ClemsonLIFE™

The ClemsonLIFE Program offers a two-year Basic Program that incorporates functional academics, independent living, employment, social/leisure skills, and health/wellness skills in a public university setting with the goal of producing self-sufficient young adults. Additionally, the ClemsonLIFE Program offers a two-year Advanced Program for students that have demonstrated the ability to safely live independently, sustain employment, and socially integrate during the Basic Program. The Advanced Program progresses with an emphasis on workplace experience, community integration, and independent living with transitionally reduced supports. Students who successfully complete the Basic or Advanced program will receive a corresponding certificate of post-secondary education.

We Believe

• Young adults go through a similar development process that requires certain activities, experience and support.
• Young adults must develop skills and an understanding about themselves and the world around them in order to fully participate in society and to become successful, contributing adults.
• Higher education is a vehicle for self-empowerment and access to social networks, employment, and independence.
• Group membership provides essential motivation and support for learning and participation in community life.
  
  

• Documentation of an intellectual disability, with significant limitations in intellectual functioning and in adaptive behavior, as defined by the American Association on Intellectual and Developmental Disabilities (AAIDD). “Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18” (AAIDD)
• Primary disability must be cognitive, not behavioral or emotional
• Was eligible for IDEA services while in school; has an IEP
• Has the ability to independently self-administer and manage medication, specialized dietary, and/or medical needs. Note: ClemsonLIFE personnel are not available to manage/administer medication and take no responsibility for specialized diets or medical needs
• Reading ability is on at least a third-grade level
• Has basic mathematics understanding; can use a calculator
• Can utilize technology (cell phone, laptop, etc.) on a basic level
• Age is between 18-26 years old upon admission to the program
• Demonstrates independence, motivation, and stability
• Can function independently for a sustained period of time
• Likes to be around people; sociable
• Able to handle changes in routine; can be flexible in fluctuating circumstances
• Not defiant toward authority; can take direction
• Demonstrates the ability to accept personal responsibility for actions and maintains respect for self and others
• Likes to learn
• Has the potential to be successful in competitive employment situations. We highly recommend employment, or at least volunteer, experience before entering the program.
• Has the desire and motivation to participate in a college experience
• Has parents who will support his/her independence

Application Process

• Attend a program open house. This one-day program will allow students and families to determine if the ClemsonLIFE program will be a good fit.
• Complete and submit the 2022-2023 ClemsonLIFE Application for Admission and required documentation by December 10, 2021.
• Select payment portal tab and pay application fee.
• Eligible applicants may be invited to attend an on-campus interview.

To learn more about ClemsonLIFE, please join us at our Spring Open House on Saturday, March 5, 2022.

Open house typically runs from 9:00 a.m. to 12:30 p.m. Open house is a great time to hear from teachers, employment instructors, counselors, resident assistants, current students and families about the program.

Due to the number of requests we receive for individual visits, we are unfortunately not able to accommodate them. We hope you can join us at one of our upcoming open houses!

Registration coming February 2022.

Classroom Activities

Monday and Wednesday

9:00 a.m. – LIFE: Applied Math/Applied Literature
12:00 p.m. – Lunch
1:00 p.m. –  Social Skills/Internship
3:00 p.m. – Fitness Workout at Fike
4:00 p.m. – Tutoring
5:00 p.m. – Dinner

Tuesday and Thursday

9:00 a.m. – LIFE: Self-Advocacy
11:00 a.m. – Leisure Skill Class
12:15 p.m. – Lunch
1:30 p.m. –  Life Skills/Employment
4:00 p.m. – Walking Club
5:00 p.m. – Dinner

Friday

9:00 a.m. – Computers & Technology/Critical Thinking
12:00 p.m. – Lunch
1:00 p.m. – Explore Clemson/Internship
3:30 p.m. – Fitness Workout at Fike

Friday Afternoon – Sunday Evening

• Activities, Social, Leisure, and Recreation Events/Outings Planned by Independent Living Assistants.
• Grocery Shopping at Local Grocery Stores

Social/Leisure/Recreation Opportunities

All students attend a Clemson University leisure skills class one to two days per week. They attend a specialized fitness class at Fike Recreation center once a week. Mentors also meet with students on a weekly basis to support and encourage LIFE students.

• Tailgates and football games on Saturdays
• Soccer, basketball, baseball, volleyball and other sporting events
• Students are buddies to young children with disabilities at TOP Soccer and Challenger Baseball.
• Students have the opportunity to tryout for the Special Olympics Swim Team.
• Campus-wide activities such as movies, bowling, concerts, shows, First Friday parade, homecoming events, etc.
• Students join and attend university clubs and student organizations functions.

The ClemsonLIFE Program follows the University academic calendar, except for University exam weeks.

Fall 2021

August 13 – Advance Program Orientation
August 16 – Basic Program Orientation
August 18 – Fall Classes Begin
September 11 – Home Football Game (vs. South Carolina State)
September 18 – Home Football Game (vs. Georgia Tech)
October 2 – Home Football Game (vs. Boston College)
October 11-12 – Fall Break
October 16 – Open House
October 30 – Home Football Game (vs. Florida State)
November 13 – Home Football Game (vs. UCONN)
November 20 – Home Football Game (vs. Wake Forest)
November 24-26 – Thanksgiving Break
December 3 – Last Day of Classes
December 6- January 11 – Holiday Break 

Spring 2022

January 12 – Spring Classes Begin
January 17 – MLK Holiday-University Closed (no classes)
March 21-25 – Spring Break
April 29 – Last Day of Classes
April 30 – Move Out Day and ClemsonLIFE Commencement Ceremony

What is the mission of the ClemsonLIFE program?

ClemsonLIFE (Learning is for Everyone) offers a collegiate experience that prepares young men and women with intellectual disabilities for competitive employment and independent living through a combination of academic coursework and career exploration.

How does the ClemsonLIFE Program differ from other post-secondary opportunities?

ClemsonLIFE core principles support the concept that enhancing academic, social, employment, and life skills will better prepare students with disabilities to lead full and productive lives. It is a comprehensive residential college experience designed to raise the expectations and skill levels of the students admitted to the program.

Who will be teaching the coursework?

Traditional college courses are taught by Clemson faculty, while functional academics are taught by staff with teacher certification in the area of special education.

What are admission criteria?

An applicant must be between the ages of 18 and 26 years old upon admission to the program and have an intellectual disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. Applicants must have a strong desire to become an independent adult and possess sufficient emotional stability and maturity to successfully participate in the program.

How many applicants are offered admission each year?

Twelve full time students will be admitted each year for fall semester.

Is this a residential or commuter program?

ClemsonLIFE is a residential program providing instruction and practical experience in independent living skills. All students enrolled in the Basic Program live in on-campus apartments under the supervision on an Independent Living Assistant (ILA). Students in the Advanced Program live in apartments off-campus, and are closely monitored by Transition Specialists who assist them with independent living skills.

What is the length of the program?

The Basic Program is designed to be completed in two years. Admittance into the Advanced Program is by invite-only, and provides two additional years of transition support to help facilitate independent living.

What kind of certificate do students get?

Students successfully completing the program will receive a certificate of post-secondary education (not an accredited college degree).

Will there be student mentors?

Each ClemsonLIFE student is provided an individual peer student mentor drawn from throughout the campus. Mentors assist ClemsonLIFE students both academically and socially, as well as helping them fully integrate into the college community.

Are there opportunities for scholarships or grants?

There are a variety of different funding opportunities including FAFSA, Pell grants, South Carolina Commission on Higher Education grants, Vocational Rehabilitation tuition stipends, ClemsonLIFE grant-in-aids, and other private scholarships.

How do I schedule a campus tour?

All interested applicants should attend one of our open houses that are held each semester. Sessions are typically offered in March and October. To reserve a space at an open house session, please register online. To schedule a campus tour, please visit the University campus tours page and fill out the registration form.

ClemsonLIFE Fees (Basic Program)

ClemsonLIFE is dedicated to providing a structured, high-quality, well-supervised program focused on vocational and independent living for young adults with disabilities. The cost per-semester is listed below for the 2021/2022 school year.

The below fees are invoiced directly from the ClemsonLIFE program:

Program Fees

Covers costs associated with the ClemsonLIFE program (i.e. Operation Costs and Staff/Instructor Salaries) - $12,000

Student Budget Fees

Covers apartment groceries, laundry, attendance at sporting or theater events, field trips, etc. - $1,550

ClemsonLIFE Fees (Advanced Program)

The below fees are invoiced directly from the ClemsonLIFE program:

Program Fees

Covers costs associated with the ClemsonLIFE program (i.e. Operation Costs and Staff/Instructor Salaries) - $7,500

Student Budget Fees

Covers apartment groceries, laundry, attendance at sporting or theater events, field trips, etc. - Not applicable
*Students work in the Clemson Community and with ClemsonLIFE staff to define a budget that reflects the student's monthly income.

University Fees

The below fees are paid directly to Clemson University and are included on the University bill:

Housing (Basic Program)

Covers rent, utilities, cable and Internet. All students currently live in Douthit Hills apartments on campus. - $4,933

Academic Fee (All Students)

Covers tuition fees. All students are required to enroll in a one credit hour Clemson University leisure skills class.

• $633/credit hour for SC Residents
• $1,633/credit hour for Non-Residents
  
  

Meal Plan (Required for Basic Program - Optional for Advanced Program)

Students may select one meal plan of their choice. (The program typically recommends the Block 75) 
*Only one option will apply.

• $1,166 Block 75
• $1,860 Block 175
• $2,213 Unlimited 100
• $2,313 Unlimited 200
• $2,413 Unlimited 300
  
  

Additional Fees (All Students)

• Campus recreation fee: $90
• Activity fee: $4
• Matriculation fee: $5
• Information Technology fee: $10
• Health center fee: $182
• Internship fee: $200
• Leisure skills fee: $100
  
  

*All fees reflect the cost for Fall 2021 and are subject to change.

Financial Aid

Financial aid is available for students with intellectual disabilities attending post-secondary programs. The following are resources to explore:

Federal Student Aid: Students may be eligible for Federal Pell Grants receiving up to $6,495 per year. Here are resources on the steps to filling out the FAFSA form and things you need to know before filling out the FAFSA form.

South Carolina Vocational Rehabilitation Department: Students may be eligible for sponsorships.

Some independent organizations and groups have offered scholarship money to select students.

Ruby's Rainbow: Our goal at Ruby's Rainbow is to grant scholarships to adults with Down Syndrome seeking post-secondary education, enrichment or vocational classes who feel that higher education is the right choice for them.

O’Neill Tabani Enrichment Fund: The mission of the O’Neill Tabani Enrichment Fund is to offer financial assistance to young adults with Down Syndrome – 18 and older – who are continuing to enrich their lives by taking classes or enrolling in post-secondary educational programs.

CSS Profile: The CSS form is not mandatory, but if you would like to be considered by ClemsonLIFE for Grant-in-aids you will have to fill out the form. Clemson University’s School Code is 5111. Cost for the CSS Profile is $25 for the initial application and one college or program report. Each additional college report is $16. More information can be found on the College Board website.

College is not for everyone. However, many students desire a college experience, including students with intellectual disabilities. It is for this reason that many colleges and universities now offer Comprehensive Postsecondary Transition Programs, like ClemsonLIFE. These programs offer inclusive social activities; participation in college courses; along with instruction on independent living skills, employment skills, and social skills with the goal of independent living and gainful employment to the greatest extent possible for each student.

Think College is a great resource for families of students with intellectual disabilities considering college. For a searchable database of Available Comprehensive Postsecondary Transition Programs, see ThinkCollege Database.

Online Resources

• Clemson University Student Disability Services
• Clemson University College of Education
• South Carolina Vocational Rehabilitation Department
• South Carolina Commission for the Blind
• ED.gov – Federal Pell Grant Program
• ED.gov – Federal Supplemental Educational Opportunity Grant (FSEOG) Program
• National Down Syndrome Society
  

Other Online Resources

• Porter, S. & Freeman, L. (2000). Transition Planning for Adolescents with Special Health Care Needs and Disabilities: Information for Families and Teens.
• Newman, L. (2006). Family Expectations and Involvement for Youth with Disabilities. NLTS2 Data Brief. 4(2). Menlo Park, CA: SRI International. Available at Newman, L. (2005).
• Family Involvement in the Educational Development of Youth with Disabilities. A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
• National Center on Secondary Education and Transition.(2002). Age of Majority. Parent Brief. Promoting Effective Parent Involvement in Secondary Education and Transition.
• Post-secondary Students with Disabilities: Becoming the mentor, advocate, and guide your young adult needs. Parent Brief. Promoting Effective Parent Involvement in Secondary Education and Transition. March 2002.
• Fialka, J.(2003). Opening New Doors: Transition from High School to College For a Student with a Moderate Disability.
• National Center on Secondary Education and Transition.(2002). Postsecondary Education Supports & Accommodations.
• Southern Methodist University (nd). The Parents’ Role: Learning Differences at College.
  
  

Publications

• Collins, J. C., Ryan, J.B., Katsiyannis, A., Barrett, D. & Yell, M. (2014). Use of portable electronic assistive technology to improve independent job performance of young adults with an intellectual disability. Journal of Special Education Technology, 29(3), 15-30.
• Hawkins, B.L., Stegall, J.B., Weber, M. & Ryan J.B. (2012). The Influence of a Yoga Exercise Program for Young Adults with Intellectual Disabilities. International Journal of Yoga, 5, 151-156.
• Hughes, E., Green, J.  & Ryan, J.B. (2011). The use of assistive technology to improve time management skills of a young adult with an intellectual disability. Journal of Special Education Technology, 26(3), 13-20.

Recent ClemsonLIFE Research

*Randall, K. N., Ryan, J. B., Hirsch, S., Allen, A. (in press). Effects of Self-Monitoring on the Self-Determination of Individuals with Intellectual and Developmental Disability in a Post-Secondary Educational Setting. Focus on Autism and Other Developmental Disabilities.

*Walters, S., *Stierle, J., *Stockwell, D., *Carlson, A., & Ryan, J.B., (2021). Efficacy of video prompting using mobile technology to teach employment tasks to individuals with intellectual disability. Journal of Inclusive Postsecondary Education. 3(1), 1-21.

*Randall, K. N., Ryan, J. B., *Stierle, J. N. *Walters (2021). Meal planner application efficacy for increasing meal planning independence in individuals with intellectual disability. Education and Training in Autism and Developmental Disabilities. 56(2), 225- 239.

*Randall, K. N., Ryan, J. B., *Stierle, J. N. *Walters, & S. Bridges, W. (2021). Evaluating and Enhancing Driving Skills for Individuals with Intellectual Disabilities through Simulator Training. Focus on Autism and Other Developmental Disabilities, 36(4), 191-200.

*Randall, K. N., *Johnson, F., *Adams, S. E., *Kiss, C. W., & Ryan, J. B. (2020). Use of iPhone task analysis application to increase employment related chores for individuals with intellectual disabilities. Journal of Special Education Technology, 35(1), 26-36.

Ryan, J. B., *Randall, K.N., *Walters, E., & *Morash-MacNeil, V. (2019). Employment and independent living outcomes of a mixed model post-secondary education program for young adults with intellectual disabilities. Journal of Vocational Rehabilitation, 50, 61-72.

*Morash-MacNeil, V., *Johnson, F., & Ryan, J. B. (2018). Effectiveness of assistive technology for individuals with intellectual disability in the workplace: A meta-analysis. Journal of Special Education Technology, 33(1), 15-26.

Collins, J. C., Ryan, J.B., Katsiyannis, A., Barrett, D. & Yell, M. (2014). Use of portable electronic assistive technology to improve independent job performance of young adults with an intellectual disability. Journal of Special Education Technology, 29(3), 15-30.

Hawkins, B.L., Stegall, J.B., Weber, M. & Ryan J.B. (2012). The Influence of a Yoga Exercise Program for Young Adults with Intellectual Disabilities. International Journal of Yoga, 5, 151-156.

Hughes, E., Green, J.  & Ryan, J.B. (2011). The use of assistive technology to improve time management skills of a young adult with an intellectual disability. Journal of Special Education Technology, 26(3), 13-20.

*Co-author was a student at time of preparation

Advanced Program

Basic Program

ClemsonLIFE | 101 Gantt Circle  | Suite G-01 | Clemson University | Clemson, SC 29634 | 864-656-0501 | clemsonlife@g.clemson.edu