Recruiting Differently

Jason PeacockAssistant Director

UNT Office of Admissions

Successful Strategies in Recruiting Students with disabilities and learning Differences.

ADA and Section 504 Americans w/ Disability Act

Passed in 1990, amended 2008

Title II prohibits public Colleges and Universities from discriminating against people with disabilities

Title III covers Private Colleges and Universities from discriminating

May not apply to schools operated by religious entities

Section 504 of the Rehabilitation Act Passed in 1973, dealing with elementary and secondary

education

ADA amended in 2008 brought 504 and ADA into more concordance

Covers any and all institutions provided any federal funding

Success vs Access

High School

Required Documentation

IEP – Individualized Education Program or 504 Plan

Provided by School District

College Required Documentation

Diagnosis documenting each disability

At student’s expense (ISDs should provide if students is enrolled)

Self Advocacy Student ID’ed by School

Responsibility for accommodation falls on school

Teacher’s approach student to offer help

Self Advocacy Student must self-identify

Responsibility for accommodation falls on student

Students must initiate contact with professors with regards to accommodations

Success vs AccessHigh School Parents Role

Parent has access to students records and can participate in the accommodation planning

Parent serves as student advocate

College Parent’s Role

Parent has no access to records without consent, and may have limited access to accommodations planning

Student should self advocate

Grades & Tests

Test Modification

Testing frequent covering small amounts of material

Make-Up tests available

Grades & Tests

Testing extensions

Testing infrequent covering large amount of material

Make-up tests unlikely

Success vs AccessHigh School Study Responsibilities

Tutoring provided as part of the IEP or 504 plan

Time and Assignments are structured by others

Little outside homework requirements

College Study Responsibilities

Tutoring offered is the same offered to all students

Students is responsible for time management

Preparation of 2-3 hours for each class period

Types of Learning Disabilities Auditory Processing Disorder (APD)

Affects how sound is processed or interpreted by the brain. Difficulty in recognizing differences between sounds in words and blocking out ambient noise

Language Processing Disorder (LPD) Type of APD, affecting the ability to apply meaning to words, sentences, & stories.

Dyscalculia Affects the ability to understand numbers and learn math facts. Poor

comprehension of math symbols and struggles with memorizing numbers, telling time, counting

Dysgraphia Affects handwriting and fine motor skills. Problems may include poor spelling,

poor spatial planning, and difficulty in contemporaneous composition.

Dyslexia Affects reading and related language-based processing skills. Can influence

fluency, decoding, reading comprehension, recall, writing, and spelling

Other Disabilities ADD/ADHD

Will manifest in tandem with learning disabilities, the combination having a considerable effect on learning. May also include difficulty in controlling behavior resulting in hyperactivity, following instruction, sitting still, staying organized and completing assignments

Autism Spectrum Disorder - Asperger’s Syndrome Often highly intelligent, but may suffer from any combination of the following:

Inappropriate body language, gestures, and facial expressions Unlikely to pursue social interaction Resistance to being touched Speaking in abnormal tone or cadence Repeating words and phrases without intent Difficulty communicating needs Trouble starting a conversation

Hearing Impairment

Visual Impairment

Physical Impairment

LDs, Disabilities & AdmissionsColleges and Universities are required to make reasonable accommodations in their practices, policies and procedures, unless to do so would

fundamentally alter the nature of the goods, services, facilities, privileges, advantages and

accommodations they offer, or would result in an undue financial or administrative burden on the

institution.28 C.F.R. § 36.104

What impact would this policy have on admissions?

Disclosure of Disability/LDIs disclosure of a learning difference or disability obligatory? Suggested? Discouraged?

Will disclosure of a learning difference or disability hurt or help a student in the admissions process?

Can Admissions Officers ask if the student has a disability or learning difference?

Can a Learning Difference be used as a component of the Admissions Decision process? If so, how and when?

Learning Differences and the Admission Process The State of Texas allows public institutions 18 factors to be considered

beyond academics when determining admissibility.These include the following:

Personal Interview Any consideration the institution considers necessary to complete the

institution’s stated mission

Private institutions may provide discretion during the review process for students with learning differences.

Hints for Recruitment How many students are served/receive accommodations?

Know the services often provided by your institution Common Accommodations

Extended Test Time Test Proctoring Reduced Distraction Testing Rooms Assistive Technology Adaptive Furniture Sign Language Interpreters Disability Related Counseling Peer Support Groups

Know your institution’s Disability Accommodations staff, and direct students and families there for more information

Hints for Recruitment Know about special options offered

Sober Living Housing Attendant Assistance/Housing Specialized programs for Hearing/Visual impairments

Listen!

Engage the student!

Speak clearly about processes and expectations No idioms, analogies, or metaphors.

Find appropriate environment for a meeting.

Do not communicate through facial expressions

Be frank about admissions opportunities

Final Word of Advice

Graduation is the goal of the admissions process, not admissions.

If you admit a student that does not persist after the Freshman year, you have not done your institution, the student, or the student’s family any

favors.

Finally, be caring. Even if you may not be able to extend admissions to a student, be compassionate and supportive and suggestive of other

opportunities the student may have.