Postsecondary Education & Training Webinar 5 IDEA vs. ADA and 504 PRESENTED BY: The Center for...
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Transcript of Postsecondary Education & Training Webinar 5 IDEA vs. ADA and 504 PRESENTED BY: The Center for...
Postsecondary Education & Training
Webinar 5IDEA vs. ADA
and 504
PRESENTED BY:The Center for Change in Transition Services
CCTS Webinar Series
Welcome to the 2014-2015 Webinar series on postsecondary education and training.
Presented by the Center for Change in Transition Services (CCTS), a Special Education State Needs Project housed at Seattle University and funded through the Office of the Superintendent of Public Instruction (OSPI).
CCTS has been serving special need students, their families and schools since 1990.
Registration
1) Everyone participating in the webinar needs to type the following in the chat box
– Name
– Email Address
2) You will be sent a link following the webinar to register for Clock Hours. You must complete the registration process to apply for clock hours!
Thank you for joining us today!
CCTS disclaimer
The information contained in this presentation and webinar provides an overview of special education requirements. However, this presentation is not intended as legal advice. The state regulations that implement IDEA are located in Chapter 392-172A WAC. Outside resources are not intended to be an endorsement of any service or product. District personnel should always review their district’s procedures and review questions with their administrative staff.
2014-2015 Webinars
March 11th
AccommodationsStudents with disabilities must seek their own accommodations after
leaving high school. This webinar will explore what to expect and how this process works at different types of postsecondary institutions.
April 8th
Affordable?Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar.
May 13th
Transition PlanningThe focus of our final webinar will be preparing for a successful transition
by learning how to write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP) document
as a passport to education.
CCTS Introductions
Cinda JohnsonEd.D., Principal
Investigator
Sue Ann BubeEd.D., Director
Julia SchechterM.Ed., Doctoral
Research Assistant
Guest
Deborah Leuchovius
Program Director
PACER’s National Parent Center on Transition and Employmentwww.pacer.org
952-838-9000
888-248-0822
Pacer Center Inc.
Bloomington, Minnesota
This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.
Closed Captioned (CC)
Raise your hand and wait to be called on by moderator
You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).
If you have a microphone, please keep it turned off until called on.
Agenda
Overview
Legal differences between K-12 & higher education
WA Post-School OutcomesSpecial Education 2011-2012
Barriers to engagement
K-12
In K-12, there is a legal guarantee under IDEA of a “free and appropriate public education” (FAPE). A structured framework of services is provided that includes:
Wolanin & Steele, 2004
• Significant parental involvement• Publically funded assessments• Substantial and fundamental modifications to the
curriculum
Higher education
Unlike the legal requirement for services in high school, there is no mandate for colleges and universities to provide special education, individualized support services, or free education.
When does change occur?
Upon completing secondary education or reaching the age of 22 years, students become responsible for self-identifying and seeking services and protections under Section 504 and the ADA.
Heath, 2006
Section 504 of the Rehabilitation Act of 1973
As amended:
No qualified individual with a disability in the United States shall, solely by reason of her or his disability, be excluded from the participation in, denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance or any program or activity conducted by any Executive agency or by the United States Postal Service.
From GWU Heath Resource Center
ADA of 1990
The Americans with Disabilities Act (ADA) of 1990 upholds and extends the nondiscrimination mandates set forth in Section 504 of the Rehabilitation Act of 1973 to include both public and private colleges and universities regardless of their receipt of federal financial assistance, but does contain exceptions for private clubs and religious entities.
From GWU Heath Resource Center
Shift in law
IDEA Section 504 ADA
Birth to 21 years old Any age Any age
Must “qualify” Identifiable disability Identifiable disability or regarded as so
Local, state and federal Entities receiving federal funds
Public accommodations and private entities
IEP team 504 Coordinator Upon request or see need
Specialized education FAPE & accommodations Reasonable accommodations
“educational benefit” “appropriate accommodations”
“effective communication”
No comparison- individualized
Compares to other disabled students
Compares to hearing students
National Association of the Deaf
504 Parts D & E Responsibilities
Area K-12 PostsecondaryIdentification School district Student
Evaluation School district Student
Payment for evaluation School district Student
IEP School district Not required
Course selection & programming
School district Student
Transition planning School district Student
Progress monitoring School district Student
Assuming educational costs School district Student/parent
Ensuring reasonable accommodations
School district Institution (upon student eligibility)
Monitoring effectiveness School district Student
Madaus & Shaw, 2004
Fee for service
Colleges and universities cannot charge students for the reasonable accommodations necessary to provide equal access under Section 504 or the ADA, but they may offer more individualized or intensive services, not required by law, for a fee.
McGuire & Shaw
IDEA 2004
• Office of Special Education (OSEP)
Section 504 & ADA
• Office of Civil Rights, United States Dept. of Education
Enforcement
Impacts of legal differences
Transition
Bridging the divide
IDEA reauthorizations in 1990 & 1997 were amended to require transition services be included in a student’s IEP.
Transition services are a coordinated set of activities…designed within an outcomes oriented process, which promote movement to post-school activities, including post-secondary education…
IDEA Section 602(30)(A)
Prepare for transition
A critical dimension of transition services is to prepare students with disabilities and their families for the dramatically different rights and responsibilities they will have in higher education compared to secondary school.
Wolanin & Steele, 2004
IEP’s & SOP’s
Do not transfer to postsecondary education, but should prepare the student for transition by containing current evaluations and assessments of student needs (less than 3 years).
Gaining accommodations
Documentation of a disability in postsecondary education institutions is reliant on:
Washington Student Achievement Council
• Student disclosure of disability• Professional staff observation
of students’ disability• A third party professional
assessment or evaluation
Accommodations
Postsecondary institutions are not required to:
•Lower or substantially modify essential requirements (i.e., yes on extended exam time but will not change test).
•Provide modifications that would result in undue financial or administrative burden.
•Provide personal attendants or services of a personal nature.
USDE, Office of Civil Rights
Self-advocacy
• Gaining accommodations and support falls to the students in higher education.
• Parents may support, but student must initiate.
• Many students do not want to disclose their disability, only 28% of postsecondary students with disabilities identified themselves as having a disability and informed their postsecondary schools of their disability.
NLTS2, 2011
Self-Determination
Support Under K-12 & FAPE Higher Education under ADA & 504
Assessments & evaluations Yes No
Equipment and services provided
Yes No
Personal care attendants Yes No
Architectural Access Yes Yes
Aids & Services for effective communication
Yes Yes
Modified policies, practices, procedures
Yes Yes
Pacer & Washington Student Achievement Council
DVR
If a student with a disability is eligible for services through the state Dept. of Vocational Rehabilitation (DVR) Services program, he or she may qualify for an evaluation at no cost. High school educators can assist students with disabilities in locating their state DVR agency at: http://rsa.ed.gov
(click on “Info about RSA,” then “Resources,” then “State and Local Government Employment Resources,” then “Vocational Rehabilitation Offices”).
OCR- A guide for high school educators
Summary of Performance
Mandated under IDEA 2004, the SOP must include recommendations regarding how to assist the student in meeting postsecondary goals. The SOP allows a student to summarize his or her:•Postsecondary goals
•Nature of disability
•Assessment data
•Connection between assessment data & accommodations or aids needed in higher ed.
•Historical perspective on impact of disability on learning
•§300.305[e][3] & Dukes
In a nutshell,
“The single most distinguishing quality between the two settings relates to the amount of structure and the ability to function independently McGuire, 2010. Studying, seeking the assistance of faculty and staff, self-disclosing, advocating for accommodations, and decision making are key ingredients in a successful college experience. In contrast for secondary students, these functions often are overseen by well-intentioned parents”. Shaw, 2009
Summary
1. Students and families should be apprised of
differences in law between K-12 and higher ed.
2. Transition activities should place emphasis on
providing students self-advocacy skills.
3. Student leadership in IEP to be encouraged.
4. Update disability documentation.
Wolanin & Steele, 2004
Resources and References
Thank you for participating
Resources
Resources
Obtain copies of the U.S. Department of Education’s Office of Civil Right’s Transition of students with disabilities to postsecondary education: A guide for high school educators
Write to: ED Pubs Education Publications Center, U.S. Department of Education,P.O. Box 22207, Alexandria, VA 22304.
Or e-mail your request to: [email protected].
Or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN).
Or order online at http://edpubs.gov.
*On request, this publication can be made available in alternate formats, such as Braille, large print or computer diskette.
Resources
George Washington University HEATH Resource Center http://heath.gwu.edu/
The GWU HEATH Resource Center provides information on transition to higher education including information about disability support services, policies, procedures, accommodations, and financial assistance. The Heath Guidance and Career Counselor Toolkit (acessible on front page of website) provides extensive resources.
PAVE http://wapave.org is a Washington parent directed organization that works with families, individuals with disabilities, professionals and community members in all walks of life and with all types of disabilities. Since 1979, PAVE has provided information, training and support to individuals with disabilities, parents and professionals.
ThinkCollege! http://www.thinkcollege.net/index.php
This website provides resources for students, families, and professionals supporting youth with intellectual disabilities exploring postsecondary education options.
United States Department of Education, Office of Civil Rights
http://www2.ed.gov/about/offices/list/ocr/transition.html
The USDE Office of Civil Rights has many resources and publications to support students, families and professionals explore options for transitioning to postsecondary education. One such publication is: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
References
Dukes, L.L. (2010) Gathering data to determine eligibility for services and accommodations. In Shaw, S. F., Madaus, J. W., Dukes, L. L. (Eds.), Preparing students with disabilities for college success : A practical guide to transition planning. (pp. 7-35). Baltimore: Paul H. Brookes Pub. Co.
Hamblet, E. C., & Council for Exceptional Children. (2011). 7 steps for success: High school to college transition strategies for students with disabilities. Arlington, VA: Council For Exceptional Children.
Holmes, Tawny. (2014) Legal Rights Beyond the Educational Setting. Retrieved from www.nad.org
Leuchovius, D. (2013). ADA Q&A: Section 504 & Postsecondary Education. Retrieved from http://www.pacer.org/publications/adaqa/504.asp
Madaus, J.W. & Shaw, S.F. (2004) Section 504: The differences in the regulations regarding secondary and postsecondary education. Intervention in School and Clinic, 4081-87.
McGuire, J.M. (2010) Considerations for the transition to college. In Shaw, S. F., Madaus, J. W., Dukes, L. L. (Eds.), Preparing students with disabilities for college success : A practical guide to transition planning. (pp. 7-35). Baltimore: Paul H. Brookes Pub. Co.
References cont’d
Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, . . . Schwarting, M. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International
Shaw, S. F. (2009). Transition to postsecondary education, Focus on Exceptional Children, (42)2, 1-16.
Shaw, S. F., Madaus, J. W., & Dukes, L. L. (2010). Preparing students with disabilities for college success : A practical guide to transition planning. Baltimore: Paul H. Brookes Pub. Co.
U. S. Department of Education, Office for Civil Rights. (2004). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities.
U. S. Department of Education, Office for Civil Rights. (2011). Students with disabilities preparing for postsecondary education: A Guide for High School Educators.
U.S. Government Accountability Office. (2009). Higher education and disability: Education needs a coordinated approach to improve its assistance to schools in supporting students (GAO-10-33). Washington D.C.: Author. Retrieved from http://www.gao.gov/products/GAO-10-33
Wolanin, T. R., & Steele, P. E. (2004). Higher Education Opportunities for Students with Disabilities. Washington D.C: The Institute for Higher Education Policy.