Westfield State University

Program Overview

The MAICEI Program at Westfield State University opened its doors to students in September 2013. Fall 2013 enrollment began with 5. During the spring 2014 semester the program assisted in the transition of one student into adulthood and welcomed four new students solidifying the enrollment at 8 students. As the end of year 1, Westfield State University said goodbye to 3 of the 8 students as they transitioned into adulthood. Fall 2014, the start of year 2, kicked off by more than doubling enrollment from the previous year and welcomed 20 students to the campus. Five of the students returned from the previous year and 15 new students started their adventure in the MAICEI Program. The 20 students are sent from 6 partner school districts: Amherst Regional Public Schools, Chicopee Public Schools, Gateway Regional Public Schools, Ludlow Public Schools, Southwick-Tolland Regional Public Schools, and Westfield Public Schools. 

For a student living in a partner school district to be eligible for MAICEI they must fit the criteria of Tier 1: between the ages of 18-21, have not passed the MCAS, have a severe intellectual disability  and are receiving special education services; or Tier 2: between the ages of 18-22, who have passed the MCAS, have a diagnosis of a severe intellectual disability, and are receiving special education services until 22. Whether tier 1 or 2, students must have the ability to attend college level courses, learn to navigate the college campus, ability to adhere to the student code of conduct, and have a person-centered plan that can be heightened by the WSU MAICEI Program. 

The way in which students spend their days is very individualized to each specific student. The experiences through the MAICEI program are aimed to provide students with the skills needed to meet their long-term employment goals. The goal is to locate paid employment by the end of a student’s participation in the program. Many different skills are needed to promote these opportunities; this is why at WSU we break down the skill areas into: academic, health/wellness, social/emotional, and employability as we are embracing a holistic approach to increase their overall quality of life.

Person-Centered Plan: The person-centered plan guides the selection of classes along with on campus activities and employment experiences. The person-centered plan helps student express their preferences, strengths, goals, and outcomes in the areas of employment, education, social relationships, living, and leisure. The PCP looks at person’s whole life while focusing on talents, preferences and dreams. Through the PCP choices are clarified and organized into steps for the future. One the steps are outlined all involved parties are able to assist in identifying supports and resources (disability and non-disability specific) needed to achieve their goals. A PCP is a form of a transition assessment guided by the student.

Preferences, Strength, Goals: Identified through the PCP in regards to education, employment, social, and leisure. Once identified, these areas are used to shape the student’s program plan.

WSU Program Plan: Developed with the student, district liaison, MAICEI coordinator, parent, and ed coach if applicable. The plan will identify activities that the student will do while on campus in the areas of academic, health/wellness, social/emotional, and employability. The plan will also be individualized for each student to meet their needs.

1. Academic Course: We align the courses based on the student’s long-term employment goals. The course is selected to provide students with skills towards the job. Westfield may not have a class that meets a student’s long-term goal specifically, therefore we develop a list of skills that the students would need to be successful in that occupation and select courses from those. For example to develop a career in cooking you may need business skills, communication skills, art and design skills so a class might be identified and selected from these departments.
2. Social-Emotional Health: Activities are provided to increase self-advocacy and self-determination skills. Students in the MAICEI program spend time with college peers throughout their day during all different activities. Peer mentors spend different amounts of time with our students. The goal of the Peer Mentors group “pIeCEs” is to promote inclusion throughout campus and provide students with social opportunities. “pIeCEs” stands for Positive Inclusion of Everyone Creates Educational Success. There is over 60 day students involved in pIeCEs they are freshman through seniors.
3. Health and Wellness: Students are given the option to join the Wellness Center. If they join the gym they can participate in different workout classes, work 1:1 with trainers to develop a routine, or independently work out. The pool is open to the public and there is a lifeguard on duty during open hours. Students are also able to use the track at Woodward Center and can visit Stanley Park.
4. Employability: Vocational opportunities are identified for students based on interests and strengths. Students will be offered the opportunity to have volunteer jobs, non-paid and paid internships. The goal is for students to obtain paid employment by their last semester in the MAICEI program. In addition to participating in Career Center activities, there is an Employment Specialist who hosts biweekly employment seminars for the students along with locating and securing internships on-campus.