why sar ? (support for accommodations request) needed bridge from high school to higher education...
TRANSCRIPT
Why SAR ?(Support for ACCOMMODATIONS Request)
Needed Bridge from High school to Higher Education for students with IEPs.
Enhanced communication/ consistent processCollaborative Solutions
Context for Developing SAR
The environmentNon-categorical, k-12 Categorical/designation—Higher Education
Differing criteriaLack of consistency between disability
services providers of higher education
UNDERSTANDING DIFFERENCES
Entitled Individual – Secondary
Individuals birth-21 who are determined through an individualized evaluation conducted by a team, including the parent, to be eligible and in need of specially designed instruction.
UNDERSTANDING DIFFERENCES
Eligible Individual – Higher Education
The disability must have a demonstrated impact on the individual’s ability to perform academically.
The individual must be otherwise qualified for the program meeting, including meeting university admission requirements.
UNDERSTANDING DIFFERENCES
Who makes the decision?High School Individuals are
determined entitled by the IEP team based upon a preponderance of data from multiple sources.
Higher Education
Individuals are determined eligible by the service provider using documentation provided by outside sources.
UNDERSTANDING DIFFERENCES
Who must “prove” disability?SecondarySchool are required to identify
students who need assistance.Laws govern how to document the
need.Higher EducationIndividuals are required to self-
identify and show “proof” of their disability.
Laws do NOT provide guidance for documenting a disability.
Elements in the Form Eligibility/Diagnostic Statement Formal Diagnosis/Date (when available) Basis for Determination Current Functional Impact Response to Instructional Intervention Progression/Stability of the disability
Elements in the Form History of Accommodations
9th-12th Grade Suggested Accommodations Signature
Name, Title, Organization, Telephone Authorization for Release of Information Student Statement of Goals
3-5 sentences describing hopes to accomplish
Benefits for All Comprehensive
Dates—eligibility, assessment, interventionBasis for determinationHistory—intervention, accommodationsCurrent functional impactStudent Involvement/Insight
Benefits For the StudentRelevant
Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable
Benefits for Higher EducationRelevant
Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable
Benefits for SecondaryRelevant
Summarizes relevant information Provides perspective on what has worked Student articulation/advocacy Manageable/Portable
BenefitsConsistent
Within agency Across agency Multi-agency Alignment of expectations Not consensus but uniformity