DOCUMENT RESUNE

ED 329 071 EC 300 067

AUTHOR Hartman, Rhona C.; Brill, JayTITLE Financial Aid for Students with Disabilities.INSTITUTION American Council on Education, Washington, DC. HEATH

Resource Center.SPONS AGENCY Department of Education, Washington, DC.PUB DATE Oct 89CONTRACT G0087C3052NOTE 13p.; For the 1987 edition, see ED 291 279.PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE NFOl/PC01 Plus Postage.DESCRIPTORS College Students; *Disabilities; *Need Analysis

(Student Financial Aid); *Paying for College;Postsecondary Education; *Student Costs; StudentFinancial Aid; Vocational Rehabilitation

ABSTRACTThis fact sheet, an update of a report published in

1987, provides an overview o: the financial aid system forpostsecondary education. It covers the various types of financialaid, the tachnical words and phrases used to discuss it, and theprocess involved in its disbursement. The fact sheet discusses theroles and responsibilities of those who play a significant part inthe process of providing aid, such as the postsecondary educationalinstitution, state and federal government, and private resources. Itaddresses the financial aid application procedure and suggeststimelines and resources for individuals seeking financial aid.Particular attention is given to those expenses that are considereddisability related, and suggestions are made about ways in which someof those expenses may be met. A brief description is provided ofstate vocational rehabilitation agencies, and services they provide,and the interaction between the state agency and the financial aidoffices of postsecondary institutions. Additional possibilities forfinanctdi :issistance are suggested, and 12 printed resources aredescribed. (JDD)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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INFORMATION CENTER NAM"

FINANCIAL AID FOR STUDENTS WITH DISABILITIES

Education beyond high school inthe United States is optional but hasbecome a necessary investment infuture employment and lifesatisfaction for many people. Most,however, can't afford to make thisinvestment without some outsidemonetary assistance in meeting thecost of postsecondary education.Over the years public and privatesources of money have beendeveloped specifically to providethat help for education. As increas-ing, but limited, amounts of moneyhave become available, a standar-dized method of determiningeligibility has evolved to promoteequitable disbursement of studentfinancial aid. This process is knownas the financial aid system.

The financial aid system is basedupon a partnership between thestudent, parents, postsecondaryeducational institution, state andfederal government, and availableprivate resources. For the studentwith a disability the partnership maybe extended to include a VocationalRehabilitation Agency and the SocialSeatrity Administration. Such apartnership requires cooperation ofall, and an understanding by each oftheir responsibilities within thefinancial aid s.

Obtaining Ciacrcial aid can be acomplex process. Laws are frequentlyamended and eligibility require-mentkpolicy, and disbursement ofgovernmental funds change eachyear. As the costs of obtainingpostsecondary education rise,keeping informed about changes inthe financial aid system becomesimperative. This fact sheet providesan overview of the financial aidsystem. It also discusses the rolesand responsibilities of those whoplay a significant part in the process

of providing aid to students withdisabilities. The fact sheet alsoaddresses the financial aid applica-tion procedure, and sutimebnes and resourcesirsthoseindividuals seeking financial aid.While most of the information in thisfact sheet will not change from yearto year, specific rules, awardamounts, eligibility criteria, orspwial pwams change frequently.Be sure to dmck specific details eachyear during which you apply for aid.The HEATH staff have prepared thisfact sheet as a resource for students,parents, and all professionals whoassist students with disabilities tosecure financial assistance forpostsecondary educatiozt.

The discussion below covers thevarious types of financial aid, thetechnical words and phrases used todiscuss it, and the process involvedin its disbursement. Particularattention is given to those expenseswhich are considered disabilityrelated, and suggestions are madeabout ways in which some of thoseexpenses may be met. There followsa brief description of VocationalRehabilitation (VR) Agencies, theservices that they may provide, andthe interaction between the state VRagency and the Financial Aid Officeof a postsecondary institution.Finally, suggestions are offeredabout additional possibilities forfinancial assistance.

WHAT IS FINANCIAL AID?Financial aid is a system of

financial assistance to help individu-als meet their educational expenseswhen their own resources are notsufficient. A student who believesthat his own and family resources arenot sufficient to pay for all the costs

of attendance (tuition, room andboard, books, transportation,campus octivities, etc.) should applyfor financial aid through theFinancial Aid Office of the institutionhe or she plena to attend. Threetypes of aict are available:

1. Grants-Gifts and scholarshipswhich do not have to be repaid

2. LoansMoney borrowed to coverschool costs, which must berepaid (usually with interest) overa specified period of time (usuallyafter the student has left school orgraduated)

3. WorkEmployment whichenables a student to earn a portionof school costs.

The Federal Government contrib-utes to all three types of studentfinancial aid. These programs areexplained in a booklet called FiveFinancial Aid Programs: A StudentConsumer's Guide. Free copies ofthis booklet (in print or disc) may beobtained by writing Federal StudentAid Programs, Department DEA-86,Pueblo, CO 81009. The programsdescribed in the booklet include:

I. Pell Grants2. Supplemental Educational

Opportunity ....;rants (SEOG)3. College Work-Study (CW-S)4. Perkins Loans (formerly National

Direct Student Loans)5. Guaranteed Student Loans (GSL)

and PLUS Loans/SupplementalLoans Students (SLS)

All of these programs are basedupon financial need of the student,and his or her family. Some colleges,states, and other entities may alsooffer aid that is merit-based whichmeans that funds are provided tostudents without regard to financialneed, if certain conditions (such as

One Dupont Circle, NW

A Program of the American Council on Education

0 Suite 800 0 Washington, DC 20036-1193 0 (202) 939-9320 0 800-544-3284 0 Voice/TDD

This national clearinghouse on postsecondary education for individuds with handkaps

is funded by the U.S. Department of Education

high grades) are met. The FinancialAid Officer at the school of yourchoice is the best resource forlocating merit based or any otherfinancial aid resources for that school.

WHAT IS FAMILYCONTRIBUTION?

The family contribution is theamount of money the family of astudent (parents and the student himor herself) is expected to contributetoward college expenses. Theamount the family is expected tocontribute is calculated by astandardized formula that takes intoaccount family's financial resources(income and assets), family size, andbasic living expenses. The calculationof family contribution is based oninformation provided by thestudent's family on a standardizedneeds analysis form such as FinancialAid Form (FAF, published byCollege Scholarship Service, Box2700, Princeton, New Jersey 08541),the Family Financial Statement (FFS,published by American CollegeTesting, Student Needs AnalysisService, P.O. Box 1000, Iowa City,Iowa 52243), or the Application forFederal Student Aid (AFSA)published by the U.S. Departme,nt ofEducation, (OSFA, Washington, DC20202). Each institution specifieswhich form is required or tnayprovide its own form. These formsare available from high schoolcounselors as well as Financial AidOffices in colleges to which onemight apply.

Many students receive little or nofinancial support from their parentsin wder to enroll in a postsecondaryeducation program, and the financialaid system recognizes this situation.Students may qualify as financiallyindependent if the individual is 24years of age or older by December 31of th2 award year or meets any of thefollowing requirements as stated inthe Higher Education Amendmentsof 198h:

is an orphan or ward of thecourt;

is a veteran of the A rmed Forcesof the United States;

is a graduate or professionalstudent who declares that he or shewill not be claimed as a dependentfor income tax purposes by his or her

ExpensesTuition, fees, books andsupplies, room, board, trans-portation, personal expenses,child care, expenses relatedto disabilitv.

*Some usth11,,, nia not be

considered m the determinationoi financial need. See thesubtle.' ling "What espen.es arel'onsidered disability-related?"

Family ContributionAmount family and,orstudent is expected tocontribute toward cost ofeducation (summersavings, contributionfrom income or a.,sets.veterans benefits, i;ocialsecurity benefits, welfare,etc.)

Financial NeedMay be met byfinancial aid pack-age (see page 3 torexplanation ofpackage)

parents (or guardians) for the firstcalendar year of the award year;

is a mairied individual whodeclares that he or she will not beclaimed as a dependent for incometax purposes by his or her parents (orguardians) for the first calendar yearof the award year;

has legal dependents other thana spouse;

is a single undergraduatestudent with no dependents whowas not claimed as a dependent bvhis or her parents (or guardian) forincome tax purposes during the twocalendar years preceding the awardYear, and demonstrates to thestudent financial aid administratortotal self-sufficiency during the twocalendar years preceding the awardyear in which the initial award will begranted by demonstrating an annualtotal income et $4000; or

is a student for whom a financialaid administrator makes adocumented determination ofindependence by reason of otherunusual circumstance. For thosewho qualify as financially indepen-dent the Family Contribotion forcollege is calculated on the basis oftheir own income and assets (andthat of their spouse, if they aremarried).

WHAT IS FINANCIALNEED?

The Financial Need of the studentis the difference between thestudent's educational expenses andthe amount of money the family isexpected to contribute. In generalterms, the formula to determinefinancial need is illustrated in the boxabove.

There is no guarantee, however,that any one institution will be ableto meet the total financial need of astudent, disabled or not.

WHAT IS THE FINANCIALAID PROCESS?

The financial aid process is themethod used by the student to applyfor funds from the financial aidsystem. The process is defigned toserve equitably over 15 millionapplicants from over 4000 postsec-ondary education institutions. Thescope of the financial aid systemrequires that the application processbe standardized. Describing specialcircumstances or needs, therefore,may require additional effort on thepart of the applicant. Applicants whohave special needs, such as disabilityrelated expenses, should expressthose needs in their application foraid. Because of the complexity of thesystem, however, they must takecare to express those needs withinthe context of the system asexplained below. Changing condi-tions can be reflected in a SpecialConditions form.

According to many directors offinancial aid, taking care to be earlyand accurate in applying for aid arethe most important steps in thefinancial aid process. However,completing the financial aidapplication form requires you toreport actual or estimated income taxinformation well in advance of theApril 15th Internal Revenue Service(IRS) tax deadline. Haying thisinformation available several monthsbeCore a family usually prepares theincome tax form calls for advancedplanning. Campus Financial Aidofficer.; suggest that a familyestimate the tax information in timeto complete tile appropriate financialaid form by the announced deadline.If the actual IRS tax information isdifferent from estimate, send anamended report when it is availableto the Financial Aid Officer rather

SCHOOL A SCHOOL BCOST OF MTENDANCE

(tuition, fees, room, board. books,supplies, transportation, disability-relatedexpenses, misc.)

$5,000 $10,000

FAMILY CONTRIBUTION $1,000 $1,000Need for Financial Aid

(cost minus family contribution)gro-00

SOURCES OF FINANCIAL AIDPell Grant S1,100 $1,100Federal Campus-based Aid $i,500 $3,000

SEOG, Work-Study, Perkins)Aid from Institution $400 $2,000Guaranteed Student Loan $1,000 $2,500

Total Financial Aid $4,000 $8,600

Total Unmet Financial Need(to be met from outside sources. additionalfamily contribution, PLUS/5LS loans forparents or students, local/ disability-specificscholarships, etc.)

$0 $400

than delay sending the form in thefirst place. If an individual's aidinformation is not processed andforwarded to the appropriate schoolsby January or February, institutionalprocessing deadlines may be missedand the student may lose priority forfinancial aid. If the family ""istakenlyreports only the taxes withhek! onthe W-2 form and not the completetax information from the 1040 andother IRS forms, the financial aidform must be returned to the familyto provide the necessary information,causing unnecessary additionaldelay. Students and their familiesshould be aware that because collegeaid and IRS application deadlinesmay conflict and may call fordiffering information, a very earlyand accurate preparation is necessarso that all deadlines can be met withappropriate information.

WHAT IS A FINANCIAL AIDPACKAGE?

The Financial Aid Package is acombination of financial aidresources (Grants, loans, work) puttogether by the college Financial Aidadministrator and designed to meet,as closely as possible, a student'sindividual financial need. The3mount and types of assistance in apackage depend on the cost ofattendance at a particular institution,

student's need, availability of fundsat the institution, and funds availablefrom outside sources. Thus, astudent may be offered two differentfinancial aid packages if he or sheapplies to two different schools. Itpays for a student to shop aroundand compare not only the dcllarsoffered, but also the composition ofthe financial aid package eachinstitution offers. The examples inthe chart above illustrate differentpackages of financial aid which astudent might be offered at twodifferent schools: School A whichcosts $5,000 to attend and School Bwhich costs $10,000.

Note: The aid amounts are forillustration purposes only and do notnecessarily reflect actual amountsfrom campus to campus. However, itcosts twice as much to attend SchoolB as School A.

In the examples above, School Boffers $8,600 this year whereasSchool A offers less than half of that.In fact, if the student chooses SchoolB, he must find $400 more than theexpected family contribution. On theother hand, School B may have theacademic program of choice andnecessary support services. Thus,the student may believe that in thelong run, School B is the right choice.

In addition to comparing the totaldollars offered in aid by each school,however, students need to consider

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leve of indebtedness, terms ofrepayment, and the school's policyon how the aid packages arecombined over time. Students, theirfamilies, financial aid personnel,and, where relevant, rehabilitationcounselors of students withdisabilities are concerned about whatlevel of indebtedness a student canreasonably assume upon completionof education. Often career choicesdetermine (or are determined by)level of indebtedness from loans andterms of repayment of financial aidloans.

From year to year Financial Aidofficers may vary the combination ofgrant, loan, and work-study moneyin a student's aid package, emphasiz-ing loans for freshmen and work-study/scholarship in later schoolyears--or the other way around.There is no uniform policy onfinancial aid package combinationsover time. It is definitely appropriateto ask the Financial Aid Officer whatthe school's policy is during theprogression from freshman tograduate student.

WHAT EXPENSES ARECONSIDERED DISABILITYRELATED?

The student with a disability isoften faced with additional expensesnot incurred by other students.These may include:

special equipment related to thedisability and its maintenance

expenses of services for readers,interpreters, notetakers, or personalcare attendants

transportation necessary topursue an academic program, ifregular transportation is notaccessible

medical expenses relatingdirectly to the individual's disabilitythat are not covered by insurance

Students should be sure to includedisability-related expenses that maypreviously have been covered by thefamily budget. These may includefood and veterinary bills for dogguides, batteries for hearing aids anda Telecommunication Device for theDeaf (TDD), or the cost of recruiting

and training readers or personal careattendants. Often, leaving homenecessitates the purchase of new oradditional equipment that will allowthe student to be independent atschool. For example, the student'ssecondary school may havefurnished disability-related equip-ment necessary for use in school, butthat equipment belongs to andremains at the high school after thestudent graduates. Students withdisabilities should seek assistancefrom the Disabled Student ServicesOffice and/or Financial Aid Office todetermine disability-related ex-penses. Once these expenses areidentified students should providethe Financial Aid Officer withdocumentation of any disability-re-lated expense which is required toinsure attainment of the student'seducational goal. Depending uponthe institution, documentation maybe simply a written statement ofexplanation by the stu.ient or anofficial statement by a doctor orVocational Rehabilitation counselor.To be certain, the student shouldcheck with the Financial Aid Office.

Some of the special equipment andsupport sin vices may be available atthe postsecondary institution,through public and private commu-nity organizations, the stateVocational Rehabilitation Agency, ororganizations of and for people withdisabilities. The student shouldcheck with the Student ServicesPersonnel, 504 Coordinator, orDisabled Students Office at thepostsecondary institution. Probablythe most valuable wsource to a newstudent is the network of studentswith disabilities already on campus.Disabled students who have hadsimilar experiences and similar needsare likely to have practical advice andlow cost solutions to problems thatstudents with disabilities frequentlymeet.

Regardless of whether the studentis able to obtain any specialequipment or services through theinstitution or elsewhere, it is stillimportant to let the Financial AidOfficer know of any anticipatedexpenses. Such information isconsidered in the determination ofthe student's financial need, onwhich all aid decisions are based.

HOW DOES VOCATIONALREHABILITATION FITINTO THE FIN ANCIAL AIDPROCESS?

Assistance to students withdisabilities is often provided by stateVocational Rehabilitation (VR)Agencies. In some states there aretwo agencies: a general agency andone for blind or visually impairedpersons. In other states, there is oneagency serving all persons withdisabilities. State VocationalRehabilitation Agency titles varyfrom state to state, and thus may behard to locate in the telephonedirectory. You may contact a stateeducation agency, public library, orGovernor's Committee on Employ-ment of the Handicapped for thetelephone number and address ofyour local VR agency.

The local Vocational RehabilitationAgency has VR counselors who canhelp a disabled person determineeligibility for assistance. The VRprogram is an eligibility program,rather than an entitlement program.To be eligible for services, anindividual must have a disabilitywhich is a substantial handicap toemployment and must havepotential for employment as a resultof rehabilitation services. Theprimary goal of a VR counselor is tomake the client employable;therefore, the counselor will lookclosely at a student's educationalplans in terms of job potential. Whileinitial counseling and evaluation areopen to all, the counselor maydetermine that a client is not eligiblefor other services based on StateAgency policies governing economicneed, order of selection, and otherpolicies of the agency.

Among the services that may heprovided by VR Agencies to astudent who is a client are:

Tuition expensesReader services for blind and

karning disabled persons andinterpreter services for hearingimpaired persons; individuallyprescribed aids and devices, whichare authorized in advance in anIndividualized Written RehabilitationProgram (IWRP) developed jointlyby the client and the counselor

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Telecommunications, sensory,and other technological aids anddevices

Other goods and services,which help render an individual whois handicapped employable.

The above items may differ fromstate to state, or be subject to a testof a client's ability to pay or the useof available resources from anothersocial service agency before acommitment of VR funds is made. Tounderstand why there are differencesamong and between states' VRprograms, one needs to know thatthe U.S. Department of Education,Rehabilitation Services Administra-tion (RSA) administers the Rehabili-tation Act, but each participatingstate administers its own programthrough the provisions of a state planwhich has been developed under theguidelines of the Act and which hasbeen approved by RSA. Foradditional information requestVocational Rehabilitation ServicesA Postsecondary Student Con-sumer's Guide from HEATH.

IS THERE COORDINATIONBETWEEN THEVOCATIONALREHABILITATIONAGENCIES AND THEFINANCIAL AID OFFICES?

Most states have developedworking agreements between stateassociations of Financial Aid Officersand Vocational Rehabilitationadministrators. These agreements,while not legally binding, allow for acoordinated effort in providing fundsfor students with disabilities inparticipating states. The agreement,or n.-morandum of understanding,establishes the process a VR agencyand postsecondary educationalinstitution should follow in determin-ing the aid to be granted to the VRclient/student. Students served byVR are required to apply for studentfinancial aid under the guidelines ofthe Vocational Rehabilitation/Finan-cial Aid Cooperative Agreements,iiscussed below.

Through standardized informationexchange forms, the two offices (VRand institution Financial Aid) arekept abreast of what the other is

doing. The process is not a simpleone; it takes time and requires aconstant determined effort by bothoffices and the student. Often astudent's aid package is recalculatedseveral times as any new informationis provided by either office.

The best advice for a student witha disability in the quest for financialassistance is to contact as early aspossible both the VR agency wherethe student is a client and theFinancial Aid Office of the institutionthat the student plans to attend to besure to meet both their deadlines.The institution will determine thestudent's eligibility for studentfinancial assistance and develop anaward package. Meanwhile, VR willalso determine the student'sadditional disability-related needs,and, if possible, award funds.Whatever is not covered by the VRAgency can be recalculated by theinstitution into the student'sexpenses and; if funds allow, thestudent's award increased. Evenwith excellent cooperation betweenthe Financial Aid Officer and theVocational Rehabilitation counselor,there still may he remaining need foradditional family contribution orloans.

IS FINANCIAL AIDAVAILABLE FORGRADUATE STUDY?

The increasing importance ofgraduate or professional study aspart of the educational process hascaused concern over the availabilityof funds for graduate study. After astudent completes an undergraduatedegree program, he or she is nolonger eligible for many sources offederal and state funds. Otherprograms may serve graduatestudents, hut only after all under-graduates have been served. Almostall VR agencies refuse to fund postbaccalaureate education, becausethere is the expectation of employ-ability after completion of atechnical, community college, orundergraduate degree program.Students who are pursuing a secondbachelor's degree also find problemsin obtaining funding unlessexceptional circumstances prevail.Most students, regardless of

disability, find themselves financingtheir graduate study without VRassistance. They use the traditionalroutes of institutional schol xships inthe field of study, part-tir,e oralternate semester employment,loans, sayings, assistantships, andfamily contribution as the primaryroutes to the graduate degree.

ARE THERE OTHERPOSSIBLE SOURCES FORFINANCIAL ASSISTANCE?Supplemental Security Income

Supplemental Security Income(551) is a Federal program set up toprovide financial assistance topersons who are aged, blind, anddisabled who have little or no incomeand resources. The amount of SSIpayment is dependent upon theincome and resources of the client.(If the student is under 18, some ofthe parent's income and resourceswill be included.) The studentshould be aware that earnings fromwork-study or other work may affect551 benefits. If the Soci.41 SecurityAdministration approves a Ilan forAchieving Self Support, the studentwould be able to set aside incomeand resources that are being usedtoward a specific vocational goal(tuition, savings for equipment orother needs) and continue to receive551 payments. Plans can hedeveloped by Vocational Rehabilita-tion counselors, public or privatesocial agencies or groups, anyoneassisting the student, or by thestudent. For more informationregarding SSI and the Plan forAchieving Self Support contact thelocal Social Security Administrationoffice.

Social Security BenefitsThe Social Security Disability

Insurance (SSDI) program allowsworkers and eligible dependents toreceive monthly cash benefitsbecause of a period of disability. Astudent who has been employed,may file based On his or her ownwork record. If the parents of astudent with a disability have filedfor Social Security or if a parent isdeceased, the student may alsoqualify for dependents' benefitsbased on the parent's work record.

For further information on thestudent provisions and eligibilityrequirements of the various SocialSecurity programs, contact the localSocial Security Administration office.

Talent Search, EducationalOpportunity Centers, and SpecialServices for Disadvantaged Students

Talent Search and EducationalOpportunity Centers are federallyfunded programs located at varioussites across the country. Some arepart of a postsecondary institutionand some have been established aspart of a private or public organiza-tion. These programs were set up toprovide counseling and otherservices to disadvantaged studentsand students with disabilities. Oneof the responsibilities of the programis to help place students andsometimes help to negotiate financialassistance for students with thepostsecondary institution. ManVcolleges also have federally fundedprograms of services for disadvan-taged students, including studentswith disabilities. These programsprovide some services, academicassistance, and may providefinancial assistance as well. Becauseeach program is individualized to aspecific campus, check with thecampus of your choice to determineif there is a Special Services Program,and what services are offered.

For more information on thelocation of Talent Search, EducationalOpportunity Centers, and SpecialServices Programs, contact Chief,Special Services Branch, Division ofStudent Services Programs, Box23772, L'Enfant Plaza Station.Washington, DC 20026-3772. (202)732-4804 (for information onprogram location only).

State ProgramsMost states now have some form

of student assistance. Theseprograms vary by state. To find outthe details of state grants and loansstudents should contact their highschool counselor or college FinancialAid administrator. A listing of stategrant and loan agencies is includedin the Student GuideFive FederalFinancial Aid Programs (contactaddress is included in the Resourcelist on page 8).

Additional Scholarship InformationScholarships specifically designated for students with disabilities are extremdy limited. Students are urged to

read the publications listed in the Selected Resources section of this paper and to pursue the scholarships availablefor qualities other than disability. Listed below are the few disability specific scholarships that have come to HEATHstaff attention.

Alexander Graham Bell Associationof the Deaf

3417 Volta Place, N.W.Washington, DC 20007(202) 337-5220 (voice/TDD)

American Council of the Blind1010 Vermont Ave.Washington, DC 20005(800) 424-8666 or (202) 393-3666

American Foundation for the Blind15 West 16th StreetNew York, NY 10011(800) 232-5463 or (212) 620-2000

Central Intelligence Agency (CIA)Contact Ma Ile Nomm, HPM/OEEO,

CIAWashington, DC 20505(703) 874-4465

Council of Citizens with LowVision (CCLV)

1400 N. Drake Road, #218Kalamazoo, MI 49007(616) 381-9566

Electronic Industries Foundation(EIF)

Contact Carol Dunlop, E1F,1901 Pennsylvania Avenue, NW,Suite 700Washington, DC 20006(202) 955-5816

Foundation for Science & theHandicapped

1141 Iroquois Drive #114Naperville, IL 60540(Letters only)

Immune Deficiency FoundationP.O. Box 586Columbia, MD 21045(301) 461-3127

Learning Disability Association4156 Library RoadPittsburgh, PA 15234(412) 341-1515

Lifecare Scholarship for Respirator-Dependent

505 Central Ave,Boulder, CO 80301(Letters only)

National Federation of the Blind1800 Johnson StreetBaltimore, MD 21230(301) 659-9314

National Association of the DeafStokoe Scholarship (graduate)814 Thayer Ave.Silver Spring, MD 20910(301) 587-1788 (voice/TDD)

Recording for the Blind20 Rozelle RoadPrinceton, NJ 08540(609) 452-0606

Ronnie Milsap Foundation600 Renaissance CenterDetroit, MI 48234(313) 567-1920

Spina Bifida Association ofAmerica

1700 Rockville Pike, Suite 540Rockville, MD 20852(800) 621-3141 or (301) 770-7222

United Cerebral PalsyAssociation

66 East 34th StreetNew York, NY 10016(800) 872-1827 or (212) 481-6300

World Institute on DisabilityContact Judy Neumann1720 Oregon Street, Suite 4Berkeley, CA 94703(Letters only)

World Rehabilitation FundContact Diane Woods,

International Exchange ofExperts and Information inRehabilitation, WorldRehabilitation Fund

400 E. 34th StreetNew York, NY 10016(Letters only)

Local or college specific grants include the Braverman Scholarship at the University of Iowa; Olney Scholarshipin Aiken County, South Carolina; Smith Scholarship at tlie University of Wyoming; Fowler, Phi Sigma Delta and DeltaChi Scholarships at Pennsylvania State University; Amy Reiss Blind Student Scholarship at Fordham Law School;Barbara Zackman Zuckwert Scholarship (for blind part-time student) at George Washington University; GuttenbergScholarship Endowment Fund (for physically handicapped students) at New Jersey Institute of Technology; and theDivision of Rehabilitation Education Scholarships at University of Illinois/Champaign, and Charlotte Newcombegrants at some colleges in the middle Atlantic statesall designated for students with disabilities.

Private ScholarshipsA variety of unique situations,

which may have nothing to do withdisability, may make a studenteligible for private scholarships.They may include parents' place or

type of work, military experience,ethnic background; student's careergoals; religious affiliation; extracur-ricular activities, etc. Such scholar-ships may be researched bypurchasing or borrowing booksabout financial aid from a school or

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public library. Several of these arementioned in the bibliography at theend of this paper. There are very fewscholarships available for personswhose unique situation is disability.Since there is not a central list ofscholarships for students with

disabilities, HEATH staff hassurveyed organizations andfoundations across the country anddeveloped a listing of organizationswhich do provide scholarships forpersons with particular disabilities.Note that the amount of money fromone of the disability scholarshipsmay be token and ceremonial ratherthan substantial. Disability organiza-tion scholarships are generally $500to $1000 per year.

In general, the best resource for allstudents, including those withdisabilities, is the Financial AidOfficer at the colleges beingconsidered. The Financial AidOfficer has been trained to under-stand and explain the complexsystem of Financial Aid. In addition,the Financial Aid Officer will befamiliar with local, state, and privatesources of funding, and able to tiethese together with institutionalresources to create the mostadvantageous financial aid packagefor the student.

However, any problems encoun-tered in applying to a school, or incompleting the financial aidapplication in a thorough and timelymanner, could adversely effect thequality of any financial aid packagefor which a student may be eligible.Students may apply to and "shop"among several colleges for the mostadvantageous combination ofacademic excellence and financial aidavailable. Due to the lead timesinvolved in the college/financial aidprocess, "smart shoppers" will beginthe process of looking for a school,and preparing to apply for financialaid up to two years in advance ofhigh school graduation.

Scholarship Search ServicesEntrepreneurs in many cities have

established scholarship searchservices businesses which haveinformation about thousands ofscholarships nationwide and whichprovidefor a feelists of thoseappropriate for individual clients.These services usually charge a feeranging from $40 to $75, and can befound in the yellow pages or from along distance information operator invarious large cities (San Francisco,New York, Houston and othr,rs)under names such as Scholarship

Information Service or ScholarshipSearch. As with any other service forwhich there is a fee, callers shouldrequest a written list of exactly whatthey will get for their investment andwhat has been the experience of thebusiness in identifying scholarshipsfor studentF with disabilities. In atelephone survey of such places inseveral cities, HEATH staff foundthat some are computerized, othersare operated by individual re-searchers. None of the computerizedsearch services contacted hadspecific descriptors for handicaps;thus the computer cannot listscholarships specifically intendedforstudents with general or specificdisabilities. The computer will,however, list funds available tostudents by geographical area,interest, school attending, profes-sional, civic, or religious affiliations.Most of these services do not have alarge database of disability-relatedinformation, but could prove a usefulresource for some students. Theyoften offei assistance (for anadditional fee) in college selectionand preparation of the financial aidapplication. The National Scholar-ship Service and Fund for NegroStudents offers a free scholarshipsearch to black students. ContactNSSFNS, 965 Martin Luther King, Jr.Drive, Northwest, Atlanta, GA 30314phone (404) 577-3990.

Foundation CenterThe Foundation Center with

headquarters in Washington, DCand New York and cooperatingcollections in nearly 100 cities acrossthe country can provide names ofprivate foundations which donatemoney for particular activities orcauses. The Foundation Center has avolume of listings called FoundationGrants for Individuals arranged inbroad categories. It can be used thereor purchased for $15. To find theaddress of the nearest cooperatingcollection call (800) 424-9836 toll free.(No information other than addresscan be given over the telephone.)

SELECTED RESOURCESToll Free Number (800) 333-4636

may be used by seekers of federalstudent financial aid information.

7

Toll free calls from all 50 states andPuertc Rico can be made from 9 a.m.to 5:30 p.m. EST Monday throughFriday. Callers will receive arecorded message and will be askedto remain on the line if they needadditional information or if theyhave a specific question. Inquirers toHEATH and HEATH staff report thatthe information received from thetoll free service is useful and staffedby knowledgeable people.

The Student Guide: Five FederalFinancial Aid Programs (annualedition) is a Department of Educationbooklet which describes the federalstudent aid programs. It includesreferences to state sources of aid. Thebooklet is widely available in schooland public libraries or can be orderedfree from Federal Student AidPrograms, Department DEA-86,Pueblo, CO 81009. There is also acassette version which is a telephonedialogue between a Department ofEducation information specialist anda visually impaired student. Thecassette is available free by requestfrom Federal Student Aid Informa-tion Center, PO Box 84, Washington,DC 20044, Attention: Student AidCassette.

Applying for Financial Aid is a fourpage newspaper developed by theAmerican College Testing Servicewhich covers the basic informationwhich students and parents need toknow. Sample calculations areprovided as are sources of financialaid. Applying for Financial Aid isavailable in college financial aidoffices or can be obtained byrequesting it from ACT, 2201 NorthDodge Street, PO Box 168, Iowa City,IA 52243,

Don't Miss Out: The AmbitiousStudent's Guide to Financial Aid(1989-90) is one of 12 new specialfocus guides produced regularly byOctameron Associates. This 101 pagebook is full of useful strategies andhelpful hints as well as good solidplanning information, and includes abrief section about students withdisabilities. Others in the series coveracademic scholarships, collegegrants, loans, cooperative educationopportunities, admissions, campusvisits, and transition from highschool to college. Don't Miss Out is

available by prepaying $5. toOctameron Associates, PO Box 3437,Alexandria, VA 22302 (703) 823-1882from where you can also request abrochure describing the whole series.

Planning Now for College Costs: AGuide for Families, (October 1987)prepared by Coopers & Lybrand forAmerican Association of StateColleges and Universities, respondsto the Tax Reform Act of 1986 anddescribes investment and savingsstrategies for families whose incomemay make them ineligible fortraditional financial aid. This 28 pagebooklet is available by prepaying $3.to Early Planning, PO Box 2155,Washington, DC 20013.

How to Pay for Your Children'sCollege Education (1988), by GeraldKrefetz for The College Board,incorporates the 1986 Tax Reform Actregulations to provide parents withpractical advice. The 154 page bookcovers a range of sound financialmanagement strategies for saving,investing, borrowing, and estab-lishing credit for parents of teenageisas well as young children. There is anextensive glossary to clarify financialterms, appendixes providing anindividual tax table, a gift tax table,an income tax rate schedule fortrusts, and information on interestrates and yields. Available byprepaying $12.95 plus $2.95 handlingcharge to College Board, CollegeBoard Publications, Box 886, NewYork, NY 10101-0886.

Need A Lift? To EducationalOpportunities, Careers, Loans,Scholarships, Employment (annualedition) is a publication of theAmerican Legion covering sources offinancial aid and the financial aidprocess. Special emphasis is given toprograms for children of deceased ordisabled veterans, but is designed tobe of service to all students. The 119page booklet contains sources ofscholarships, cooperative educationprograms, and sources of careerinformation. Available free fromAmerican Legion National Office,1511 K Street, NW, Suite 540,Washington, DC 20005. (202)861-2700.

The College Financial AidEmergency Kit, (1989-90), by JoyceLain Kennedy and Dr. Herm Davis,while not disability specific at all, isone of the clearest and most usefulsmall booklets available on thesubject of utilizing the regularfinancial aid system to full advantage.Basic terms are defined and needs formoney immediately, soon, and inthe future are addressed. Kennedyand Davis, who are especiallyexperienced in clarifying all aspectsof financial aid, describe ten steps tosimplify the application process,alternative strategies for financing acollege education, and numerousborrowing tips. Locating scholar-ships, grants, and other gifts aredescribed as are several save-aheadplans for those who have a few yearsbefore the actual college or graduateschool dollars are to be spent. Arealistic list of suggested readingconcludes this 40 page booklet.Available only by mail for $4.50 fromSun Features, Inc., Box 368, Cardiff,CA 92007.

Financial Aid for the Disabled andTheir Families (1988-1989), by GailAnn Schlachter and R. David Weber,promises to inform readers about the"hundreds of programs that havebeen established just for the disabledor members of their family." Thebook is a useful and comprehensiveresouice for librarians and coun-selors, but the book promises morethan it really delivers. The book iswell organized for use since it haschapters about financial aid forpeople with specific disabilities, andthere are sections of each chapter forboth undergraduate and graduateeducation, but entries are double andtriple counted so as to inflate the totalnumber of scholarships and otheraids included. The blok is availablefor $32.50 plus $2.50 for shippingand handling from Reference ServicePress, 10 Twin Dolphin Drive, SuiteB308, Redwood City, CA 94065.

Finding Financial Resources forAdult Learners: Profiles for Practice(1985) is published by the Office ofAdult Learning Services of theCollege Board and serves as aresource book for adult learners not

appropriately served by thetraditional financial aid system.Finding Financial Resources forAdult Learners: Profiles for Practiceis available for $8.95 from CollegeBoard Publications, Box 886, NewYork, New York, 10106.

Directory of Special Programs forMinority Group Members (1986),edited by Willis L. Johnson, listsemployment opportunities, financialaid sources, and career informationservices for members of minoritygroups. Although the volume is 114,t

specifically for those with disabilit;,-1-HEATH staff suggests that some otour many callers who ask aboutfinancial aid may find it an importantresource. This well-organizeddirectory lists 1,700 general pro-grams, 360 of which are sponsoredby federal agencies. lt summarizesminority student aid offered by 270colleges and universities. Programscited include scholarships, fellow-ships, and loans for college study;job training and retraining activities;summer employment and internshipoptions; occupational informationand career guidance assistance; andemployment skills banks and talentbank services. Most programs listedare open to minority group members.Available by paying $22.50 plus $2.50for postage and handling to GarrettPalk Press, P.O. Box 190A, GarrettPark, MD 20896.

Financial Aid for Graduate &Professional Education (1989), fifthedition, by Patricia Mc Wade, is a 14page brochure which provides acomprehensive overview of thetopic. How and when to apply,determining financial need, types ofaid available, aid for special groups(although not very much informationabout disability), debt management,and consolidation are some of thetopics covered. Contact informationabout related resources are included.Available by prepaying $1.95 toPeterson's, 1'0 Box 2123, Princeton,NJ 08543-2123. (800) EDU-DATA.

Petersons's Grants for GraduateStudents (1989-90), second edition,by Editors John H. Wells and Amy J.Goldstein, lists and fully describes a

diverse collection of nearly 700scholarships and grants usable at thegraduate level for the study of nearlyevery discipline. Well indexed, the300 page guide provides practicaltips as well as specific details abouteach award. Available in libraries ormay be ordered by prepaying $34.95from Peterson's, PC) Box 2123,Princeton, NJ 08543-2123. (800)EDU-DATA.

October 1989. Updated by Rhona C. Hartmanfrom material prepared by jay Drill withassistance from the staff of the AmericanCouncil on Education.

This resource paper was prepared underCooperative Agreement No. G00S7C3052awarded to the American Council onEducation by the U.S. Department ofEducation. The contents do not neceesarilyreflect the views of the U.S. Government, nordoes mention of products or organizationsimply endorseutent by the U.S. Government.

PRE-COLLEGE FINANCIAL AID CHECKLISTDuring the Junior year of High School

0 Complete the college pre-selection process.o Investigate financial aid opportunities with

your high school counselor.O Write to college(s) of your choice for application

and financial aid forms.O Begin the application process with Vocational

Rehabilitation and/or Social Security.o If you are involved in Special Education services

at your high school, be sure that your IndividualEducational Plan (IEP) includes your academic andvocational goals.

o Collect information and document expenses forcompleting the financial aid forms.

By the Senior year of High SchoolO Obtain the appropriate financial aid form for the

schools to which you are applying from your highschool counselor. Using the expense informationcollected during the last year, and the current year'sestimated income tax information. Complete theFAF, AFSA or FFS.

O Mail the appropriate financial aid form as soonas possible after January I, since forms postmarkedbefore then do not count. (Be sure to checkapplication deadline for each school to which you

plan to apply.)O Complete and return to the college(s) all

application materials and the college's financial aidform by the date indicated on the form (usuallyFebruary/March).

O Keep track of the date on which you sent in thefinancial aid forms. You should receive an acknowl-edgment of receipt of the form within six weeks anda Student Aid Report(SAR) within six weeks of theacknowledgment. If you have not received anyresponse within eight weeks, call the Student A:dcenter at the number listed on aid form or institutionalbooklet.

O When the SAR arrives, send it to the financialaid offices of the colleges on your list.

El Keep in touch with the college financial aidoffice during the course of the application process toverify that they have received your SAR and that theyare processing your aid package.

0 If you are a VR client, be sure that yourcounselor is in touch with the financial aid offices attine colleges(s) on your list. Be on time and accuratein filling out the application forms. If possible, havea third party read them and check for accuracy. Keepat least one photocopy of each completed form foryour own record in case problems arise.

9

"WM..16

HEATH RESOURCE CENTERnational clearhighouse on postsecondary education

for individuals with handicaps

HEATH is an acronym for Higher Education and Adult Training for people with Handicaps. The HEATHResource Center operates under legislative mandate to collect and disseminate information nationally aboutdisability issues in postsecondary education. Funding from the United States Department of Education enablesthe Center to increase the flow of information about postsecondary options, educational support services,policies, and procedures appropriate for those with disabilities who have left high school.

As the national clearinghouse on postsecondary education for individuals with handicaps, the HEATHResource Center is designed to:

make known the educational and training opportunities available in whatever setting adults who havehandicaps may choose to continue their education after high school;

promote the types of accommodations which enable full participation by people with disabilities in regular,as well as specialized, postsecondary programs;

recommend strategies which enable those with handicaps to pursue education after high school in theleast restrictive and most productive environment possible.

To accomplish these goals, HEATH has an extensive publication program, a toll-free telephone service, anda professional staff which participates in a strong network of colleagues across the country.

Information from HEATH, a newsletter published twice a year and distributed nationally, is free of chargeto subscribers. The newsletter highlights campus programs, provides information about new or pendinglegislation, and offers reviews of new publications and other media products. HEATH resource papers,monographs, guides, and directories focus on disability-related issues as they emerge on college campuses,vocational-technical training schools, adult education programs, independent living centers, and in othercommunity-based training programs. Single copies of HEATH publications are free and may be reproduced.Most are available by request on audiocassette tape or computer disk.

The toll-free telephone line enables postsecondary administrators and service providers, teachers andinstructors, high school and vocational rehabilitation counselors, govenmental officials librarians, healthprofessionals, journalists, as well as those with disabilities and their families to :flake inquiries directly toHEATH staff.

Participation by HEATH staff in national, regional, and statewide conferences and training workshops hasled to the development of a national network of professionals across the nation. This network enables staff tosuggest speakers, access options, audiovisual materials, and other resources to enhance such meetings.

HEATH staff can be reached Monday-Friday, 9 a.m.-5 p.m. Eastern Time at (800) 544-3284; or, in theWashington, DC metropolitan area, at (202) 939-9320; both lines are Voice/TDD.

Inquiries may also be mailed to HEATH at One Dupont Circle, Suite 800, Washington, DC 20036. Inquirieswill receive prompt attention.

Higher Education and Adult Training for people with Handicaps (HEATH) is a program of the AmericanCouncil on Education.

James J. Whalen, Board Chair, ACEPresident, Ithaca College

Robert H. Atwell, President, ACE

HEATH PUBLICATIONS LISTThe HEATH Resource Centeroperates the national clearinghouseon postsecondary education for individu-als with handicaps. HEATH 13an aaonym for Higher Education and Adult Training for people with Handicaps.Support from the United States Departmentof Education enables the Center, a program of the AmericanCouncil onEducation, to serve as an information exchange about educational support services, policies, procedures,adaptations,and opportunities on American campuses, vocational-technical schools, adult education programs, independentliving centers, and other training entitiesafter high school. The Centergathers and disseminates this information sothat people with disabilities can develop their full potential through postsecondary education and training if theychoose.

RESOURCE PAPERSAccess to the Science and Engineering Lab and

ClassroomCareer Planning and Placement StrategiesCost Effective Ideas (for administrators)Education Beyond High School the Choice is

YoursEducation for Employment (vocational educa-

tion)Financial Aid for Students with DisabilitiesHead Injury Survivor on Campus: Issues and

ResourcesHearing Impaired Students in Postsecondary

EducationLearning Dimbled Adults in Postsecondary

EducationMake the Most of Your OpportunitiesMeasuring Student Progress in the ClassroomOpportunities After High School for Persons

who are Severely HandicappedStrategies for Advising Disabled StudentsVocational Rehabilitation Services a Student

Consumer's GuideYoung Adults with Learning Disabilities and

Other Special Needs: Guide for SelectingPostsecondary Transition Programs

OTHER PUBLICATIONSCollege Freshmen with Disabilities: Preparing

for Employment+HEATH Brochure+HEATH Resource Directory+How to Choose A College: Guide for the

Student with a DisabilityNewsletter back issues as availableNewsletter SubscripdonResources for Adults with Learning Disabilities

Single copies of HEATH resource papers are free tothose who request them. Permission to duplicateHEATH materials is not necessary and is definitelyencouraged.

Is there a topic about which you need specific informa-tion which is not listed here? ContactHEATH staff, whomay be able to select the information you need from theHEATH Library, Topic File, or Campus Resource File.

SPECIAL RESOURCESMultiple copies of the + starred publications may be or-dered on a cost recovery basis. For details call HEATHtoll-free at (800) 544-3284 or 939-9320 in the Washington,DC metro area.

ALTERNATE MEDL4Current HEATH publications are available on cassettefrom HEATH or through the Martin Luther King Re-gional Library (Washington, DC), a unit of the NationalLibrary Service for the Blind and Physically Handi-capped.Please send Audio Cassette

HEATH materials are also available in computer mediafor MS-DOS compatible or Macintosh computers.

Computer Media: MS-DOS. Macintosh(Please enclose a blank 5 1 /4" or 3 1/2" DD/ DS diskette.)

Please mail back to HEATH Resource Center, One Dupont Cirde, Suite 800,Washington, 1X 20036-1193. Special-Net users may order directly to HEATH.ACE. CompuServe subsaibers may order via Easyplex ID 73257,14.Name

Check the one that best describes you.Address Person with a disability Advocate

Parent Teacher/InstructorAdministrator CounselorOther (specify)

City State Zip

FOLD HERE FOR MAILING

FOLD HERE FOR MAILING

AMERICAN COUNCIL ON EDUCATIONHIGHER EDUCATION AND

THE HANDICAPPEDRESOURCE CENTEROne Dupont Circle, NWWashington, DC 20036-1193