A Wisconsin Disability Documentation Guide

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					A Wisconsin Disability
Documentation Guide:
   Helping People with Disabilities
   Prepare for Post Secondary
   Education and Training

   Rehabilitation and Transition Conference,
       Kohler, Wisconsin, March, 2010
Table of Contents
  I. Disability                V. Elements of
   Documentation –               Documentation by
   Introduction                  Disability
  II. Summary of               VI. Websites for
   Applicable Laws               Disability
  III. Disability               Documentation
   Documentation – What          Information at
   is it and how is it used?     Wisconsin Colleges
  IV. Obtaining &              VII. Resource
   Providing Disability          Websites
   Documentation                VIII. Appendices
Key Points

  This is a “guide”. Keep in mind that individual
   institutions vary and it is always best to contact
   the disability offices for specifics.
  Current relevant data on a disability is required
   by post secondary institutions.
  Students must advocate and self-identify!
   Know about your disability and be able to
   discuss needed accommodations.
Key Points

    Laws governing public schools provide
     entitlement to success; however, laws which
     govern post secondary institutions ensure
     equal access to education.
    According to IDEA04, K-12 schools are not
     required to provide any assessment for the
     purposes of post secondary. In some cases,
     it may be appropriate for the student/parent
     to request updated testing for the transition
     assessment through the IEP process.
Key Points

    Laws governing public schools provide
     entitlement to success; however, laws which
     govern post secondary institutions ensure
     equal access to education.
    According to IDEA04, K-12 schools are not
     required to provide any assessment for the
     purposes of post secondary. In some cases,
     it may be appropriate for the student/parent
     to request updated testing for the transition
     assessment through the IEP process.
Key Points

    Begin the process of obtaining
     documentation as early as possible.
    Identify yourself as a student with a disability
     in a timely fashion so any accommodations
     you might require for placement tests,
     classes, etc., can be in place.
    When you visit campuses of interest, make
     sure to have an appointment with their
     Disability Support Offices to learn about
     available services and supports.
Sections
Section I Disability Documentation -
Introduction

     This is a “guide”                   Depending upon chosen
     Collaborative effort among K-        course of study, additional
      12 special education, CESA,          documentation may be
      disability services offices at       required
      technical, university               Require current, relevant data
      campuses, independent                on student’s disability
      colleges, DPI and technical         Formal documentation
      college office staff                 includes history of services,
     No federal standards on              evidence of functional
      documentation of disability at       limitations, names of
      post secondary level                 assessment tools, results tied
     Documentation requirements           to previous treatments,
      & practices are determined           recommended
      by individual institutions and       accommodations
      can vary                            Students take on
                                           responsibility for disclosing
                                           disability & advocating for self
Section II Summary of Applicable Laws

    IDEA 04                         Section 504 & ADAA
    Public Schools (PK-12)          Society as a whole
    Tells what MUST be               (including post
     done and provided to             secondary)
     students                        Tells what CANNOT be
    Schools must locate,             done to people with
     refer, evaluate and              disabilities in schools,
     develop individualized           employment and
     programming for                  community
     students with disabilities       (discrimination)
Section II continued
    IDEA                           504/ADAA
    Entitlement                    Civil Laws, not programs
    Applies to children in K-      Applies to anyone
     12                             Federally funded
    Covers certain specific         entities, and businesses
     disabilities with an            and employers
     educational impact             Do not include benefit,
    Guarantees certain              services or programming
     benefits and services           to individuals
Section II continued
    High School Transition        Indicators 13 & 14
     Planning is critical          13th - Transition
    Parents and child should       requirements related to
     contribute to this             the IEP
     process keeping in mind       14th – Performance
     child’s strengths,             indicator for post high
     interests and                  school outcomes
     preferences                   Summary of
    Encourage advocacy             Performance (SoP)
     and involvement of child
     in IEP process
Section III   Disability Documentation –
What is It and How is It Used?
     Institutions DO vary                   Links functional limitations to
     Documents a disability                  specific requested
      currently exists                        accommodations
     Documentation to establish             Accommodations do not
      eligibility for services                ensure success in a class or
     Documents need for                      degree program, but equal
      accommodation                           access to a class
     Shows it substantially limits a        Accommodations do not
      major life activity (ie learning)       reduce or change academic
      & ability to participate equally        standard or alter the nature of
      in activities associated with           the course or degree
      learning                                standard
     Completed by appropriately             How does request reduce
      licensed professional                   impact of disability on task
     Multiple disorders –                   504 or IEP NOT sufficient on
      documentation for each                  its own
Section III   Disability Documentation –
What is It and How is It Used? Con’t.

     Accommodation History       Intake Timeline &
     Some accommodations          Process
      from high school            Do well in advance of
      continue in post-            the first semester
      secondary (note taker,      Can take several weeks
      audio books, adaptive        to get some
      computer technology)         accommodations in
     Others do not (open-         place
      book tests, modified        Must self-
      assignments,                 identify/advocate
      clarification of test       Schedule a transition
      questions)                   meeting
Section IV Obtaining & Providing
Disability Documentation
  A student’s IEP or 504        Demonstrate current
   plan is helpful, but NOT       substantial impact on
   sufficient to document a       one or more major life
   disability or to determine     activities
   appropriate academic          History of onset (when
   accommodations.                appropriate) & history of
  K12- access services           accommodation
  Post-Secondary –              For students entering
   verification a disability      from public schools,
   currently exists               Summary of
  Documentation for              Performance (SoP)
   EACH requested                ALWAYS check with the
   accommodation                  specific college for
                                  specific requirements
Obtaining and Providing Disability
Documentation (con’t.)
  RTI (Response to          Chart at end of
   Intervention)              section
  Updated testing, if       FAQs
   needed, before                  Obtaining updated
   requesting                       testing
   accommodations                  3-year re-
  Suggested places to              evaluations &
   get testing done/fees            current
   (for those out of high           documentation
   school)
Section V Elements of
Documentation by Disability
                                4.   In some cases,
 1.    Definitions of                disability categories in
       disabilities according        K-12 do not coincide
                                     with a disability
       to WI DPI Eligibility         category at the post-
       Checklists                    secondary level
 2.    Alphabetical             5.   Post-secondary uses a
 3.    Charts divided into:          medical model (DSM)
      -Who Can Diagnose         6.   New addition of
      -Recency of                    Speech/Language
                                     disability
          Documentation
                                7.   Differences between
      -Contents of                   EBD (K-12) and specific
          Documentation              psychological disorder
                                     (Post-secondary)
Section VI Websites for Disability
Documentation at Wisconsin Colleges



  1.   University of Wisconsin Campuses
  2.   Wisconsin Technical Colleges
  3.   Wisconsin Independent Colleges
Section VII Resource Websites

 Contains many valuable websites that
  relate to different portions of this guide
Section VIII Appendices

 Summary of Performance
 1. Students graduating
 2. Aging out of high school
 3. Requirement of IDEA 04
 4. NOT the sole source for disability
    documentation
 5. In some districts, the Notice of Graduation
    contains the SoP information (notation)
 6. The SoP is NOT a part of the IEP
Presenters

    Steve Gilles,                 Liz Kennedy,
 steve.gilles@dpi.state.wi.us   kenneel@saukpr.k12.wi.us


    Tom Heffron,
 tom.heffron@wtcsystem.edu


    Rivi Hatt
 rivi.hatt@gotoltc.edu