achieving college success now
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Achieving College Success Now. Understanding the College Transition for Students with Disabilities. From High School to Post Secondary:. K-12: IDEA 2004/504 “ENTITLEMENT” Student has a right to free and appropriate public education. “Success”. College: ADA/504 “ELIGIBILITY” - PowerPoint PPT PresentationTRANSCRIPT
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Achieving College Success Now
Understanding the College Transition for Students with Disabilities
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From High School to Post Secondary:
K-12:IDEA 2004/504
“ENTITLEMENT”
Student has a right to free and appropriate public
education.
“Success”
College:ADA/504
“ELIGIBILITY”
Attending college is privilege. There is no
guarantee of acceptance or success. Students must be
eligible.
“Access”
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Individuals with Disabilities Education Improvement Act (IDEA 2004)
• Legal requirement for providing special education to students with disabilities in the K-12 system
• Students have been evaluated and identified as having a disability and are eligible to receive special education services
• Identified students have an Individualized Education Program (IEP), that guides their educational program
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Types of Special Education Support
• Learning support• Emotional support• Blind or visually impaired support• Deaf or hearing impaired support• Speech and language support• Physical support• Autistic support• Multi-disabilities support
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Members of an IEP Team
Advocate/If Requested
General EducationTeacher
SchoolDistrict Rep
(LEA)
Parents
Special EducationTeacher
The Student
SchoolCounselorSchool
Nurse
TransportationCoordinator
Personal AidePhysical/OccupationalTherapist
InstructionalTechnologist
Speech/LanguageTherapist
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Individualized Education Program
• Document developed by IEP team and includes information on the student’s:• Present level of educational performance
• Educational goals for the school year
• Defines the type, where and how often special education and related services will be provided
• Details how and when student’s progress will be reported to parents
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The IEP may include• Modified curricular goals
• Change of graduation requirements• Less rigorous curriculum• Less homework• Less course content
• Alternate ways for students to demonstrate learning• Project instead of written paper• Written paper instead of test• Oral test instead of written test• Extended time for assignments/homework
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The IEP may include• Instructional adaptations
• Pre-teaching• Repeating directions• Extra examples• Note taker
• Test modification• Fewer choices on multiple choice test• Shortened test• Word banks• Cueing on tests• Use of “tool kit”• Unlimited test time or retesting until a certain grade is
achieved
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The IEP may include• Alternate materials and/or assistive technology
• Transcribe text into Braille• Large print• Alternate texts: high interest, low vocabulary• Computer access
• Physical services• Furniture arrangement in environments• Specific seating arrangements• Individualized desk, chair, wheelchair accessibility• Adaptive equipment
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The IEP may include• Social-behavioral services
• Social skills instruction
• Counseling
• Peer supports, such as facilitating friendships
• Individualized behavior support plans
• Rules modified for students, exceptions made for behavior infractions
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Transition to College• The IEP and IDEA are only valid in the K-12
system and do not drive educational programming at post secondary institutions
• Services at post secondary institutions are under the auspices of the Americans with Disabilities Amendment Act of 2008 and Section 504 of the Rehabilitation Act of 1973
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Americans with Disabilities Amendment Act of 2008Section 504 of the Rehabilitation Act of 1973
• A student with a disability who has a physical or mental impairment that substantially limits one or more major life activities including caring for one’s self, seeing, hearing, eating, sleeping, speaking, breathing, learning, reading, concentrating, thinking, communicating, working
• Also includes functions of the immune, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive systems
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ADA/Section 504
• Prohibited discrimination includes denying access to educational programs and facilities
• “Otherwise qualified” • “ A person with a disability who meets the
academic and technical standards requisite to admission to, or participation in, the college’s education or activity.”
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ADA/Section 504…• Admission to a post-secondary institution
• Acceptance into a specific program or course of study
• Continuation and completion of a specific course of study
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Disability Services in College
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Office of Disability Services Responsibilities
• Ensure access to programs, activities and services to students with disabilities
• Review documentation
• Determine and provide reasonable and appropriate accommodations
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Accessing Disability Services in College
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Accessing Disability Services: The Process
• Step 1: Contact the Disability Services Office
• Step 2: Meet Eligibility Requirements
• Step 3: Request Specific Accommodations
• Step 4: Use and Monitor Accommodations
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Step 1: Contact theDisability Services Office
•Self-identify to the Disability Services Office
•Complete required paperwork to initiate this process
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Step 2: Meet Eligibility Requirements
• Submit documentation of disability• Schedule a personal interview, if required. During the interview, the student may be asked to discuss:
• His or her disability
• Learning strengths and weaknesses
• Special education services
• Impact of his or her disability in the academic environment
• Accommodations requested
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Step 3: Request Specific Accommodations
• Student must request accommodations
• Based upon current functional limitations outlined in documentation
• Interactive process to determine specific accommodations are made on case-by-case basis
• Need for accommodations are communicated to faculty following institution’s procedures
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Reasonable accommodations are:
• designed to “level the playing field” for students with disabilities by allowing them to circumnavigate the effects of a disability in an academic environment
• changes in the physical environment or in how the content is accessed or evaluated
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Reasonable accommodations are NOT:
• designed to change the standards of learning, essential functions of a course
• changes in the course content to be learned or evaluated
• services that are offered to all students at an institution
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Reasonable Accommodations• Classroom
• Testing
• Residence Hall
• Parking
• Assistive Technology
• College Life
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Classroom Accommodations
May include, but are not limited to:
• Note taker
• Texts in alternate format
• Enlarged print or brailled handouts
• Sign Language Interpreter or captionist
• Recording of lectures
• Preferential seating
• Specialized furniture
• Use of a Service Animal
• Assisted Listening Devices
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Test Accommodations
May include, but are not limited to:
• Extended time• Larger font or Braille• Distraction limiting environment• Reader• Scribe• Use of computer
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Residence Hall and Parking AccommodationsMay include, but are not limited to:• Visual fire alarm
• Accessible housing
• Accessible bathrooms facilities
• Handicapped parking
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Assistive Technology Accommodations
May include, but are not limited to:
• Screen readers• Dictation software
• Digital recorders including smart pens
• Amplified stethoscope
• Magnification devices
• Communication devices
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College Life Accommodations
• Any accommodation that will provide access to an institution’s activity or event, such as athletics, cultural event, or extracurricular activity
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Reasonable Accommodations DO NOT include
May include, but are not limited to:
• Word banks for tests
• Modified content on tests
• Unlimited time on tests
• Retesting
• Altered Course Standards
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Step 4: Using Specific AccommodationsStudent Responsibilities
• Meet with faculty to share and discuss accommodations as per institution’s procedures
• Monitor effectiveness of accommodations throughout semester
• Request additional accommodations through Disability Services, if necessary
• Request for accommodations each semester
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Step 4: Using Specific Accommodations Faculty Responsibilities
• Provide reasonable accommodations
• Keep disability related information confidential
• Refer students to DSO if they request accommodations without appropriate documentation
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Faculty and Student Transition
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Faculty and Student Transition
Advocate/If Requested
General EducationTeacher
SchoolDistrict Rep
(LEA)
Parents
Special EducationTeacher
The Student
SchoolCounselorSchool
Nurse
TransportationCoordinator
Personal AidePhysical/OccupationalTherapist
InstructionalTechnologist
Speech/LanguageTherapist
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Faculty and Student Transition
The Studen
t
Professors Academic Advisors
College Support Staff
Office of Disability Services
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Faculty and Student Transition
Students often arrive without the self advocacy skills to:• Initiate discussions with faculty/staff
• Explain needed accommodations
• Evaluate effectiveness of accommodations
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Faculty and Student Transition
• Place a statement on syllabus regarding accommodations for students with disabilities and verbally encourage students to discuss accommodations
• Let the student initiate the first contact
• Schedule a meeting as soon as possible to avoid the “one minute conversation” after class