recruiting differently jason peacock assistant director unt office of admissions successful...
TRANSCRIPT
Recruiting Differently
Jason PeacockAssistant Director
UNT Office of Admissions
Successful Strategies in Recruiting Students with disabilities and learning Differences.
ADA and Section 504 Americans w/ Disability Act
Passed in 1990, amended 2008
Title II prohibits public Colleges and Universities from discriminating against people with disabilities
Title III covers Private Colleges and Universities from discriminating
May not apply to schools operated by religious entities
Section 504 of the Rehabilitation Act Passed in 1973, dealing with elementary and secondary
education
ADA amended in 2008 brought 504 and ADA into more concordance
Covers any and all institutions provided any federal funding
Success vs Access
High School
Required Documentation
IEP – Individualized Education Program or 504 Plan
Provided by School District
College Required Documentation
Diagnosis documenting each disability
At student’s expense (ISDs should provide if students is enrolled)
Self Advocacy Student ID’ed by School
Responsibility for accommodation falls on school
Teacher’s approach student to offer help
Self Advocacy Student must self-identify
Responsibility for accommodation falls on student
Students must initiate contact with professors with regards to accommodations
Success vs AccessHigh School Parents Role
Parent has access to students records and can participate in the accommodation planning
Parent serves as student advocate
College Parent’s Role
Parent has no access to records without consent, and may have limited access to accommodations planning
Student should self advocate
Grades & Tests
Test Modification
Testing frequent covering small amounts of material
Make-Up tests available
Grades & Tests
Testing extensions
Testing infrequent covering large amount of material
Make-up tests unlikely
Success vs AccessHigh School Study Responsibilities
Tutoring provided as part of the IEP or 504 plan
Time and Assignments are structured by others
Little outside homework requirements
College Study Responsibilities
Tutoring offered is the same offered to all students
Students is responsible for time management
Preparation of 2-3 hours for each class period
Types of Learning Disabilities Auditory Processing Disorder (APD)
Affects how sound is processed or interpreted by the brain. Difficulty in recognizing differences between sounds in words and blocking out ambient noise
Language Processing Disorder (LPD) Type of APD, affecting the ability to apply meaning to words, sentences, & stories.
Dyscalculia Affects the ability to understand numbers and learn math facts. Poor
comprehension of math symbols and struggles with memorizing numbers, telling time, counting
Dysgraphia Affects handwriting and fine motor skills. Problems may include poor spelling,
poor spatial planning, and difficulty in contemporaneous composition.
Dyslexia Affects reading and related language-based processing skills. Can influence
fluency, decoding, reading comprehension, recall, writing, and spelling
Other Disabilities ADD/ADHD
Will manifest in tandem with learning disabilities, the combination having a considerable effect on learning. May also include difficulty in controlling behavior resulting in hyperactivity, following instruction, sitting still, staying organized and completing assignments
Autism Spectrum Disorder - Asperger’s Syndrome Often highly intelligent, but may suffer from any combination of the following:
Inappropriate body language, gestures, and facial expressions Unlikely to pursue social interaction Resistance to being touched Speaking in abnormal tone or cadence Repeating words and phrases without intent Difficulty communicating needs Trouble starting a conversation
Hearing Impairment
Visual Impairment
Physical Impairment
LDs, Disabilities & AdmissionsColleges and Universities are required to make reasonable accommodations in their practices, policies and procedures, unless to do so would
fundamentally alter the nature of the goods, services, facilities, privileges, advantages and
accommodations they offer, or would result in an undue financial or administrative burden on the
institution.28 C.F.R. § 36.104
What impact would this policy have on admissions?
Disclosure of Disability/LDIs disclosure of a learning difference or disability obligatory? Suggested? Discouraged?
Will disclosure of a learning difference or disability hurt or help a student in the admissions process?
Can Admissions Officers ask if the student has a disability or learning difference?
Can a Learning Difference be used as a component of the Admissions Decision process? If so, how and when?
Learning Differences and the Admission Process The State of Texas allows public institutions 18 factors to be considered
beyond academics when determining admissibility.These include the following:
Personal Interview Any consideration the institution considers necessary to complete the
institution’s stated mission
Private institutions may provide discretion during the review process for students with learning differences.
Hints for Recruitment How many students are served/receive accommodations?
Know the services often provided by your institution Common Accommodations
Extended Test Time Test Proctoring Reduced Distraction Testing Rooms Assistive Technology Adaptive Furniture Sign Language Interpreters Disability Related Counseling Peer Support Groups
Know your institution’s Disability Accommodations staff, and direct students and families there for more information
Hints for Recruitment Know about special options offered
Sober Living Housing Attendant Assistance/Housing Specialized programs for Hearing/Visual impairments
Listen!
Engage the student!
Speak clearly about processes and expectations No idioms, analogies, or metaphors.
Find appropriate environment for a meeting.
Do not communicate through facial expressions
Be frank about admissions opportunities
Final Word of Advice
Graduation is the goal of the admissions process, not admissions.
If you admit a student that does not persist after the Freshman year, you have not done your institution, the student, or the student’s family any
favors.
Finally, be caring. Even if you may not be able to extend admissions to a student, be compassionate and supportive and suggestive of other
opportunities the student may have.