College Planning Manual for Students With Disabilities-1

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college planning for students

with disabilities

colleg

eplanningforstudentswith

disabilities

a

supplementtotheCollegePrepHan

dbook

a supplement to theCollege Prep Handbook


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As a student with a disability, you ace uniqueconsiderations as you complete high school and planor college. This handbook will make you aware othose considerations and will guide you throughimportant steps that will help you prepare or college.

College Planning for Students with Disabilities is asupplement to EducationQuest Foundations CollegePrep Handbook. Reer to the College Prep Handbook

or general inormation about planning and payingor college.

Heres what youll nd in College Planning forStudents with Disabilities:

n The importance o sel-advocacy ..........page 2

n Considerations during theadmissions process ..................................page 4

n Steps to ollow once you

select a college ........................................page 9n Your legal rights and responsibilities page 14

a supplement to the College Prep Handbook

About EducationQuest Foundation

EducationQuest Foundation is a private,nonprot organization with a missionto improve access to higher educationin Nebraska. Headquartered in Lincoln,EducationQuest provides ree collegeplanning services; unds need-based

scholarship programs; provides grants thathelp high schools increase their college-goingrate; and provides outreach services orcommunity agencies statewide.

This publication was developed through apartnership with EducationQuest and theDepartment o Special Education at theUniversity o Nebraska-Lincoln.

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College Planning for Students with Disabilities


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Becoming a sel-advocate while still in high school will help you succeed in college. At the college level,you will be responsible or identiying and requesting support services. Parents arent automaticallyinvolved with your education at the college level, and most colleges preer working directly with the student.

What is a sel-advocate? Sel-advocates are those who:

n make choices based on their preerences, belies and abilities

n take control and make decisions that impact the quality o their lives

n take risks and assume responsibility or their actions

n

advocate on behal o themselves and othersAs a sel-advocate, you communicate your needs with logical and positive language. To be an eectivesel-advocate, you must understand your disability, know how it impacts your learning, and becomecomortable with describing your disability and academic-related needs to others.

How can you become a self-advocate?These practices will help you move in that direction:

Review your case fle with your parents and Individual Education Plan (IEP) team to better understandyour disability and its eect on your learning. Ask or copies o your IEP, summary o perormance, and otherassessment reports. Ask these questions:

n What is my disability?n How does it aect how I learn?

n What are my academic strengths?

n How do I learn best?

n What strategies can I use to help me learn?

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THE IMPORTANCE OF Self-advocacy


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Consider meeting with the doctor or school psychologist who perormed your assessment (testing) or theterms needed to explain your disability.

Take an active part in the discussions at your IEP meetings.Understanding your learning strengths andweaknesses gives you valuable knowledge that can infuence your IEP planning and the services you mayrequest in college.

Beore each IEP meeting:

n Understand the purpose o the meeting.

n Know who will be there and their role at the meeting.n Review the report rom your last IEP meeting. Understand

the goals listed on the report. Practice saying how youaccomplished the goals.

n Establish new goals and be prepared to state them.

At the IEP meeting:

n Summarize your past goals and accomplishments.

n State your new goals.

n Ask or ideas and eedback rom other members.

n Know what support and help you will need to accomplishyour goals and ask or it. Be prepared with examples ospecic types o support that were successul or you.

n Ask questions i you dont understand.

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As a student with a disability, you have special considerations as you prepare or college admission.

n What course o study will t your skills and interests?

n What accommodations might you need or college entrance and placement exams?

n What questions should you ask when visiting colleges?

n How will your disability aect nancial aid?

Finding the right course o study

Follow these steps to explore your career options while in high school. This will help you determine a courseo study when you get to college.

Ask your guidance counselor or school transition specialist about career interest inventories and avocational assessment to help you explore and identiy your career interests. Ask how your learningneeds may infuence these career areas.

Discuss career options with your parents, riends and people working in jobs that interest you. Lookinto job shadowing, attend local career airs, and explore volunteer opportunities in your areas ointerest.

Become involved in extracurricular activities. Volunteer and paid work can teach responsibility,reliability and teamwork. A part-time job is also a good way to earn money or college.

Participating in activities at school and in the community will help you explore and develop your interestsand talents. Colleges are oten interested in a students involvement in activities such as school clubs,musical activities, arts, drama, athletics, and volunteer work.

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CONSIDERATIONS DURING The Admissions Process

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Preparing or college entrance examsACT and SAT

The college admissions process typically involves takingthe ACT and/or SAT entrance exams in the spring oyour junior year and again in the all o your senior year.When you schedule your exams, you may need torequest accommodations that can help maximize youreorts and demonstrate your abilities to their ullest.

When requesting accommodations, you must providedocumentation o your disability. For details, visitwww.actstudent.organd www.collegeboard.com/ssd/student.

ASSET and COMPASS

Test-taking accommodations also apply to the ASSET(Assessment o Skills or Successul Entry and Transer) orCOMPASS (Computer Adaptive Placement Assessment andSupport System) tests a series o short placement exams otenrequired by community colleges. These exams are designed to

help identiy your strengths and needs. For more inormation aboutthese exams, visit www.act.org/compass or www.act.org/asset.

Accommodations or the SAT, ACT, ASSET and COMPASS may include:

n individual administration o the testn audiocassette tape or large print test editionsn special answer sheetsn extended testing time and breaksn an interpretern Braille editions

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Selecting a collegeMost colleges have an oce that provides services to students with disabilities. I not, the school will have aperson who coordinates these services. The oce o disability services coordinator is usually located in thecolleges counseling center or in student services.

Once you narrow your college choices, its important that you meet with the disability services coordinatorat each college to determine services and accommodations that may be available. This may help determinethe college that will best meet your needs.

Questions to ask the disability services coordinatorn What educational/medical documentation must I bring to identiy mysel as a student with a disability

entitled to reasonable accommodations? How current must it be?

n How is condential inormation handled?n Who decides i I qualiy or accommodations and are the accommodations I need available?

n How much advance notice is needed to have textbooks recorded on tape?

n Is tutoring provided? What is the cost?n Are waivers or substitutions granted to students who, because o their disabilities, cannot pass

certain courses, such as oreign languages or statistics?

n Are courses in basic skills or study skills oered? Are they available or credit? Can they be counted ashours toward ull-time status? What is the cost?

n Is there a support group on campus or students with disabilities?

n Is there an adaptive technology lab on campus?

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Questions you may be asked

The disability services coordinator may ask you thesequestions. Prepare your answers and review them withyour IEP manager, a teacher, school counselor, or parent.

n What is your disability?

n How does it interere with your learning?

n How comortable are you in discussing your disabilitywith teachers?

n What are your academic strengths?n In what areas do you have diculty or problems?

n What accommodations will you need?

n What kind o support services have you usedin high school?

n What was most helpul?

n Are you willing to work harder than other students tobe successul in college?

n How do you manage your time?

For additional inormation about college selection, visit Educational Opportunities Beyond High School inNebraska at http://edweblab.unl.edu/edopportunities/intro.html. This online database provides optionsor postsecondary education in Nebraska. It contains inormation or students with disabilities includingaccommodations and support services.

For general college selection inormation, see EducationQuests College Prep Handbook.

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Applying or admission and fnancial aidAs you visit or correspond with colleges that interest you, askabout deadlines and the process or applying or admission,nancial aid and college-based scholarships. Ask aboutscholarship unds that may be available or students withdisabilities.

How disability-related expenses may aect fnancial aid

As a student with a disability, you may ace expenses thatother students do not encounter. When you apply ornancial aid, inorm the nancial aid administrator o yourdisability-related expenses keeping in mind that nancial aidwill not cover expenses already covered by assisting agencies.

Possible disability-related expenses include:

n services or personal care attendants

n special education equipment related to your disabilityand its maintenance

n special transportationn medical expenses relating directly to your disability not covered by insurance

Seek help

The nancial aid process can be overwhelming and rustrating at times so ask or help. EducationQuestFoundation and the college nancial aid sta will answer your questions and help you complete thisprocess.


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2STEP

1STEP

Once you select a college, its important to take certain steps to ensure a successul start to your collegecareer. Keep in mind that you will receive services related to a disability only i you:

n contact the disability services coordinator shortly ater youre acceptedn provide the required documentationn request services each term or semester

Gather required documentation.

All colleges require documentation o a students disability to determine eligibility or specic services thatare needed. To ensure you have the most recent documentation:

n Request a copy o your high school IEP. I you had an IEP in high school, that means you weretested by the school psychologist or a medical doctor. A copy o that assessment may be sucientdocumentation o your disability. Beore you graduate, request a copy o your last IEP and a copy oan updated assessment (perormed by the school psychologist or medical doctor). Most high schoolsonly retain student records or ve years.

n Update your tests. Some colleges have a time limit on accepting certain documentation, particularlyi you have a learning disability or Attention Decit Disorder (ADD). I you received testing in highschool, ask your school to update your tests the last year you receive special education services.

Disability testing ater high school graduation can be expensive.

Meet with the disability services coordinator.

Meet with the disability services coordinator at your college to review the documentation and discussaccommodations. Ater meeting with you and evaluating your documentation, the disability servicescoordinator will understand how your disability impacts your learning and can determine possibleaccommodations. Federal guidelines do NOT state that all students with a disability must receiveALL accommodations.

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STEPS TO FOLLOW Once You Select a College


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3STEP Request accommodations.Its important to know what accommodations work or you. You may not need the same accommodationsor each class. For example, a history class may require a dierent accommodation than a math class.

Partner with the disability services coordinator and the course instructor to nd accommodations that workbest or you. Although the college may not always agree to your request or a specic accommodation,they are required by law to provide an eective accommodation. Determining eective accommodationsmay involve experimenting and making adjustments. Contact the disability services coordinator as soon aspossible to make accommodations.

Potential accommodations include:

n notetakers, tutoring, prooreaders, and editing services

n textbooks and other educational materials in alternative orm, such as Braille, large printand audiotapes

n access to educational materials in advance, such as class syllabus and study guides

n sign language, oral interpreting and real-time captioning services

n test-taking alternatives, such as extended time, taped tests, oral tests, alternate test site,elimination o computer scored answer sheets, and use o a computer or spell-checking device or

quizzes and examsn access to adaptive equipment such as closed caption devices, amplied telephone receivers, low vision

reading aids, tape recorders, Brailleing devices and computer enhancements

n equal access to classes, activities and services

n opportunity to make up quizzes, exams or assignments i the absence was disability-related

n preerential seating in classroom

n extension o timelines or completion o specic courses

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4STEP

n extension o timelines to complete certication or degreerequirements

n permission to take less than ull-time credit and still be eligibleto receive nancial aid.Ask your health insurance agent abouteligibility on your parents policy for part-time students

n oreign language course substitutions, or example, option totake oreign culture class instead o oreign language

n early registration

You must request services rom the disability services oce eachterm or semester. You will not receive services unless you makethe request.

Become amiliar with the campus environment.

Register or campus orientation. The disability services coordinator may also provide a special campusorientation.

Determine where to go and who to contact in case o an emergency. I you have special needs (especiallymedical needs), inorm appropriate college personnel o any advance preparation that should be in place.

Ask the admissions ofce i a summer transition program is oered.

Obtain a copy o your class schedule and visit all buildings where your classes will be held to becomeamiliar with locations and layout.

I you are commuting and will drive yoursel, become amiliar with parking acilities and procedures.

Consider signing a release o inormation so the school has permission to share inormation with parents.

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Additional resources to help you succeedTRIO Student Support Services

I you have a documented disability, you may qualiy or thisederally-unded program that is available on many Nebraskacollege campuses. Services may include:

n tutoring and mentoring services

n help applying or and managing nancial aid

n

career exploration and job shadowingn educational and cultural o-campus activities

n classes and workshops in areas such as study skills,leadership and time management

n a lending library where you can check out textbooks andeducational equipment such as computers and other electronicdevices

For more inormation, contact your college and ask or the TRIO StudentSupport Services oce.

Vocational Rehabilitation Services

Voc Rehab services may include, but are not limited to:

n vocational assessment, counseling and planningn telecommunications, sensory and other technological aids and devicesn postsecondary training i a students nancial aid package does not meet the students nancial

needs, Voc Rehab may provide a training allowancen rehabilitation technologyn job placement

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To nd the Voc Rehab oce nearest you, call 877-637-3422 or visit www.vocrehab.state.ne.us.

WIN-AHEAD (Western Iowa and Nebraska Association or Higher Education and Disabilities)

This organization works directly with students with disabilities to ensure equal access to higher education.For more inormation, visit www.ahead.org/afliates/western-iowa-and-nebraska.

Nebraska Commission or the Blind and Visually Impaired

The services provided by this organization include:

n training in non-visual (or low vision) skills that allow ullparticipation in lie

n educational assistance such as tuition, books, equipmentand readers

n vocational counseling and assistance in securing ormaintaining employment

n occupational equipment, tools and supplies

For more inormation, call 877-809-2419 or visitwww.ncbvi.ne.gov/services.

Nebraska Commission or the Dea and Hard o Hearing

The services provided by this organization include:

n hearing aid bank or those who qualiy

n amplied phone and TTY or those who qualiy

n interpreter services i not already available through your college

n awareness training or your employer

For more inormation, call 800-545-6244 v/tty or visit www.ncdhh.ne.gov.

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By understanding rights and responsibilities, you will know what you need to do, and what the college isrequired to do or you to have an equal opportunity or success in college.

Federal laws

Following is a description o laws and how they pertain to you as a college student with a disability.Terms in bold ace are explained on page 15.

Section 504 o the Rehabilitation Act

This civil rights statute is designed to prevent discrimination against persons with disabilities.

It provides that:No otherwise qualifed individual with disabilities in the United States shall, solely by reason o his/her disability, be excluded rom the participation in, be denied the benets o, or be subjected todiscrimination under any program or activity receiving ederal nancial assistance.

This law requires that postsecondary schools be prepared to make appropriate accommodations andreasonable modifcations to their colleges procedures and practices, so that you can ully participate inthe same programs and activities that are available to students without disabilities.

The Americans with Disabilities Act

The Americans with Disabilities Act (ADA) is also a civil rights law. It helps to implement and enorce Section504, and also outlines additional protections. While Section 504 o the Rehabilitation Act states that publicinstitutions cannot discriminate on the basis o disability i they receive ederal unds, the Americans withDisabilities Act (ADA) states that with or without ederal unds, public institutions cannot discriminateon the basis o disability. Private colleges and universities are covered under the ADA, unless they arecompletely owned and operated by religious organizations.

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Important Terms

Otherwise Qualifed

As a student with a disability, you are otherwise qualied when you meet the same academicrequirements and standards as non-disabled students. These requirements and standards must be considerednecessary to maintain the integrity o a course, program or college policy. For example, some collegesrequire students to maintain a GPA o 2.5 to maintain eligibility or a certain program or to remain enrolledas a student. You would also be required to meet this qualication. You are also required to meet aninstructors expectations or students in regards to class participation, work standards, attendance, and

ability to demonstrate acquired knowledge.

Appropriate Accommodations

These are changes that are made in the delivery o course material and/or in the assessment o yourknowledge that will help you meet the standards o the course. Examples include notetakers, recordedtextbooks, time extensions on course assignments, extended test time, sign language interpreter, assistivetechnology during class and exams, etc. Section 504 and the ADA states that students with disabilities mayneed appropriate accommodations or reasonable modications in order to meet the academic requirementsand standards.

Reasonable ModifcationsExamples o modications that may be oered include the extension o time permitted to complete adegree program (possibly due to carrying less than the required ull-time credit load); or the substitutionor waiver o courses that are part o the degree requirements. I a college reuses to modiy academicrequirements, the school must be able to prove that the change would be considerable and that the arearequested to be altered is essential or necessary as oered. The college must prove the change wouldjeopardize the integrity o the course or program.

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Discrimination complaints

Some individual instructors are not amiliar with ADA or Section 504 requirements, or with the purpose oaccommodating students with disabilities. The disability services coordinator can serve as a liaison betweenyou and the instructor, and can advocate or reasonable accommodations.

Some colleges have an appeals committee that conducts inormal hearings related to alleged violations ostudent rights.

I you cannot resolve your situation inormally, ollow the schools internal grievance procedure. All colleges

are required to have complaint or grievance procedures related to discrimination. The procedures areormal steps outlined to resolve the issue.

n The ormal process usually begins with the aculty or sta member most directly involved, the studentand a mediator. I satisactory resolution is not reached, the process may continue with the personssupervisor, then the department head, a Dean, and possibly members o the colleges Board oEducation.

n All colleges are required by law to designate at least one sta person to coordinate compliancewith Section 504 and the ADA. That person may be located in the Disability Services Oce. I not,inquire there to nd out who to contact. I you believe you were discriminated against on the basis o

disability, you can receive help rom the Section 504/ADA compliance coordinator.

n You also have the right to le a complaint with the U.S. Department o Educations Oce o CivilRights or investigation. You must submit the complaint within 180 days o the alleged discrimination.You can contact the region representing Nebraska at:

Oce or Civil Rights, Kansas City OceU.S. Department o Education8930 Ward Parkway Suite 2037Kansas City, MO 64114-3302

Phone: 816-268-0550

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College Planning Manual for Students With Disabilities-1

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