Keys To Post Secondary Success

3/20/2008Sweetser/DeschampsKeys to Postsecondary Success for Students with DisabilitiesAnn DeschampsTransition LiaisonFairfax County Public SchoolsAnn.Deschamps@fcps.eduCarol J. SweetserCounselor, Disability ServicesNorthern Virginia Community College, Annandale Campuscsweetser@nvcc.edu3/20/2008Sweetser/DeschampsEligibility vs. Entitlement3/20/2008Sweetser/DeschampsDisability(IDEA)IEP meetingsgoals and objectivesSpecial classes and/or programsSelf-determinationself-advocacy skillsAccommodationsLife While in High School3/20/2008Sweetser/DeschampsLife After High SchoolNo IDEA, no IEPADA and 504World of workreasonable accommodationdisclosurePost-secondary educationdocumentationacademic adjustmentsauxiliary aids and servicestesting accommodation3/20/2008Sweetser/DeschampsIndividualWorld of workReasonable accommodationsPostsecondary educationSupport servicesSelf-determinationself-advocacy skillsRecreational and leisure activities Life After High School3/20/2008Sweetser/DeschampsIndividualized Education Plan in the Least Restrictive EnvironmentVS.Equal Opportunity to Fully Participate3/20/2008Sweetser/DeschampsKeys to Success: Post Secondary Considerations3/20/2008Sweetser/DeschampsHow College Differ FromHigh School:No special educationCompensatory strategies, but no elimination of essential requirementsSelf advocacy/no parental interventionNo obligation to provide personal services unless available to general student populationStudent must self-identify and provide current documentation3/20/2008Sweetser/DeschampsADA and Section 504 give general guidelines. The specifics are up to the school.Most schools have adopted the AHEAD recommendations for best practices to identify what is appropriate to demonstrate impact of disability on adult learning. In general, colleges want documentation of a disability to be no more than 3 years old. Important to check w/each individual college to find out their exact requirements. In all cases, provision of documentation is the responsibility of the student and not that of the college or the public school system.Documentation3/20/2008Sweetser/DeschampsSelf-IdentificationMany students with disabilities are not taking advantage of disability support services on campusAnxious to shed the “special education” label from high schoolParent is no longer the primary advocateMay not be aware services are available3/20/2008Sweetser/DeschampsAccessing Disability Support ServicesAll schools have some type of disability support services programFew schools have special programsImportant to check with the individual school to learn about their specific services and procedure for applying for services3/20/2008Sweetser/DeschampsMost Frequently Used AccommodationsExtended timeTesting in a quiet settingBooks on tapeVolunteer Note takers or tape recorderAdditional tutoringAnswers directly on test sheetsFour-function calculatorInterpreters/Assistive Listening DevicesAdaptation of classroom equipment3/20/2008Sweetser/DeschampsInappropriate AccommodationsDifferent test formatsMandatory provision of lecture notesWaiver/substitution of essential courses or components of coursesReader/scribes (unless for physical/visual reasons)Aides for personal studyGraphing CalculatorsExemption from policies and guidelines of the college3/20/2008Sweetser/DeschampsKeys for Student Success:Able to describe their disability and educational historyAble to identify helpful accommodationsAble to manage class schedules/keep track of due dates and exam schedulesAble to study independentlyAble to manage money3/20/2008Sweetser/DeschampsContinued:Aware of how to access disability services and extra support servicesAble to speak with their professorsAble to keep track of grades and class progressAware of rights and responsibilities under 504 and ADAAble to recognize when school is not going well3/20/2008Sweetser/DeschampsHow To Prepare While in High SchoolWork in high school to develop a good academic recordGather appropriate documentation of the disabilityCheck with individual schools to find out their exact requirementsLearn how to talk about the disability and necessary accommodations with counselorsUnderstand differences between the laws in high school and college