Post Secondary Options

post secondary

The LDI Post-Secondary Program identifies a challenging set of goals that focus on learning and achievement for all adults, not just those with hidden disabilities.

LDI offers a two year core program with three primary post-secondary options serving those with special needs including Asperger’s Syndrome, Autism, ADHD, and other learning disabilities, based in Glendale, Arizona. These options are pathways and supportive placement into community-based higher education, technical and career preparation, occupational training programs, or competitive employment. View information about Career Paths here.

Many incoming students originally commit to a specific outcome such as college. However, it is not uncommon for a potential new student to be undecided or to change to a different path as new talents are discovered or to refine their career direction.

The core curriculum consists of morning classes in the main program building at LDI. An individualized plan of action (IPA) evaluates three broad outcomes – employability, workplace literacy and independent living skills. The results provide practical information and address the unique work, education, and community functional strengths, limitations, needs, and preferences of the individual.

The LDI curriculum is designed to address the specific developmental, academic and career needs of under-prepared or inexperienced young adults. Activities and assignments include building self-esteem and self-confidence; improving basic study skills; acquiring knowledge and skills related to self-advocacy and leadership; and, identifying academic and career goals.

Its instructional focus is on developing practical skills; experiencing and demonstrating consistent performance in the handling of common problem solving and decision making demands necessary for adult-life success. This course of study emphasizes those major life demands of adult functioning that require a certain degrees of independence and personal competency in adult, workplace and academic proficiencies.

Students engage in both academic and experiential learning to demonstrate knowledge and skills especially pertinent to self-advocacy and leadership. General education outcomes as well as specific course competencies are then assessed using a variety of performance-based rubrics, learning matrices and other assessment tools.

Classroom instruction seeks to enhance practical education skills in reading, language, mathematics, and oral/written expression in subject matter of high importance to adult skill building and personal competence. These skills are needed and used in problem solving, critical decision making, and in living itself.

The foundation for occupational exploration and career development begins with an emphasis on developing employability skills that lead to work experience in the community. Through engaging experiential activities, demonstrations, and simulations, students learn by developing and applying competencies that incorporate employment-related and job development concepts into daily classroom and community activities. These assignments help students become informed decision-makers in their own career development.

The core curriculum provides the time for a student to gain exposure to the vast array of Phoenix area colleges, training, and employment options prior to making a commitment to a specific career direction. Simultaneously, each student is also developing proficiency in managing the responsibilities of independent adult-living and learning to make healthy choices for her/his social and emotional well-being.

The program content follows an established instructional cycle based on 16 week trimesters providing numerous opportunities for students to develop and demonstrate their level of learning and achievement. There is program scheduling flexibility to accommodate students who desire additional outside college coursework or immediate work experience. Each student also meets regularly with their student advisor(s) to review and assess course/program progress. They systematically address cognitive, effective and learning-style needs along with any curriculum confusion or frustration.