1 Transition to College for students with a disabilityKathleen Johnson, MS Director, Disability Resource Center (DRC)
2 Agenda Learn about the law: Legal Rights: High School vs. College College accommodations and disability services Challenges of transitioning to College Expectations What can students/parents do now? Q & A
3 The Mission of college disability/accessibility officescommitted to providing accommodations and services to students with disabilities to ensure equal access for students with disabilities to all campus programs, opportunities and activities.
4 Applicable laws: Federal Education vs Civil RightsHigh School IDEA (Individuals with Disabilities Act) Section 504, Rehabilitation Act of 1973 IDEA is about SUCCESS College ADA Americans with Disabilities Act Of 1990 ADA is about ACCESS
5 What is the definition of disability under the ADA?The context of the ADA, “disability” is a legal term rather than a medical one. Because it has a legal definition, the ADA’s definition of disability is different from how disability is defined under some other laws. The ADA defines a person with a disability as a person who has a physical or mental impairment that substantially limits one or more major life activity. Source URL: https://adata.org/faq/what-definition-disability-under-ada
6 Protection against discriminationThe ADA states: "No otherwise qualified individual with a disability shall, solely by reason of such disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of a public entity, or be subjected to discrimination by any such entity." In other words, a disability cannot be grounds for excluding a person from a college, an academic program, a class, a residence hall, or a college activity, if the person is qualified.
7 Who do disability offices serve?Students with Physical, Psychological and Learning disabilities such as: Physical impairments Hearing and Visual impairments Dyslexia, Dyscalculia, Dysgraphia Attention Deficit/Hyperactivity Disorder ADHD Anxiety disorder Autism Spectrum Traumatic Brain injury …and more
8 “Tiered” level of disability services at collegesTier 1 : Provision of accommodation letter and ADA mandated services Tier 2: Provision of accommodation letter, ADA services and disability related learning support (no additional fee) Tier 3: Provision of accommodation letter, services and disability related support – Fee for Service Tier 4: College/University that accepts only students with a particular disability E.g. Landmark College in Vermont- Students with LD and/or ASD
9 The K&W Guide to Colleges for Students with Learning Differences, 13th Edition (available on Amazon)
10 What services may be provided by a disability office?Pre-admission services Parents and students can make an appointment to meet and discuss DRC program and review of documentation for possible accommodations
11 Can a student’s disability be used in the determination of college admission?NO- federal laws protect qualified student from being denied admission on the basis of disability Student must meet the essential requirements for admission The student may choose to disclose if they feel it may have an impact on the college decision/explain variations in scores Student is accepted as an otherwise qualified student
12 Once accepted, is my student required to disclose their disability?NO- however if academic accommodations are needed, the student must identify as having a disability. Disclosure of a disability is always voluntary. However, the school should be notified to be assigned to accessible facilities
13 Learning Support in collegeProfessor office hours Classroom Coaches Academic Enrichment Center Peer tutors Writing tutors Math tutors Academic Advisors Requests for paid tutors Counseling and Psychological Services - CaPS
14 Individualized learning support at CabriniStanding weekly, bi-weekly or monthly appointments Learning support strategies related to disability need Reading, writing, math support Transition support Executive function support- time management, organization, planning, memory/retrieval
15 Secondary Academic AdvisingWhile students are encouraged to meet with their appropriate academic advisors, the DRC can assist in the academic advising process to suggest appropriate classroom accommodations. Advising is individualized to take into account the impact of an individual’s disability on the recommended course selection, including recommendations of an instructor/professor whose teaching style may be a better match for a student’s learning style.
16 Why should my student register with the disability office at their college?Frequently heard statements from students and parents: Student:“ I don’t need accommodations any more…I get this” Student (when asked what their learning challenge is),” I don’t know. I just get extra testing time…” Parent: “ Their disability is not that bad.” OR “My son/daughter MUST register with your office! Can you make them meet with you?” Registration should happen sooner than later for timeliness of provision of needed accommodations- not retroactive… Receiving an accommodation letter allows a student to use accommodations as needed. Learning at the college level may require using accommodations not previously used as a junior/senior in high school
17 What does the registration process for disability accommodations/services look like?We request that the student submit current documentation/psycho- educational evaluation We engage in an interactive process with each student and review requests for accommodations on a case-by-case basis. Other information may be requested in order to establish a disability and the impact it has on living and/or learning in a postsecondary environment.
18 Documentation of disabilityHigh School IEP (Individualized Education Plan) and/or 504 Plan School provides evaluation at no cost Documentation focuses on determining whether student is eligible for services based specific disability categories in IDEA College HS IEP and 504 may be insufficient Documentation guidelines vary dependent upon category of disability Student must obtain evaluation at own expense Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations
19 Documentation Requirements (see handout)Vary by college Example: Learning Disability and ADHD Current evaluation report (varies/ typically no older than 3-5 years) based on a comprehensive psycho-educational evaluation performed by a licensed psychologist or certified school psychologist The report must clearly state that a LD/ADHD exists, provide data to substantiate the diagnosis and verify the need for accommodations
20 Foreign Language and MathRequirements might be waived with appropriate documentation Substitute courses might be offered Decisions are made on a case by case basis and certain colleges/universities may not allow for exemptions and/or substitute courses
21 Students should be prepared to answer these questions…1. What is your disability? 2. What accommodations do you want to receive? 3. How do these accommodations help you with your specific disability? 4. Have you used these accommodations before? 5. If you have not used them before, why do you think you will need them in college? An approved accommodation letter or form will be created for the student to share with instructors.
22 How will professors know what accommodations are needed?Each College or University will create an accommodations document or letter that the student share with their instructors. This document may be automatically ed to each instructor or the student provides a copy on their own. First step in Self-advocacy!
23 VISA= Verified Individualized Services and Accommodations = confidentialAccommodation Letter at Cabrini
24 What are accommodations?Accommodations are adaptations and changes made to elements of a student’s postsecondary program that help to compensate for the student’s impairment(s) and provide equal access to students with disabilities. Level the playing field NOT modification of an academic program
25 Common Accommodations in CollegeExtended time on tests : The format of the test may change but the amount of information remains the same Testing in a distraction reduced room A note taker
26 Tape record lectures Word-processor for essay exams
27 Assistive Technology recommendations for Note Taking
28 Reading, writing and study softwareRead & Write Gold Literacy software that helps with reading and independent study.
29 Learning Ally - AudiobooksStudent receives an account at no cost Audio books support comprehension
30 Expectations in CollegeStudent manages own time, makes own decisions, responsible for consequences of their decisions Classes in college: Allow 2 to 3 hours outside study time per class Substantial amounts of reading and writing Learning- formulating thoughts and critical thinking is required Students take responsibility for learning
31 College professors vs. HS teachers:Expectations- completion of homework and reading assignments, may not provide reminders, expect attendance, consult syllabus Testing in College: less frequent and may be cumulative Test preparation is the student’s responsibility Makeup tests- seldom an option May have multiple exams on the same day Review sessions may or may not be offered Test content is not modified
32 Grades in College May not be provided immediatelyExtra credit may not be an option Each department (major) has a minimum average needed to be in that major (typically a 2.0 or C) A student with a disability can be academically dismissed from a college and success is not guaranteed
33 Test and Grades May be less frequent assessmentsExtra credit work not always an option Grades may or may not be posted on a class management system- e.g. Blackboard “Cabrini Learn” Tests are NOT modified Students need to actively seek out professors via /office hours for information
34 Advocacy Training Awareness of disability Advocate with instructorsPreparation for internships and employment Collaboration with Center for Career and Professional Development
35 Delta Alpha Pi Honor SocietyBeta Omega Chapter Disability awareness events Peer mentors Honor Cord at graduation Qualification: 3.1 GPA after earning 24 credits
36 Summer Transition ProgramSome colleges/universities offer summer transition programs Accepted students who have self identified Workshop opportunity for parents
37 What can students and parents do now for the transition?Step 1: Know the law and research preparing for success in college Step 2: Student understands their rights and their responsibilities
38 Does your child know about their disability, strengths and weaknesses?Be honest and support your child’s understanding of their learning challenges Have the IEP team explain to you the reason why certain accommodations are provided to your student Ask questions and be informed so that you can prepare your child to be his or her own self advocate in college and in life
39 Develop Self advocacy skills“Being able to communicate one’s needs and rights” Communication skills are critical for success in college! Learning to speak for themselves – parents practice this skill now Role play scenarios- practicing eye contact, personal space issues, body language, tone of voice Develop good skills!
40 Students become the adults…And are now in the driver’s seat- not the parents! Faculty and staff assume that students are ready to accept responsibility for meeting class requirements Help them learn from experience now- make their own decisions and then learn from them if mistakes are made.
41 Next Steps for parents…
42 As you begin your search for collegeAsk questions of the disability service office Begin the art of letting go- for both you and for your student by breaking the dependency Books: Letting Go A Parents’ Guide to understanding the College Years by Coburn and Treeger 100 Things Every College Student with a Disability Ought to Know by K. Johnson and T. Hines
43 Next Steps…. Help your son or daughter to understand their learning strengths and challenges Include them in decision making process for college Meet with disability offices at college/university of choice Begin the process of ….Letting Go….. Jane Jarrow,” As parents, it is time for us to step back and allow/encourage/gently nudge our SWD’s (Students With Disabilities) to assume significant independent responsibility for their own lives, both academically and personally.”
44 Know before you go… When college searching…Ask to meet with the disability office to discuss their services and registration process The disability office may have different names, such as: Accessibility office Student Success Center for teaching and learning, etc.. Type “DISABILITY” in the college home page search box to find the office
45 Websites for ResourcesNational Center on Secondary Education and transition Going to College
46 College search processListen and guide your child with their decisions about going to college, which college and if they will be a full time or part time student Reduced course load should be considered
47 There are only two things a parent can give to a child…One is roots. The other is wings.
48 Questions???? Thank you for inviting me to your school todayCome and visit Cabrini!