Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education
-
Upload
sheila-bentley -
Category
Documents
-
view
26 -
download
1
description
Transcript of Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education
5th Annual Oklahoma Transition Institute 2010
Empowerment, Independence, and
Equal Access: Students with Disabilities in
Postsecondary Education
Emily Cheng, MHS, CRCAcademic Advisor/Advisor to Students
with DisabilitiesOSU-Oklahoma City
5th Annual Oklahoma Transition Institute 2010
Postsecondary Education Settings
Colleges Universities Vocational/Technical Schools
5th Annual Oklahoma Transition Institute 2010
Differences in High School and College Settings
High School
Schools identify and evaluate students with disabilities
Parents generally involved in placement decisions
College
Students self-identify disability status to college
Must provide their own disability documentation
Student is primary decision-maker
5th Annual Oklahoma Transition Institute 2010
Differences in High School and College Settings
High School
Schools may modify educational programs for students with disabilities
College
College not required to waive, reduce, or modify any essential requirements of a course or program
5th Annual Oklahoma Transition Institute 2010
Differences in High School and College Settings
High School
Parent owns rights to student records
May have separate special education classes
College
Student owns rights to their records (FERPA)
Full inclusion
5th Annual Oklahoma Transition Institute 2010
Differences in High School and College Settings
High School
IEPs, 504s
College
No standardized educational modification plan; disability accommodations determined course-by- course
5th Annual Oklahoma Transition Institute 2010
BASIC DISABILITY SERVICES POLICIES IN POSTSECONDARY EDUCATION
Common terms and guiding principles for students with disabilities in college.
5th Annual Oklahoma Transition Institute 2010
Functions of Disability Services in College
To provide students with disabilities equal access to educational opportunities in college
Encourage student self-advocacy skills
Confidence builder!
5th Annual Oklahoma Transition Institute 2010
“Equal Access” “Reasonable Accommodations” “Otherwise Qualified”
Three Common Terms
5th Annual Oklahoma Transition Institute 2010
Equal Access
Postsecondary education settings are required to provide equal access to educational programs and services for students with disabilities.
Provide same opportunities for success (or failure) as non-disabled students
5th Annual Oklahoma Transition Institute 2010
Reasonable Accommodations Adjustments that allow an otherwise
qualified student with a disability to demonstrate their knowledge and mastery of course material without: making a substantial change in
essential course or degree requirements
posing a direct threat to the health or safety of others
posing an undue financial or administrative burden
5th Annual Oklahoma Transition Institute 2010
“Otherwise Qualified” Students with Disabilities
Those who, with or without reasonable accommodations, meet the same academic, professional, technical, and behavioral standards of their chosen course/degree program as their non-disabled peers.
5th Annual Oklahoma Transition Institute 2010
Putting it all Together…
Postsecondary education settings are required to provide
otherwise qualified students with disabilities equal access to
programs and services.
5th Annual Oklahoma Transition Institute 2010
…This is accomplished by providing reasonable accommodations to these
students.
5th Annual Oklahoma Transition Institute 2010
REASONABLE ACCOMMODATIONS
How postsecondary schools provide equal access to otherwise qualified students with disabilities.
5th Annual Oklahoma Transition Institute 2010
Commonly Requested Reasonable Accommodations
Extended time on exams/quizzes Typically used for timed evaluations
(e.g., a 60-minute exam) Time-and-a-half or double-time
options
5th Annual Oklahoma Transition Institute 2010
Commonly Requested Reasonable Accommodations Note -Taking Assistance
Philosophies vary among disability services offices
Policies and procedures may vary at each school
Student with disability may be required to take own notes as well
5th Annual Oklahoma Transition Institute 2010
Commonly Requested Reasonable Accommodations Use of a tape recorder in classroom
Students prohibited from sharing/publicizing recordings
Sign language interpreters/captioning services
Access to assistive technology Physical accommodations-raised
table heights, accessible classrooms, etc.
5th Annual Oklahoma Transition Institute 2010
Other Possible Accommodations
Flexibility in policies regarding attendance policies, make-up work, and make-up exams Reasonableness and degree varies
greatly depending on course and academic program
Specific boundaries usually set (example: an extra 24 hours to complete an assignment)
5th Annual Oklahoma Transition Institute 2010
ASSISTIVE TECHNOLOGY
Technology used by individuals with disabilities to improve and enhance their functional capabilities.
5th Annual Oklahoma Transition Institute 2010
Types of Assistive Technology Listening Devices
Amplifiers Captioning
Cognitive Aids Reading software
Visual Aids Screen readers Magnification aids
Augmentative Communication Speech-to-text programs
5th Annual Oklahoma Transition Institute 2010
DISABILITY DOCUMENTATION
What postsecondary education settings use to evaluate students’ functional capabilities.
5th Annual Oklahoma Transition Institute 2010
Functions of Disability Documentation
Opens dialogue with student on their perceptions of strengths and weaknesses
Helps disability services office determine appropriate accommodations
5th Annual Oklahoma Transition Institute 2010
Each college and university determines what is considered
appropriate disability documentation.
5th Annual Oklahoma Transition Institute 2010
General Documentation Guidelines
Reflect individual’s current level of functioning
Address functional impact of the disability
Should support need for accommodation(s) requested
5th Annual Oklahoma Transition Institute 2010
General Documentation Guidelines Prepared by professional qualified by
training and practice to diagnose and treat the disability
Adult psychological/psycho-educational evaluation preferred
5th Annual Oklahoma Transition Institute 2010
Elements of Quality Documentation
1. Credentials of the evaluator(s) Should be performed by someone who is
properly trained and/or licensed to diagnose the disability
No personal relationship with the student
2. Diagnostic statement identifying the disability
5th Annual Oklahoma Transition Institute 2010
Elements of Quality Documentation
3. Functional limitations associated with the disability
How the disability impacts major life activities (e.g., reading, speaking, thinking)
4. Expected progression/stability of the disability
5th Annual Oklahoma Transition Institute 2010
Elements of Quality Documentation
5. Description of diagnostic methodology used
Evaluation methods and results Summary or narrative helpful
6. Current medications, treatments, and/or side effects as applicable
How effective are the treatments?
5th Annual Oklahoma Transition Institute 2010
Elements of Quality Documentation
7. Recommendations for accommodations or other helpful services
Helpful in decision-making process
5th Annual Oklahoma Transition Institute 2010
RIGHTS AND RESPONSIBILITIES
Of the student and the college.
5th Annual Oklahoma Transition Institute 2010
Student Responsibilities Self-identify/disclose disability to
college if requesting accommodations
Provide documentation of disability supporting need for accommodations
Provide own transportation arrangements
Act as independent adults
5th Annual Oklahoma Transition Institute 2010
Student Responsibilities
Arrange for and obtain any tutoring, personal care attendants, or individually fitted assistive technologies
Follow all disability services reasonable policies and procedures at the college
5th Annual Oklahoma Transition Institute 2010
Student Responsibilities Fulfill same academic, technical,
professional, and behavioral standards as non-disabled students
Manage own personal schedules to complete assignments on time
Participate in disability accommodations decision-making process
5th Annual Oklahoma Transition Institute 2010
College Responsibilities Provide equal access to programs and
services through reasonable accommodations
Inform students of disability services office location, procedures for requesting/receiving accommodations
Observe student privacy and confidentiality rights (FERPA)
5th Annual Oklahoma Transition Institute 2010
College Responsibilities
Provide equally effective accommodation if student’s preferred method of accommodation is unavailable
Engage student in decision-making process
5th Annual Oklahoma Transition Institute 2010
College Responsibilities Provide accommodations within
reasonably prompt timeframe
Inform students of rights and responsibilities
Provide options for grievance procedures
5th Annual Oklahoma Transition Institute 2010
EMPOWERING INDEPENDENCE
Encouraging growth and building self-confidence.
5th Annual Oklahoma Transition Institute 2010
Key Strategies “Weight watchers” vs. “buffet”
approach to accommodations
Re-evaluate accommodations at end of each semester Change in amount of accommodations
needed?
5th Annual Oklahoma Transition Institute 2010
Key Strategies Encourage direct communication with
instructors, school officials→self-advocacy!
Promote skill development Note-taking Successful test-taking Time management
5th Annual Oklahoma Transition Institute 2010
Key Strategies Try classes without accommodations
for first few weeks?
Work with peers to form study groups
Use college’s tutoring services (usually free!)
5th Annual Oklahoma Transition Institute 2010
FACILITATING SMOOTH HIGH SCHOOL TO COLLEGE TRANSITIONS
How to bridge the gap for students with disabilities.
5th Annual Oklahoma Transition Institute 2010
Transition Strategies
High School Encourage
empowerment, independence
Wean students?
College Consider using
IEPs, SOPs, 504s as disability documentation?
Offer information sessions for parents
5th Annual Oklahoma Transition Institute 2010
Transition Strategies
High School Update
psychoeducational evaluations before graduation?
Facilitate meetings w/ colleges before graduation
College Education,
outreach for high school students
Communicate with high school special education professionals
5th Annual Oklahoma Transition Institute 2010
Helpful Resources University of Central Oklahoma (UCO)
Counseling Psychology Clinic (405) 974-5477
University of Oklahoma (OU) Counseling Clinic (405) 325-2914
5th Annual Oklahoma Transition Institute 2010
Helpful Resources Oklahoma Association on Higher Education
and Disability (OK-AHEAD) http://www.ok-ahead.org
U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education http://www.ed.gov/about/offices/list/ocr/ transition.html
5th Annual Oklahoma Transition Institute 2010
Contact Information
Emily ChengAcademic Advisor/Advisor to Students
with DisabilitiesOSU-Oklahoma City
Office: (405) [email protected]