E30-Qualified Students with Disabilities by chenmeixiu

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									               IACAC Conference 2011
         Transition to College for High School
              Students with Disabilities:
           What You Need to Know to Help
          Students and Parents Successfully
               Navigate the Transition

Karen L. Wold, M.S.Ed.                                Susann J. Sears, M.Ed.
Learning Disabilities Specialist                      Disability Specialist
217-333-8705                                          217-333-4602
kwold2@illinois.edu                                   sheft@illinois.edu

                                  University of Illinois
                 Disability Resources and Educational Services (DRES)
                                    1207 S. Oak St.
                                 Champaign, IL 61820
                                  217-333-0248 (fax)
            Session Agenda
► Differences between   high school and college
  for students with disabilities
► Ways to help students in high school
  prepare for college
► How to access disability-related services at
  the college level
► Specific transition considerations for
  students with different types of disabilities
► Questions, comments
Differences between High School and
College for Students with Disabilities

 • High School: Students are identified
              High School: districts
    by their schoolStudents are by their school districts.
                                            their school
  High School: Students are identified byidentified by districts.
              their Students are identified
  Hy their School: school districts.


     College: Students must self-identify
            Students must self-identify self-identify by
             College: Students must by
 •College: Services officewith the Disabilityregistering with the
  Disability registering                      Services
  s. by registering with the Disability
             office

     Services office
  College: Students must self-identify by registering with the
 Disability Services office
Differences between High School and
College for Students with Disabilities

   • High School: Information is shared
     with parents or guardians

   • College: Student’s right to privacy
     and confidentiality is upheld
Differences between High School and
College for Students with Disabilities

• High School: The role of disability
  accommodations may better guarantee
  success

• College: The role of disability
  accommodations provide an equal
  opportunity to either succeed or fail
Differences between High School and
College for Students with Disabilities

 • High School: Students are provided with
   the accommodations they need based on
   what is discussed between their
   parents/guardians and the school staff
   (e.g. – arrangements that are made during
   an IEP meeting)

 • College: Students must seek out disability
   services and be able to state what
   accommodations they need and why they
   are necessary
Differences between High School and
College for Students with Disabilities

• High School: Time spent on
  homework and studying in high school
  can be brief

• College: Time spent on homework is
  usually 2 hours for every hour spent in
  class (or more)
Differences between High School and
College for Students with Disabilities

• High School: Preparing for exams
  usually involves memorization and
  identification of information

• College: Preparing for exams will
  involve application of information
Differences between High School and
College for Students with Disabilities

• High School: Instructors clarify and
  remind students of exam dates and
  assignment deadlines

• College: Students are expected to
  know exam dates and assignment
  deadlines by referring to their course
  syllabi, and are responsible for
  initiating any requests for clarification
             Legal Differences
► Laws governing services for students with
 disabilities are different in college than they were
 in elementary school and high school
   “Child find” under IDEA, 504 and ADA require student to
    self-disclose
   504 and the ADA ensure ACCESS not SUCCESS (IDEA
    focuses on success)
   504 and the ADA require access to existing resources
   504 and the ADA do not require support which is not
    otherwise provided to other students
             Student Rights
► Equal  access to courses, programs, services,
  activities and facilities
► Equal opportunity to learn
► Access to reasonable accommodations,
  academic adjustments/modifications and
  auxiliary aids & services
► Appropriate confidentiality
         Student Responsibilities
► Meet  qualifications (for admission, etc.)
► Maintain essential institutional standards
► Disclose the fact that he/she has a disability
  requiring accommodation
► Provide necessary documentation, including
  a specific diagnosis of disability
► Request accommodations by following
  college/university procedures
              Institutional Rights
► Establish and maintain standards for programs, courses,
  services, activities and facilities, and to evaluate students
  on this basis
► Request and receive necessary documentation that links
  the functional effects of the disability to the requested
  accommodations.
► Deny requests for accommodation when there is
  inadequate validating documentation
► Deny requests that constitute an undue hardship or a
  fundamental alteration of a program or service
     Institutional Responsibiities
► Provide  information in a timely and accurate
  manner and in accessible formats
► Ensure that programs when viewed in their
  entirety are available and usable in the most
  integrated and appropriate settings
► Evaluate students on their abilities, not disabilities
► Provide necessary, effective academic adjustments
  and auxiliary aids for any KNOWN disability
► Maintain appropriate confidentiality
              Practical differences
High School                            College
School day is structured               School day is unstructured –
                                       student is responsible for managing
                                       his/her time
School provides assessment of          Student is responsible for
disability                             identifying themselves and
                                       providing documentation of the
                                       disability
Eligibility for services is determined Eligibility for services is determined
by disability diagnosis                by the severity of the impact of the
                                       disability on a major life activity
                                       (learning, speaking, walking,
                                       concentrating)
         Practical differences (cont.)
High School                           College
Parents and/or high school special    Student informs professors of their
education teachers or 504             needs (usually by means of a letter
coordinators inform teachers of       from Disability Services)
student’s needs
Modified curriculum (e.g., student    No modified curriculum – consider
completes 10 math problems instead    alternatives such as reduced course
of 20)                                load
Waive course requirements (e.g.,      No waiver of course requirements
foreign language)                     Many institutions offer substitutions
                                      of course requirements
Parents and/or high school special    Students need to speak to their
education teachers can speak with     professors about grades. Professors
regular ed teachers about student’s   will not tell a student’s grades to
grades and progress                   Disability Services staff or parents.
   Ways to Help Students in High
    School Prepare for College
► Educate  the student about his/her strengths as
  well as weaknesses or areas of disability.
► Provide opportunities for the student to effectively
  self-advocate by being able to explain his/her
  accommodation needs to teachers and others.
► If accommodation needs are being taken care of
  by parents and teachers, begin to consider other
  options, including assistive technology (spell
  check, alarms on cell phone for reminders, etc.)
► Student should take a college preparatory
  curriculum, which includes foreign language.
             Ways to Help (cont.)
►   Student should be involved in at least one extra-curricular
    activity
►   Student should take advantage of mentorship, internship
    or other work experiences
►   Review the requirements for admission into the college(s)
    that the student is interested in with the student.
►   Review the documentation requirements and procedures to
    apply for disability services at the college(s) the student is
    interested in with the student.
►   Look at the college as a whole to ensure the best fit for the
    student (not just at disability services).
 Types of Higher Education Institutions

► Junior   or Community College

► Technical/Vocational Schools


► College   (4 year)

► University
      Technical/Vocational Schools
►   Emphasize preparation for specific careers

►   Some schools specialize in only one area, while others
    provide a wide variety of programs

►   Award diplomas, certificates, licenses, and sometimes
    associate’s degrees and bachelor’s degrees

►   Students may or may not be able to transfer credits to
    traditional academic degree programs
           College (4 Year)
►A four-year college grants bachelor’s
 degrees (Bachelor of Arts; Bachelor of
 Science)

► Some colleges also award Master’s Degrees,
 and some also offer a two year Associate’s
 Degrees
                University
►A school that offers both undergraduate and
 graduate studies, and it may be made up of
 several colleges

► One of the major differences between a
 College and a University is that a University
 usually has graduate degrees (master’s and
 doctoral) and research programs
                       College vs. University?
                               University
                        Pros                             Cons
• Wide variety of majors and courses   • Large class sizes
• Well-stocked libraries               • Many courses taught by teaching
                                         assistants, not professors
• Variety of housing opportunities
                                       • Professors focused on their own
• Well-funded sports programs            research and graduate thesis projects—
• Wide range of academic and social      little student-teacher interaction
  opportunities                        • Pressure on students to take initiative;
• Distinguished or famous faculty         to be go-getters
                                       • More rules and procedures related to
                                         enrolling in and designing course
                                         study—red tape
                                       • Potential of getting lost in crowd
www.collegeboard.com
                   College vs. University?
                        Community or 4-Year College
                       Pros                          Cons
• Small class sizes                    • Limited housing options
• Hands-on learning opportunities      • Fewer majors to choose from
• Individually-designed majors
                                       • Fewer physical resources
• Strong advising system; advisors
  know students very well              • Smaller libraries
• Strong sense of community            • Fewer entertainment and social
• Professors, not graduate students,     opportunities
  teach most courses                   • Less emphasis on sports
• Opportunity to get to know           programs
  professors well

www.collegeboard.com
What is the Right Fit For You?
  Talk with people who know you best and who have graduated
   from a college or university (e.g., parents, siblings, teachers).
  Meet with your guidance counselor to help you explore options
   and review college/university information online.
  Attend college and university fairs at your high school or in the
   community.
  Visit the college and university campuses you are most
   interested in or take a virtual tour on their Web sites if you
   aren’t able to visit all of your choices.
  Contact the admissions office of the college or university you are
   interested in attending.
  Talk to students with disabilities who are currently enrolled in a
   college or university.                              www.going-to-college.org
                    Which College?
►   College Matching Wizard
       https://studentaid2.ed.gov/gotocollege/collegefinder/wizard_intro1.as
       Narrows down by criteria you decide:
         ► Type
         ► Location
         ► Setting
         ► Size
         ► Academics
         ► Cost
         ► Campus Life
         ► Student Body
      Comparing General College
             Resources
• Contrast and compare college resources:
  ►   www.going-to-college.org/planning/activities.html
       Activity #5 under “Choosing a College” section
• Contrast and compare college resources:
  ►   www.going-to-college.org/portfolio/campuslife.html
       Under “Finding Resources” section
       FYI: Disability Services at different institutions will vary
        greatly, so do your research on a school before you apply.
  Determining a Degree Program
• What interests you? What can you see
  yourself doing as a career?
► Several online resources to help you:
   Discover Your Perfect Career Quiz
    ►   http://resources.monster.com/tools/quizzes/perfectcareer/

   Explore careers
    ►   http://www.bls.gov/k12/

   Career Values Test
    ►   http://www.stewartcoopercoon.com/jobsearch/freejobsearchtests.phtml#cvt

   Occupational Outlook Handbook
    ►   http://www.bls.gov/oco/home.htm
              College Admissions
► Commonly asked questions about the
 admissions process:
  What role does my student’s disability play in their likelihood
  of being admitted to a post-secondary institution?
   Students with disability are admitted no differently than students
    without disabilities; held to same admission standards

  When should my student disclose disability
 information?
   Can not be required to disclose disability status during admissions
    process; may choose to do so if feel this information is necessary
    to explain portions of your academic record (e.g. missing foreign
    language classes, change in grades due to diagnosis and
    subsequent disability-related services)
    College Admissions Cont…
My student would prefer to disclose information about
their disability, what should they tell an admissions
committee?
 Type of services received, strengths, academic interests, other
  information necessary for admissions committee to understand
  your academic record and/or unique high school experience

Does the admissions committee need my disability
documentation paperwork?
 Specific disability documentation (e.g., psychological assessment
  report, IEP, 504 plan) should not be sent to an admissions
  committee. This information can be sent to the disability services
  office at the institution of choice, once the student has accepted an
  offer to attend.
     College Application Preparation
►   Visit www.going-to-college.org/planning/applying.html for
    more tips, thoughts and suggestions on applying to college.
     Before you get started, think about how you would answer the
      following questions:
        ► What is the best way for you to manage multiple deadlines?
        ► What resources are available in your high school to help you write an
          impressive personal essay for your college application?
        ► What are some advantages and disadvantages of disclosing your
          disability in your college essay?
               Think about using an optional essay to do this and explain any
                discrepancies.

►   ACT/SAT
     Find out if a standardized test is required; if so, does the college
      prefer the SAT or ACT.
     In appropriate situations, students can receive testing
      accommodations for both types of exams:
        ►   ACT - www.act.org/aap/disab/chart.html
        ►   SAT - http://sat.collegeboard.com/register/for-students-with-disabilities
                   Financial Planning
►   What is financial aid?
     Financial aid is monetary assistance that allows individuals to pay the
      costs of attending college when their own resources are not enough.

     There are four types of financial aid (Heath Resource Center, 2007):

        ►   Grants – Aid that generally does not have to be repaid.

        ►   Loans – Money borrowed to cover school costs, which must be repaid, usually
            with interest, over a specified period of time, typically after the student has
            graduated or left school.

        ►   Work-study – Employment that enables a student to earn money toward a
            portion of school costs during or between periods of enrollment. These usually
            on-campus positions are supplemented by the federal government.

        ►   Scholarships – Gifts and awards based on a student’s academic achievement,
            background or other criteria.


                                                         www.going-to-college.org/planning/aid.html
                 Financial Planning
► Online   resources:
   Financial Aid Easy Planner – determines cost, see if
    you’re saving enough, search for scholarships, apply for
    aid and more!
     ►   http://apps.collegeboard.com/fincalc/ep/wizard-home.jsp

   Financial Aid Planning Calendar for your senior year:
     ►   http://www.vaview.vt.edu/resources/pdf/9-
         12/Financial%20Aid%20Planning%20Calendar.pdf

   Questions to ask financial aid offices at the colleges of
    your choice:
     ► www.collegeboard.com/student/pay/add-it-up/398.html
     ► www.fastweb.com/financial-aid/articles/231-15-questions-to-ask-your-financial-
       aid-office
                Financial Resources
►   Fastweb ~ http://www.fastweb.com
      FastWeb is the nation’s largest source of local national and college-
       specific scholarships.
►   BrokeScholar ~ http://www.brokescholar.com
►   College.net ~ http://www.collegenet.com
►   Heath Resource Center ~ http://www.heath.gwu.edu
      Go to the Modules tab at the top and select “Financial Aid”
►   Disaboom ~
    http://www.disaboom.com/Resources/DisabilityScholarships
    /Default.aspx
    How to Access Disability-Related
     Services at the College Level
► Look at college web site and search for “Disability Services”
► Application process for Disability Services is usually
  different than, and separate from, the application process
  for admission to the institution
► Make an appointment to visit staff in the Disability Services
  office and come with questions (it is best if the student
  does most, if not all, of the talking!)
► Once a student is registered with Disability Services,
  he/she needs to follow their procedures to access services.
  Advanced notice is usually necessary before services and
  accommodations (e.g., extended time on tests) can be
  provided.
Specific Considerations for Students
 with Specific Types of Disabilities
►   Students with Learning Disabilities – documentation of the
    disability is a major consideration
     State of Illinois no longer testing every three years – colleges need
      recent documentation of disability to substantiate disability and
      determine accommodation needs
►   Students with Attention Deficit Disorder and Psychological
    Disorders (depression, anxiety, etc.) – medication
    considerations
     Consider how medication will be maintained while the student is in
      college. Can the student get the medication on campus or does
      he/she need to bring enough while on campus and get refills over
      breaks?
    Specific Considerations (cont.)
►   Students with Physical Disabilities – health/wellness and
    disability management is a major consideration
     Students need to be aware of how to manage their disability and
      optimize their health in a college environment
     Students need to be able to explain their disability management
      needs (feeding, dressing, etc.) to personal care assistants (PCAs or
      PAs)
►   Students with Vision and Hearing Disabilities – access to
    campus and curriculum is a major consideration
     Vision – orientation and mobility training to get around the campus,
      access to printed information (Braille, text to speech software)
     Hearing – access to auditory information (sign language
      interpreting in classes, captioning of movies, YouTube videos, etc.)
   Top Ten Ways to Prepare for the
         College Transition
KNOW (OR BE WILLING TO LEARN) HOW TO:

10. Effectively use assistive technology.
 9. Effectively use organizational strategies.
 8. Effectively use time management strategies.
 7. Effectively use learning strategies and accommodations
  (esp. in reading).
 6. Effectively use test preparation and test-taking
  strategies.
           Top Ten Ways (cont.)
5. Effectively understand and describe your learning
  strengths and weaknesses (including areas of disability).
4. Effectively understand and describe your rights and
  responsibilities as a student with a disability.
3. Seek help when necessary, including utilizing appropriate
  disability services.
2. Effectively advocate for yourself and your needs.
1. Take responsibility for your own learning.

By putting these steps into practice, your students will be
  more likely to be successful during their college career!
                  Resources
► Post High School Options
  http://www.ncld.org/college-aamp-work/post-
  high-school-options/transitioning-to-college
► Making the Leap to College: What Students with
  Learning Disabilities Need to Know
  http://www.ncldtalks.org/content/interview/detail/
  3116/
                Wrap-Up
► Questions, comments?
► Thank you for attending today’s
  presentation!

								
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