. Another student did her internship in the community with a local law firm.

On-campus study time had been scheduled for each student to ensure they were getting the help they needed for success in classes. We hosted an inclusion day where everyone on campus stopped by to sign our banner to “choose to include.” We also hosted a Special Olympics unified bocce tournament and had a great turnout (48 athletes and partners completed). Two students went to Knoxville for athlete leadership training, and Special Olympics TN presented us with a contract to become a Unified Champion School. Other plans for our students this term is to help with campus beautification day, participate in an edible book exhibit, attend a Special Olympics traditional bocce tournament, attend a campuswide eclipse viewing party, participate in Chat State’s team for our community’s Autism Walk, go to a baseball game together, and help with graduation.

Bibliography

Emerson, E. & Parish, S. (2010). Intellectual disability and poverty: Introduction to the Special section. Journal of Intellectual & Developmental Disability, 35(4), 221-223.

Kim, S. (2019). The experiences of adults with autism spectrum disorder: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1-15.

National Disability Institute. (N.d.). Financial inequality: Disability, race, and poverty in America. Accessed via: Financial Inequality: Disability, Race and Poverty in America (nationaldisabilityinstitute.org).

Ryan, R. & Deci, E. (2017). Self-Determination theory. The Guilford Press.

Torres, A., Kearney, K.< Berlingo, L., & Brady, M. (2022) What else about this job? Teaching job decision-making to college students with intellectual and developmental disabilities. Journal of Development and Physical Disabilities, 34, 673-692.

Tomaszewski, B., Klinger, L., & Pugliese, C. (2022). Self-Determination in autistic transition-aged youth without intellectual disability. Journal of Autism and Developmental Disorders, 52(9).

Wehmeyer, M. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17 (19), 7121.

About the Authors

Making College Educational Opportunities Real for Those With IDD in Southeast TN

The Complexity of Pain and the Person With Autism