PEC Newslinks by 0CYvwr

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									  PEC Newslinks                  September 2005

  The Postsecondary Education Consortium serves the Southern region of the
  United States, and is a consortium of state outreach and technical assistance
 centers which are housed at postsecondary programs serving students who are
     deaf or hard of hearing. The mission of the PEC is to enhance learning
 environments that empower these individuals. PEC promotes quality programs
            and services through innovative practices and outreach.

                    Postsecondary Education Consortium
    A508 Claxton Complex       865•974•0607 (v/t)   865•974•3522 (fax)
    Knoxville, TN 37996-3454   865•974•0607 (v/t)   email: pec@utk.edu




Transitioning to                            students. Being well informed will help
                                            ensure a full opportunity to enjoy the
Postsecondary                               benefits of the postsecondary
Education?                                  education experience without
Do You Know Your                            confusion or delay.
                                                The Office of Civil Rights enforces
Rights and                                  Section 504 of the Rehabilitation Act
Responsibilities?                           of 1973 (Section 504) and Title II of
                                            the Americans with Disabilities Act of
                                            1990 (Title II), which prohibit
U.S. Department of Education,
                                            discrimination on the basis of
Office for Civil Rights,
                                            disability. Practically every school
Washington, D.C.
                                            district and postsecondary school in
                                            the United States is subject to one or
                                            both of these laws which have similar
     More and more high school              requirements.
students with disabilities are planning         Because both school districts and
to continue their education in              postsecondary schools must comply
postsecondary schools, including            with these laws, students and parents
vocational and career schools, two-         might believe that postsecondary
and four- year colleges, and                schools and school districts have the
universities. Students with a disability,   same responsibilities. This is not true;
will need to be well informed about         the responsibilities of postsecondary
their rights and responsibilities as well   schools are significantly different from
as the responsibilities that                those of school districts.
postsecondary schools have toward


PEC Newslinks September 2005                                                       1
    Moreover, a postsecondary              basis of disability. In addition, if your
student has responsibilities in            postsecondary school provides
situations where a high school student     housing to nondisabled students, it
does not. OCR strongly encourages          must provide comparable, convenient
every student to know his or her           and accessible housing to students
responsibilities and those of              with disabilities at the same cost.
postsecondary schools under Section
504 and Title II. Doing so will improve    May a postsecondary school deny my
opportunities to succeed as students       admission because I have a disability?
enter postsecondary education.
    The following questions and            No. If you meet the essential
answers provide specific information to    requirements for admission, a
help achieve success.                      postsecondary school may not deny your
                                           admission simply because you have a
As a student with a disability leaving     disability.
high school and entering
postsecondary education, will I see        Do I have to inform a postsecondary
differences in my rights and how they      school that I have a disability?
are addressed?
                                           No. However, if you want the school to
Yes. Section 504 and Title II protect      provide an academic adjustment, you
elementary, secondary and                  must identify yourself as having a
postsecondary students from                disability. Likewise, you should let the
discrimination. Nevertheless, several      school know about your disability if
of the requirements that apply through     you want to ensure that you are
high school are different from the         assigned to accessible facilities. In any
requirements that apply beyond high        event, your disclosure of a disability is
school. For instance, Section 504          always voluntary.
requires a school district to provide a
free appropriate public education          What academic adjustments must a
(FAPE) to each child with a disability     postsecondary school provide?
in the district’s jurisdiction. Whatever
the disability, a school district must     The appropriate academic adjustment
identify an individual’s education         must be determined based on your
needs and provide any regular or           disability and individual needs.
special education and related aids and     Academic adjustments may include
services necessary to meet those           auxiliary aids and modifications to
needs as well as it is meeting the         academic requirements as are
needs of students without disabilities.    necessary to ensure equal
    Unlike your high school, your          educational opportunity. Examples of
postsecondary school is not required       such adjustments are arranging for
to provide FAPE. Rather, your              priority registration; reducing a course
postsecondary school is required to        load; substituting one course for
provide appropriate academic               another; providing note takers,
adjustments as necessary to ensure         recording devices, sign language
that it does not discriminate on the       interpreters, extended time for testing



PEC Newslinks September 2005                                                           2
and, if telephones are provided in          information on the procedures and
dorm rooms, a TTY in your dorm              contacts for requesting an academic
room; and equipping school                  adjustment. Such publications include
computers with screen-reading, voice        recruitment materials, catalogs and
recognition or other adaptive software      student handbooks, and are often
or hardware.                                available on school Web sites. Many
    In providing an academic                schools also have staff whose
adjustment, your postsecondary              purpose is to assist students with
school is not required to lower or effect   disabilities. If you are unable to locate
substantial modifications to essential      the procedures, ask a school official,
requirements. For example, although         such as an admissions officer or
your school may be required to              counselor.
provide extended testing time, it is not
required to change the substantive          When should I request an academic
content of the test. In addition, your      adjustment?
postsecondary school does not have
to make modifications that would            Although you may request an
fundamentally alter the nature of a         academic adjustment from your
service, program or activity or would       postsecondary school at any time, you
result in undue financial or                should request it as early as possible.
administrative burdens. Finally, your       Some academic adjustments may take
postsecondary school does not have to       more time to provide than others. You
provide personal attendants,                should follow your school’s procedures
individually prescribed devices, readers    to ensure that your school has enough
for personal use or study, or other         time to review your request and provide
devices or services of a personal           an appropriate academic adjustment.
nature, such as tutoring and typing.
                                            Do I have to prove that I have a
If I want an academic adjustment, what      disability to obtain an academic
must I do?                                  adjustment?

You must inform the school that you         Generally, yes. Your school probably
have a disability and need an               will require you to provide
academic adjustment. Unlike your            documentation that shows you have a
school district, your postsecondary         current disability and need an
school is not required to identify you      academic adjustment.
as having a disability or assess your
needs.                                      What documentation should I provide?
   Your postsecondary school may
require you to follow reasonable            Schools may set reasonable
procedures to request an academic           standards for documentation. Some
adjustment. You are responsible for         schools require more documentation
knowing and following these                 than others. They may require you to
procedures. Postsecondary schools           provide documentation prepared by
usually include, in their publications      an appropriate professional, such as a
providing general information,              medical doctor, psychologist or other



PEC Newslinks September 2005                                                        3
qualified diagnostician. The required      specific academic adjustment, the
documentation may include one or           school may offer that academic
more of the following: a diagnosis of      adjustment or an alternative one if the
your current disability; the date of the   alternative also would be effective.
diagnosis; how the diagnosis was           The school may also conduct its own
reached; the credentials of the            evaluation of your disability and needs
professional; how your disability          at its own expense.
affects a major life activity; and how          You should expect your school to
the disability affects your academic       work with you in an interactive process
performance. The documentation             to identify an appropriate academic
should provide enough information for      adjustment. Unlike the experience you
you and your school to decide what is      may have had in high school,
an appropriate academic adjustment.        however, do not expect your
    Although an Individualized             postsecondary school to invite your
Education Program (IEP) or Section         parents to participate in the process or
504 plan, if you have one, may help        to develop an IEP for you.
identify services that have been
effective for you, it generally is not     What if the academic adjustment we
sufficient documentation. This is          identified is not working?
because postsecondary education
presents different demands than high       Let the school know as soon as you
school education, and what you need        become aware that the results are not
to meet these new demands may be           what you expected. It may be too late
different. Also in some cases, the         to correct the problem if you wait until
nature of a disability may change.         the course or activity is completed.
    If the documentation that you have     You and your school should work
does not meet the postsecondary            together to resolve the problem.
school’s requirements, a school official
must tell you in a timely manner what      May a postsecondary school charge
additional documentation you need to       me for providing an academic
provide. You may need a new                adjustment?
evaluation in order to provide the
required documentation.                    No. Furthermore, it may not charge
                                           students with disabilities more for
Once the school has received the           participating in its programs or
necessary documentation from me,           activities than it charges students who
what should I expect?                      do not have disabilities.

The school will review your request in         Students with disabilities who
light of the essential requirements for    know their rights and responsibilities
the relevant program to help               are much better equipped to succeed
determine an appropriate academic          in postsecondary school. We
adjustment. It is important to             encourage you to work with the staff at
remember that the school is not            your school because they, too, want
required to lower or waive essential       you to succeed. Seek the support of
requirements. If you have requested a      family, friends and fellow students,



PEC Newslinks September 2005                                                      4
including those with disabilities. Know      responsibilities, new tasks, and face
your talents and capitalize on them,         new situations.
and believe in yourself as you                   Students who plan to live away
embrace new challenges in your               from home for the first time may not
education.                                   be aware of independent living skills
                                             needed to insure success. New
Excerpted with permission: U.S.              challenges in and out of the classroom
Department of Education Office for           may be quite demanding. Students
Civil Rights. Revised May 2005. To           are facing many crucial questions.
receive more information about the           How do I decide on my career goal?
civil rights of students with disabilities   How do I choose the right college?
in education institutions, contact:          How do I apply to college?
                                             What type of accommodations do I
Customer Service Team                        need? How do I get accommodation
Office for Civil Rights                      services? How will it be different from
U.S. Department of Education                 high school?
Washington, D.C. 20202-1100                      For students who are deaf or hard
Phone: 1-800-421-3481                        of hearing, the challenges are even
TDD: 1- 877-521-2172                         greater. The reasons for this are
Email: ocr@ed.gov                            complex, but it is enough to say that
Web site: www.ed.gov/ocr                     students may not have had as much
                                             exposure to a generalized knowledge
                                             of society. Appropriate counseling
                                             addressed to specific issues can
                                             overcome this knowledge gap to a
                                             large degree.
Students in Transition:                          The first step in the process is for
                                             the student to determine his/her wants
What’s the Next Step?                        and needs. To accomplish this, the
                                             student must go through a process of
Lucy Howlett                                 self analysis. Numerous methods are
PEC Virginia                                 available which will help the student
                                             focus on specific fields. Interest
                                             inventory tests, vocational education,
The transition from high school to the       and aptitude tests are available
postsecondary educational                    through school counselors, vocational
environment is a challenge for any           rehabilitation (VR), or from private
student. There are new places, new           testing agencies or psychologists.
faces, and whole new ways of doing               The second step is to understand
things. Not only that, but transitioning     the nature of work in possible careers.
students suddenly find they must             This information can be found in a
advocate for themselves instead of           variety of ways. Any library has books
having programs and services                 (such as the Dictionary of
planned for them. They will be               Occupational Titles or DOT) which list
expected to shoulder new                     jobs and describe what each job
                                             entails, along with the requirements



PEC Newslinks September 2005                                                        5
for entering that field. Career and job      Deaf, can be a valuable resource in
fairs are good sources of information.       selecting a college.
They give the student an opportunity             There are many questions that
to meet prospective employers,               must be considered before a college is
discuss possibilities, and ask               selected. Does the college have a
questions face to face. With some            program and services for students
basic information in hand, the student       who are deaf and hard of hearing? If
can then make appointments for on-           so, when was the program
site visits. Visits to real work sites       established? Do they already have
allow the student to ask workers who         interpreters, free tutors, notetakers,
do the type of work being considered         and assistive devices? How are the
questions about the various jobs.            notetakers and tutors selected? Are
    Decisions as important as                they trained? Are interpreters state-
choosing a career should not be made         screened or nationally certified? How
without consultation. Who should the         many deaf students are currently
student consult? A good place to             enrolled at the college? Does the
begin is with the student’s high school      college have deaf students every year
counselors and teachers. Vocational          or only once in a while? How many
rehabilitation (VR) counselors often         deaf students have attended the
have the most up-to-date information,        college in the past? How did they like
as well as being able to guide a             the college and the services it
student in the proper direction. And, of     provided to them? What are the
course, the student’s own parents and        entrance requirements and costs of
family are good sources of opinion,          attending?
guidance, and information.                       All of these questions should be
    Choosing a college is a job in itself,   asked to the college’s representative
and it’s not accomplished overnight.         or counselor when the student goes to
Research into colleges needs to begin        visit the campus. If the college doesn’t
2-3 years before high school                 have a program for deaf students but
graduation. If the student has               the college is where the student wants
determined a preferred career, college       to go, the student may have the
choice must start with finding colleges      additional burden of educating the
that offer curriculum tailored to that       college about needs and
career. High school and college              accommodations. The student may
libraries usually have numerous              need to seek out qualified support
catalogs from colleges both nearby           services such as interpreters, tutors,
and far from home. Browsing through          and notetakers. Good advocacy skills
these catalogs can give the student a        on the part of the student will ensure
general idea about a particular              that qualified services are sought and
institution and can quickly identify         obtained.
schools offering the student’s
preferred major. College and Career
Programs for Deaf Students, a joint
publication of Gallaudet University and
the National Technical Institute for the




PEC Newslinks September 2005                                                       6
PEC Director                                   among various agencies and
                                               organizations. Most notably, he worked
Don Ashmore Takes a                            closely with the state coordinators for
Swing at Retirement                            deaf services from vocational
                                               rehabilitation offices across the southern
“Putting is like wisdom...partly a natural     region as they met to figure out ways to
gift and partly the accumulation of            address issues and concerns. He urged
experience.”                                   the incorporation of SERID. As one of
—Arnold Palmer                                 the PEPNet regional center directors, he
                                               strived to improve access in higher
Whenever I see or hear or read anything        education for students who are deaf or
about golf, I think of Don Ashmore. Not        hard of hearing. Don always reminded
only is he an avid (and skilled!) golfer, he   us to look at “the big picture” and
also likes to include metaphors about          challenged us to use as many tools from
golfing into everyday life and educational     our professional tool box as possible.
activities. Golf is truly a passion for him.        Thank you, Don, for all of your
When I read this quote from Arnold             contributions over the years. We will
Palmer, it made a lot to sense to me –         miss you, and we wish you a relaxing,
maybe some of Don’s philosophy is              enjoyable retirement with plenty of blue
starting to rub off on me after all the        skies and smooth putting greens.
years we’ve worked together! Don is
definitely someone who has used his            Marcia Kolvitz, Ph.D., Director
natural abilities along with the               Postsecondary Education Consortium
accumulation of experiences to position
himself as a respected resource and
leader within our community.
    On May 31, 2005 our colleague Don
Ashmore retired from the University of         Project Access:
Tennessee where he served as the               It’s a Class Act.
Director of the Postsecondary Education        Helping Teachers to
Consortium (PEC) since 1999. Since he
joined the project in 1983, Don worked         Learn from Students.
closely with Bill Woodrick, former PEC
Director, in building the capacity of PEC      Karen M. Black
as well as establishing and supporting
other projects, including the UT Center        “Slow down!”
on Deafness. When Don retired, he was          That’s what a deaf RIT student
also the Director of the Center on             recently told college professors
Deafness and the principal investigator        attending a workshop designed to
for several other projects related to          teach them how to modify their
deafness, education, interpreting, and         techniques for the deaf students in
rehabilitation.                                their predominantly hearing
    Don’s legacy, however, is greater          classrooms.
than the projects within the university. As        Erin Vlahos, a fifth-year Math
a determined professional, he worked           major, was eager to provide first-hand
hard to develop networks between and           experience to this group of professors



PEC Newslinks September 2005                                                            7
from universities and colleges            Technical Institute in Pennsylvania,
throughout the northeastern United        sent three faculty members to the
States.                                   workshops, which included a train-the
    “Listening to the students gave the   trainer segment.
professors a chance to hear what              “For me, it was a dream come true
we’ve struggled with throughout our       to have Project Access provide in-
lives, and it also helped them better     depth training to our instructors so that
understand how to improve,” she           they, in turn, could provide the same
explains. Like slowing down lectures      to all the faculty of HGAC,” she says.
and PowerPoint® presentations.            “The firsthand experience that these
    “Pause between new subjects.          instructors were able to share was
Take a sip of water or coffee,” Vlahos    invaluable, and in one way or other,
suggests. “When you do that, it gives     they continue to be a resource for their
everyone a chance to catch up and         colleagues. Having fellow instructors
absorb the material, and it gives         present this material was very
interpreters and deaf students a          effective because they were able to
chance to catch up.”                      share their challenges and
    “And easy on the laser pointer,”      successes.”
she adds. “Don’t try to play cat and          “I have been using specific
mouse chase….hold the pointer still       strategies I learned at the Project
for a few more seconds so that            Access workshop like pacing, line of
everyone can see what and where           sight, and working with the
you are pointing.”                        interpreter,” says Lance Marks, a
    The workshop was part of Project      Vocational Rehabilitation instructor
Access, a grant program funded by         with HGAC. “And the Class Act Web
the U.S. Department of Education that     site is an excellent resource for any
NTID is leading to help professors        instructor.”
incorporate some basic strategies to          Another RIT/NTID student,
foster better learning for                Biochemistry major Annemarie Ross,
mainstreamed deaf and hard-of-            also presented at the workshop, to
hearing college students. Project         explain some of the differences
Access implements the principles of       between deaf and hearing students.
Universal Design, a concept that              “Some of us have to make more of
recommends tactics to enhance the         an effort to maintain the same skill
learning potential of all students.       level as others, simply because of our
    NTID faculty members Susan            hearing loss,” she explains. “Grades
Foster, Gary Long and Rosemary            can suffer due to communication
Saur have led the efforts to conduct      barriers in the system, and many of
four workshops for 60 faculty and         these can be fixed by working with
other professionals from across the       faculty members who strive to improve
country, as well as to establish a        their skills.”
resource Web site, called Class Act.          Attendee Mandi Lowstetter, deaf
    Lori Hutchison, supervisor of the     education instructor, also at HGAC,
Deaf and Hard of Hearing Services         thought having the students give their
Unit of the Hiram G. Andrews Center       perspective was beneficial to
(HGAC) at the Commonwealth                everyone.



PEC Newslinks September 2005                                                      8
    “I have begun asking my own             Do Parents Transition
students what they would tell their
teachers,” she says. “Most of it was        Too? Workshops Help
identical to the Students’ Top Ten          Parents Understand the
List for Teachers on the Class Act          Process.
Web site. But the most beneficial
piece of information I received is to
                                            Lisa Rimmell
not be afraid to use the Universal
                                            Knoxville Center of the Deaf
Design approach to teaching,
because it just might benefit more
students than the student I intend to       Deaf and hard-of-hearing students
assist,” she adds.                          who decide to attend a postsecondary
    In addition to the Top Ten list,        institution must make many decisions
professors who visit the Class Act          before leaving the secondary school
Web site (www.rit.edu/classact) will        environment. A transition plan must be
find ready-to-use classroom handouts,       established for these students to help
a place to network and share                ensure their postsecondary success.
information, and videotaped faculty         Parents play a critical role in the
and student input. Organized into           development of transition plans;
teaching, communication, support            however, they often are unprepared to
services and environment categories,        assume this role, and may not have
professors may use the site for             the information and tools they need to
strategies and tips to address the          assist their child through the transition
challenges they face, and ultimately        phase.
foster better learning for deaf, hard-of-        Parents must guide their son or
hearing and hearing students.               daughter through the experience of
                                            deciding where to live, establishing
Reprinted with permission.                  financial independence, and achieving
NTID Focus, Fall/Winter 2004, p. 14.        goals for the future. The time of
                                            transition is intimidating for most
                                            students; but for students who are deaf
                                            and hard of hearing, the nature of their
                                            disability presents unique challenges to
                                            the transition process. Language and
                                            communication may cause difficulties,
                                            and deficits in the areas of life skills,
                                            role expectations, and work ethic can
                                            complicate transition efforts.
                                                 Parents often want to participate
                                            fully in the transition process, but they
                                            may lack the information and tools
                                            necessary to do so. Students who are
                                            deaf or hard of hearing must receive
                                            guidance from parents during the
                                            transition process in order to achieve
                                            success in a postsecondary



PEC Newslinks September 2005                                                        9
environment. With proper guidance          hearing face unique challenges during
and training, parents will be equipped     the transition process; challenges
to (a) provide information regarding       including communication and language
postsecondary education including          issues, lower academic achievement
legislation relevant to transition, (b)    levels, struggles related to literacy
develop skills to help students choose     skills, and poor self-advocacy skills
an appropriate postsecondary               (Garay, 2002). Comparisons with
institution, (c) acquire tools for         hearing peers often cause a student
preparing students for college             who is deaf or hard of hearing to
success, and (d) establish appropriate     experience anxiety and stress.
boundaries to foster student               Problems with role expectations, work
independence.                              ethic, life skills, and an uneducated
     Transition planning must address      public may make success more
both short and long-term goals.            difficult for students who are deaf and
Students and parents work in               hard-of-hearing. Communication
conjunction with professionals such as     barriers may make such skills as
teachers and counselors to develop         budgeting, paying bills, and using ATM
transition plans. Such extensive           machines problematic. These skills
planning is necessary, since many          often are learned through incidental
students with disabilities are at a        learning, and may be overlooked by
significant disadvantage when              parents of deaf and hard-of-hearing
compared to their peers. According to      children (Starnes, 2001). Students who
the results of the National Longitudinal   have a disability might not be taught
Transition Study released in 1993          how to advocate for accommodations,
(Edmonson & Cain, 2002), students          which may limit their opportunity to
with disabilities were more likely than    participate in empowering experiences
students without disabilities to           (Powers et al., 2001). Parents may
experience poverty, and to become          have low expectations for student
unemployed or remain underemployed.        success or may be unaware of options
Additionally, students who have a          and accommodations available.
disability have fewer opportunities to     The time of transition is significant for
live independently and may not be fully    both parents and students, but
integrated into their community.           schools often do not provide
Transition planning offers a student the   assistance for families during the
opportunity to explore postsecondary       transition process. Parents often are
options and can impact on future           unaware of a transition plan, or their
employability. Equal participation by      legal rights regarding their
students and parents is necessary to       involvement in the transition planning
ensure the success of the transition       process. Parents may depend on
process.                                   teachers or counselors to make
     Parents should allow students to      decisions during the transition
make decisions during transition           process. Consequently, this leads to
planning meetings and should               low parental participation in the
reinforce students’ decision-making        transition planning process (Gallivan-
skills and parents must recognize that     Fenlon, 1994). Parents must be taught
students who are deaf and hard of          how to work appropriately with



PEC Newslinks September 2005                                                     10
teachers and counselors, since they          support services is dramatically
tend to become less involved in their        different upon exiting the secondary
child’s education the older s/he             school environment. The parents and
becomes. Additionally, parents of            the student may be frightened at the
students who are deaf and hard of            prospect of changing from a structured
hearing may be accustomed to                 system where services are provided,
abdicating decision-making to school         to one where the student must now
professionals, and they may not have         advocate for him or herself and
the appropriate knowledge of their           request services.
child’s skills and abilities (Starnes,            Upon entering a postsecondary
2001).                                       institution, students must demonstrate
     Parents who are involved in the         eligibility for services and accept
transition process often have many           responsibility for requesting them
concerns that professionals can help         (Edmondson & Cain, 2002). When
address. Some parents may need               visiting the support services office or
training to help foster self-                going on a college interview, parents
determination skills in their children. An   frequently ask the questions on behalf
emphasis on self-determination               of the student rather than encouraging
benefits both the student and the            the student to do so. Training during
parent as the student learns to              the transition period can help parents
transition to an adult role. As students     understand the student’s need to
develop self-determination skills and        assume these responsibilities. At the
learn to advocate for themselves,            postsecondary level, students must
traditional parent-child roles will need     inform the appropriate personnel of
to be redefined. This role shift may be      their disability, provide documentation,
difficult for the parents. Training can      and propose appropriate
facilitate a smoother transition and         accommodations that will help them
help parents and students develop            succeed in their programs of study
skills for coping with these types of role   (Stodden, 2001). Parents must be
shifts (Field, 1996). Parents should be      made aware of policies and
taught how to guide deaf and hard-of-        procedures when guiding their deaf or
hearing students instead of making all       hard-of-hearing student in the choice
of the decisions for them. If parents do     of postsecondary training, and should
not allow students to make decisions,        support their student in transitioning to
students may not develop the skills          the independence required for their
necessary for success in the                 ultimate success.
postsecondary environment. The goal               In response to the need for
of parent training is to teach them how      parental training, four workshops have
to support their students advocating for     been developed to address concerns
their own services in the                    and needs during student transition.
postsecondary arena.                         The first three workshops have been
Parents also must assist deaf and            designed specifically for parents of
hard-of-hearing students in learning to      deaf and hard of hearing students.
request accommodations at the                The fourth workshop facilitates
postsecondary institution of their           parent/student interaction and
choice. The procedure for obtaining          discussion. Ideally, this workshop



PEC Newslinks September 2005                                                       11
would be taught to both parents and          Garay, S. (2002). Transition planning
students, but it can be modified for            process: Giving deaf students a
use with parent-only groups. Each               voice. In K. Jursik (Ed.), PEPNet
workshop is preceded by a facilitator’s         2002: Diverse Voices, One Goal
instruction sheet that contains                 (pp. 134-139). Knoxville:
information needed to lead the                  Postsecondary Educational
session. For more information about             Consortium.
this project, parent training workshops,
or the training manual, contact Lisa         Powers, L., Ellison, R., Matuszewski,
Rimmell at <lrimmell@yahoo.com>.               J., Wilson, R., Phillips, A., & Rein,
                                               C. (2001). A multi-component
References                                     intervention to promote adolescent
                                               self-determination. Journal of
Edmondson, C. & Cain, H. (2002). The           Rehabilitation, 67(4), 13-19.
  spirit of the individuals with
  disabilities education act:                Powers, L., Turner, A., Matuszewski,
  Collaboration between special                J., Wilson, R., & Loesch, C. (1999).
  education and vocational                     A qualitative analysis of student
  rehabilitation for the transition of         involvement in transition planning.
  students with disabilities. Journal of       The Journal for Vocational Special
  Applied Rehabilitation Counseling,           Needs Education, 21(3), 18-26.
  33(4), 10-14.
                                             Starnes, S. (2001). When transition
Field, S. (1996). Self-determination            comes: Counseling deaf and hard-
    instructional strategies for youth          of-hearing students. Odyssey, 2(3),
    with learning disabilities. Journal of      12-14.
    Learning Disabilities, 29(1), 40-52.
                                             Stodden, R. (2001). Postsecondary
Gallivan-Fenlon, A. (1994). Their senior        education supports for students
   year: Family and service provider            with disabilities: A review and
   perspectives on the transition from          response. The Journal for
   school to adult life for young adults        Vocational Special Needs
   with disabilities. Journal of the            Education, 23(2), 4-11.
   Association for Persons with
   Severe Handicaps, 19(1), 11-23.




PEC Newslinks September 2005                                                         12
PEPNet Proudly                            adult service providers from
                                          rehabilitation agencies and centers for
Announces the                             independent living may also
2006 Biennial                             participate. At the biennial conference,
                                          we strive to address issues and
Conference:                               concerns expressed by direct-service
Roots & Wings                             personnel, and we expect informative
                                          concurrent sessions designed to
                                          promote new strategies in service
MARK YOUR CALENDAR:                       delivery. The upcoming conference
                                          theme, Roots & Wings, emphasizes
Hyatt Regency                             the strong history our conference
Louisville, Kentucky                      participants have in providing effective
April 5-8, 2006                           services to students who are deaf or
                                          hard of hearing, and also their
                                          creativity in developing new strategies
We hope you will join us in Kentucky,
                                          and resources to address the needs of
April 5-8, 2006, for the PEPNet
                                          a rapidly changing population of
Biennial Conference: Roots & Wings.
                                          students. Themes will include topics in
The PEPNet conference offers an
                                          transition, teaching English to students
opportunity to bring a variety of
                                          who are deaf and hard of hearing,
professionals together including
                                          innovative practices and service
administrators, counselors,
                                          models, hot topics sessions,
interpreters, tutors, service providers
                                          successful curriculums, technology,
and staff and faculty members from
                                          communication skills, efficient service
developmental studies as well as
                                          delivery, and many other areas of
college-level courses. Interested
                                          interest.
secondary-level faculty and staff and




PEC Newslinks September 2005                                                    13

								
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