Options For Students With Disabilities And Tips For CounselorsJulie Smith – Transition Specialist, Glenbrook South High School Michael Southern – Director of Disability Services, at the University of Cincinnati Gretchen Stauder-Post High School Counselor, New Trier High School

Is College the Right Choice?

• What kind of skills are needed in order to be successful in college? • Strong self-motivation in college prep courses• A full scale I.Q. in the average range of intelligence• Solid ability to understand verbal concepts and symbols

and to communicate ideas and thoughts both orally and in writing

• Understanding of learning style, including an awareness of academic strengths and weaknesses

• Ability to function independently in the academic environment

Defining Disabilities

• Learning Disability• Intellectual Disability• ADHD• Autism Spectrum Disorder• Physical Disability• Communication Disorder

• Person First Language• Some students receive accommodations• Some students have curriculum which is very different from the

general education curriculum• Confidentiality• Not your job to diagnose • Ask student about strengths or weaknesses• Allow time for student to process information • Positive feedback• Avoid use of abstract language and sarcasmA few pointers for counselors!

Good questions to ask

• How do you learn best?• What are your accommodations? Which

ones do you think you will need in college?• Is there a particular area you struggle with?• Foreign Language?

Questions students should ask themselves

• Is a 2 year school a better fit?• Would a gap year be beneficial?• Why do I want to attend college? • Is my curriculum really preparing me for college?• How much time is spent on studying?• Do I wake myself in the morning or am I relying on

someone else?• How much support am I currently using? • Landmark College Assessing College Readiness

Differences in the Law

IDEA• Schools’ responsibility• LRE, quality and free• Individualized Planning

and related services• Applies until student

graduates or reaches age of 22

• Transition services

ADA• Individual Responsibility• Focus on

accommodations• Focus on

nondiscrimination and undue hardship

• No link between federal funds and compliance with the law

High School vs. Post-Secondary

• No IEP• No IDEA- working under ADA and 504

regulations• Students must self identify• Pay for services in some cases

Self-Advocacy Transition

• Secondary Environment : Students learn about their disability and the importance of self-advocacy. The student gradually assumes more ownership over time. Parents act as strong advocates.

• Post-Secondary Environment: Students must self-identify, describe their disability, identify strengths & weaknesses, identify accommodations needed and become a competent self-advocate. Students are considered adults. Privacy required by FERPA.

WHEN COLLEGE IS NOT THE RIGHT CHOICE

Alternative Post-Secondary Programs

• Designed to accommodate students whose options may not include traditional college

• Own contained facility or separate facility on traditional campus • Consider potential rather than high school record• Small classes and selected faculty• Focus on basic skills review and reinforcement of independent

life skills • Non-Degree Status- skill building and experience with

vocational planning for graduation from the program • Strong vocational component

• Career Foundations (Harper College)• ELSA (Elmhurst College)• PACE Program (National Louis University)• Personal Success Program (College of Lake County)

• Chapel Haven- Westville, Connecticut. • College Internship Program – Indiana University, Bloomington• Horizon Program- University of Alabama Birmingham • Life Development Institute- Phoenix, Arizona • Minnesota Life College- Richfield, Minnesota • Reach Program- University of Iowa • Riverview School GROW Program- East Sandwich, Massachusetts • Supported School to Work Transition Program, Lewis and Clark

Community College- Godfrey, Illinois• Threshold Program at Lesley College- Cambridge, Massachusetts• VIP Program- New York Institute of Technology

Examples

Partnering

• We all have different expertise• Work with in school staff to ensure a appropriate

plan • Collaboration with counselor and special

education teacher • Disability Service Office at colleges

THE COLLEGE SEARCH PROCESS

Beginning the Search

• What is best type of setting for student?• Are they ready? • Are technical programs more appropriate? • How much support is needed?

• One of the search factors should be Academic Support and/or Disability Support Services

• Common mistake: “I have done well in high school so I will not need services at college.”

Choices/Options

• Post-Grad year • Gap year• 2 year college• Technical school• Community college• 4 year college

College bound but…

• Post Grad Year- (Pre-college Preparation)• Strengthen study strategies • Additional preparation in math and writing • Personalized attention • Residential component (Thames Academy, Connecticut)

• Gap Year • Work • Options that range in location and fee• Gap Year Fair at New Trier January 2014(Apply Concurrently)

• Technical Schools- vocational component and career certificates

• Community College• Terminal Option - vocational component • Transfer Option- plan to transfer and earn B.A. or B.S.

• Schools with residential options • Vincennes University, IN (STEP Program)• Lincoln College, IL (ACCESS Program)• Kirkwood Community College, IA• Parkland Community College, IL• University of Cincinnati- Blue Ash, OH

2 year College Options

Levels of Support

• Accommodations• Comprehensive Programs• Full-Service Programs• Specific Colleges for Students with

Learning Differences

Accommodations or Services?

• Accommodations• May not have a specific department for LD students• Student arranges for accommodations• Academic support is not centralized

• Comprehensive Services• Structure for providing services to LD students• Office in charge of making arrangements for

students with disabilities• Tutoring may be available by LD specialists or

peer/subject tutors supervised by director• Learning Specialist often coordinates services

Full-Service Programs

• Study skill strategies and awareness building with personalized attention

• Fee for Service • Staff includes trained specialist(s)• Students required to spend a specific amount of time each

week in the support center • Regular scheduled meetings with staff • Special arrangements may be made for course

selection/registration• Often separate application and apply concurrently

• University of Arizona (SALT Program)• University of Denver (LEP Program)• University of Indianapolis (BUILD)• Loras College (Enhanced Program)• Lynn University (Institute for Achievement and Learning)• Southern Illinois University (ACHIEVE Program)• University of Wisconsin – Oshkosh (Project Success)• University of Wisconsin- Whitewater (Project Assist)

• Schools Specific for Students with Disabilities• Landmark University in Vermont • Beacon College in Florida

Schools with Special Programs

THE COLLEGE APPLICATION

Personal Statement/Disclosure

• Voluntary• Provides a context for admission representatives • Explains the nature of the disability and its impact on

learning and/or grades • Verbalize how their disability impacts them • Highlights growth and current accommodations • Addresses anticipated support needs • Additional Information rather than topic of essay• Disclose during application or after acceptance?

Counselor Letter of Recommendation

• Have a conversation with student about what they want disclosed

• Obtain permission before disclosing • Highlight strengths of student• Focus on student not disability

Considerations

• Institutions may not make inquiries about prospective students’ disabilities prior to admitting them.

• Myths • It will be easier to be accepted by a college• Requirements for admission will be changed• Disclosing will hurt chances of acceptance

COLLEGE DISABILITY SERVICES

It’s a Jungle Out There: Surviving the Post-Secondary Transition

QUIZ TIME!!!!!

WHAT IS THE “TEXTBOOK” DEFINTION OF

DISABILITY?

Disability

“A PHYSICAL OR MENTAL IMPAIRMENT THAT SUBSTANTIALLY LIMITS ONE OR MORE MAJOR

LIFE ACTIVITIES”

(Hint…..remember this definition )

Differences Between Secondary and Post-Secondary

A) Receiving Disability Services-Intake Process B) Documentation C) Laws D) Advocacy E) Fundamental Alterations

RECEIVING DISABILITY SERVICES

• Secondary Environment: School districts are responsible for identifying students with disabilities, design special education instruction and/or providing and paying for accommodations. The focus is creating student success.

• Postsecondary Environment: Students are responsible for seeking disability related services on campus from Disability Services Offices (DSO) and requesting accommodations within their classes. The focus is providing equal access.

The Intake Process For Students At Post- Secondary level • Student needs to contact Disability Services Office

(DSO) to arrange for an intake appointment . • In an ideal situation, documentation (more

information to come about this) should be presented ahead of time for DSO to review and develop questions specific for that student

• Student should be prepared to discuss strengths/challenges.

• Student should be able to discuss their disability and how it affects (impacts) them.

Documentation • Secondary Environment: School districts are responsible

for providing trained experts to assess eligibility and plan education services. Experts may include: School psychologists, Speech Pathologists, school counselors, etc. Collectively, they develop and implement IEP’s and 504 plans.

• Post-Secondary Environment: Students are responsible for providing disability documentation from a qualified professional who can assess their specific disabilities.

New Guidelines For Documentation at Post Secondary Level

• Americans with Disabilities Act Amendments Act- ADAAA

Signed into law on September 25, 2008 by George W. Bush. Became effective, January 1, 2009. Offers a broader definition to major life activity which can be standing, learning, speaking, reading, thinking, concentrating, breathing, thinking, communicating, along with performing manual tasks such as lifting, working, reaching, hearing and others.

“BUT WAIT…….

“What does this mean for students transitioning to post-secondary settings?”

It means 3 things…….

1) A larger group of students who may not have been served in secondary settings can be served.

2) The student has more input into the accommodation conversation than before.

3) The post-secondary institution (along with student input) can determine what accommodations would be reasonable and appropriate.

Disability Services Offices At Post Secondary Level Can Now use these 3 sources as acceptable forms of documentation….1) Student Self-Report: The students narrative of his/her experience or history of

disability, barriers and effective accommodations is an important tool to help Disability Services understand the “impact” and history of the disability. (Landmark Assessment)

2) Documentation: Information from external sources that may include IEP’s (Individualized Education Program), SOP (Summary of Performance), Psychological evaluations, Medical documentation and other forms of documentation could be deemed useful to help identify the nature (diagnosis) of the condition or disability.

3) Observation and Interaction: During the intake process, the DSO professional can elicit information from observation and the student’s language (Self-Report) in helping determine that a disability is present which requires reasonable & appropriate accommodation/intervention.

Student Self-Report

 

• How does your disability impact you within the academic setting? (Test taking, class attendance, taking notes, etc.)

• What accommodations i.e., extended time, quiet room for testing, etc. have you used in the past?

• If any, what assistive technology devices and/or auxiliary aids have been effective in providing equal access to educational opportunities? (Example: Tape Recorder, Calculator, Audio Textbooks, etc.)

• If deemed eligible, what accommodations are you requesting from Disability Services?

• Is there any additional information you would like to include within your self report?

What Disability Services Office look for when reviewing documentation?

• Documentation that contains these 3 items:

1) Is there a disability diagnosis? EX: ADD, ADHD, Dyslexia, etc.

2) How does the disability manifest itself within the academic environment?

3) Based upon the impact of the disability, what accommodation(s) can we introduce that will lessen the impact of the disability within the academic setting?

Accommodations exist to level the playing field Typical Accommodations at Post Secondary * All accommodations are assigned on a case-by-case basis • Alternate textbooks – Digital Textbooks • Assistive Technology• Communication Access Real Time Writer (CART)• Extended Test Time/Alternative Testing• Note takers• Quiet Test Room• Reader for Exams • Scribe• Sign language interpreters• Use of calculator/computer• Other, specific to the students disability related needs

Fundamental Differences In Accommodations Offered

Secondary Environment: Students may have the ability to have requirements waived such as foreign language or complete less test questions.

Post-secondary Environment: All students, regardless of disability status are expected to meet the same requirements of a particular class or program of study. This is referred to as “otherwise qualified”. Technical standards should not be altered due to disability status. But, in some cases, “alternative substitution” for program requirements may be allowed. Example: Completion of Spanish American History in lieu of taking Spanish as a foreign language. But, there are exceptions. Let me explain.

Advocacy • Secondary Environment: In some cases, students learn

of their disability and the importance of self-advocacy. The parents act as strong advocates for their student.

• Post -Secondary: Students must self-identify and be able to describe their disability, identify strengths & weaknesses, identify accommodations needed and become a competent self-advocate. Students are considered adults. Privacy required by FERPA.

Making the transition easier for students with disabilities

• School Counselors, Intervention specialists, etc., Make sure that documentation offers insight into how the student’s disability impacts him/her within the academic environment.

• Can the student explain the “how” to a person like me? • Work with the student to help identify their strengths and

weaknesses.• Can the student verbalize which accommodations have worked in the

past and which have not been a success?• Is the student aware of the many accommodations available to

him/her?• Does the student know what he/she needs to be successful?• Encourage them to visit the DSO as part of college visit

“ Is college the right choice?”

• What is the desired goal? Is it the student’s goal or the parent’s?

• Is the goal realistic based on the student’s ability and skill level?

• Certificates vs. Degree options • Level of support at the institution. Does institution

have what the student will need?

Counselor Responsibilities • Help the student locate the DSO at their

college/university. Ask Admissions Office or Student Services Office for contact information.

• Ensure that the student is ready to:• Provide documentation• Verbalize the “how” their disability impacts them • Advocate for themselves

Institutional Responsibilities –Post-Secondary

• Provide physical, academic, and program access to ALL students. We are here to help. All students have to do is ask. • Once self-identified, provide accommodations

and services that will allow the student an opportunity to “succeed” as they have defined it for themselves.

The 10 Steps to Getting Good Grades in College

• 1) Attend Every Class – Showing up is half the battle.• 2) Be Organized – Buy a planner, Use technology (cell phone, IPad, Maintain a neat

and organized space.• 3) Manage Your Time Well – Learn to tell your friends, “No”.• 4) Be Successful in Class – Sit in the front. Participate. Communicate with your

instructors• 5) Take Good Notes – Be an active listener. Ask questions. Develop clean, neat

handwriting. Use a lap top. (Not just for facebook, Twitter, etc.) • 6) Know How to Read a Textbook- Scan, Read, Review• 7) Study Smart – Find YOUR study bubble. Organize your time.• 8) Use Test Taking Strategies – Pen/Pencil Ready. Scan exam and return to questions

later, if needed. Go over returned exams• 9) Reduce Test Anxiety- Deep Breath, Relax, Close your eyes. Be confident• 10) Use the Resources Around You – You don’t know where to go…Ask!!

Last thing….. Remember the “Rule of 3” when

working with students with disabilities:

People FIRST Students SECOND Students with disabilities THIRD

Choices

• 25 year history • 12 school consortium • College Fair specifically for students with disabilities• 40+ colleges in attendance • Presentations• Wednesday, October 23, 2013 at Evanston Township High School• http://postsecondarychoices.org/CHOICES_2013.html• Post-Secondary Planning Guide • Personal statement sample• Schools and programs • Refer to students and parents

• Questions?• Comments?• Concerns?

Thank you for coming.

Contact information

Julie Smith- Transition Specialist, Glenbrook South High School 847-486-4661, jsmith@glenbrook225.orgMichael Southern- Director, University of Cincinnati Disability Services (513) 556-6823 michael.southern@uc.edu Gretchen Stauder- Post-Secondary Counselor, New Trier High School 847-784-2236, stauderg@newtrier.k12.il.us

Resources

• AHEAD Website www.ahead.org • CHOICES Fair www.postsecondarychoices.org• Transition Coordinator • Naviance/CareerCruising• College and Career Center• College Visits/Internet Exploration• Heath Center http://www.heath.gwu.edu• Glenbrook Transition Website www.glenbrooktransition.org• Disability Service Office Personnel