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THE BRIDGE TO SOMEWHERE: COUNSELING STUDENTS WITH DISABILITIES

THROUGH THE COLLEGE PROCESS

WACAC Share, Learn, and Connect

Mills College

March 26, 2013

Judy Alessandri

Learning Specialist/SSD Coordinator

Bellarmine College Prep

jalessandri@bcp.org

408-537-9246

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3KEY ISSUES TO CONSIDER FOR STUDENTS IN THE TRANSITION TO COLLEGE

Difference in Laws (IDEIA-IEP, 504, ADA)Access to Parental SupportDifferent Requirements for AccommodationsUnderstanding Strengths/Weaknesses/NeedsAcademicSkills/Developmental Growth/Social Skills Self-Management SkillsSelf-AdvocacyAccommodations for SAT/ACT/AP, CollegePhysical Accessibility and Navigation (physically disabled, vision impaired)Sign Language Interpreter Available

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3IEP, 504, AND ACCOMMODATION PLANS

Differences in application of disability laws for high school and college

IEPs do not transition past grade 12

Learning Differences are not the same as Learning Disabilities

Documentation must follow college guidelines (each college states their own)

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3COLLEGE: A.D.A & SECTION 504(CIVIL RIGHTS LAW)

Equal Opportunity in All Settings Parents have no rights and cannot access

information without student permission Accommodations: No IEP, colleges not

obligated to waive courses or other academic requirements

Student must self-advocate and disclose Student responsible for costs Records available to support services

staff; others must have signed permission from student

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3READINESS/INDEPENDENCE

AcademicPrepared for college workload?Eligible for special academic/disability

programs?

EmotionalReady to leave the supportive home

environment?Mental Health, Counseling Issues

Self CareLive in a group environment with peers?Self-care? Laundry, cleaning, management of

time, money, medication? Conflict resolution?

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3DEVELOP “COLLEGE PREP” SKILLS Note-Taking Self-Advocacy Effective Time Management Use of Planning and Organization Tools Computer Skills Assistive Technology (as needed) Identify work spaces that will be most efficient and

proficient use of time Ensure all high school classes are college prep – most

colleges with not accept “resource” or modified classes; meet a-g or specific college requirements

Weak executive function skills often derail students more than actual academic difficulties.

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DEVELOP SELF-ADVOCACY SKILLS Understand and be able to explain strengths,

functional limitations, and identification of strategies and resources that will support learning

Self-awareness and advocacy are key skills for high school students to develop.

High school student needs to begin speaking for himself during meetings and communicate needs to teachers independently.

Identify “essentials” for success: What programs, tutoring supports (hours?), technology (AT?), counseling, coaching have and will be necessary?

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OTHER KEY CONSIDERATIONS

Academic load (extended year? Modified, waived, or substituted courses? Quarter, semester, one course designs? Priority scheduling?)

Tutorial/Strategies Supports (free or fee-based; hours; assistive tech?)

Housing (accessibility; private room; priority) Specialized counseling staff, mental health

services, health/medication management Transportation; Accessibility;

Orientation/Mobility (vision-impaired) Level of Independence and Initiative; Self-

Care; Social skills support?

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3COLLEGE ENTRANCE AND PLACEMENT EXAMS: ARRANGING FOR ACCOMMODATIONS

College Board Programs: PSAT, SAT, AP Apply at least 7 weeks before first exam – either PSAT or

AP Documentation meets guidelines; SSD Code assigned Approval for use of a computer can be challenging Apply in frosh/soph year

ACT PLAN (informal; no doc required); ACT (more curriculum based) 3 separate programs: Standard, National Extended,

Special Accommodations can be a challenge for high ability LD Apply at least 7 weeks before first exam

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3CB/ACT: MY IMPRESSIONS – PROS

College BoardPSAT, SAT, AP

Assigns SSD Code Easy online system Covers all CB published

examsMore “friendly” for high

ability LD/ADD Student must have plan and used accommodations for at least 4 school months.

ACT

More time options Multiple daysSelf-paced

Longer test window Seems “more

friendly” for medical/physical

Special Testing (no writing) is available at any time

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3CB/ACT: MY IMPRESSIONS – CONS

College Board

*Fewer accommodation options*Shorter test window*Tougher to get computer*Must sit for all test time *AP exams can be tricky to schedule/arrange proctors*West Point, Naval Academy, Air Force Academy – will not accept extended time scores = “disqualifying”

ACT

*3 different application processes*Less “friendly” for high ability LD/ADD*Must reapply each time (though streamlined)*Longer history for accommodations expected; except medical/physical.*West Point, Naval Academy, Air Force Academy – will not accept extended time scores = “disqualifying”

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3TYPES OF COLLEGE SUPPORT PROGRAMS: LEVEL OF SUPPORT

Structured ProgramsCoordinated ServicesBasic Service Programs

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3STRUCTURED PROGRAMS

Comprehensive – significant support May be required to sign contract Can be significant program participation fee May have separate admission process

Services May Include: Staff Trained in Learning Disabilities Special Orientation Programs Curriculum Modifications Assistance with Advocacy Academic Monitoring and Counseling Faculty training/awareness Alternative Programming

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COORDINATED SERVICES Moderate Level of Support Has specialized counselor or disability specialist to coordinate/advise

Services May Include: Learning Strategies Instruction Counseling Tutoring Assistance With Advocacy

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BASIC SERVICE PROGRAMS

These programs provide the minimum amount of support necessary in order to comply with the law. Access is highly dependent on school’s allocation and priority for these resources and program coordinator.

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THE RIGHT MATCH?

Structured Programs work best for students who need close monitoring and high levels of support.

Coordinated Programs work best for students who want to be “mainstreamed” but know they will need support.

Basic Service Programs work best for the highly motivated, independent self-advocators with common accommodations.

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3CAMPUS RESOURCES TO CONSIDER

Tutoring/Learning Supports and Centers (i.e. Math, Writing, Trio)

Career Counseling Centers Mental Health Counseling Peer Mentoring Programs Social Skills Training/Support Academic Advising Centers Health Centers Orientation/Mobility for vision-

impaired Accessibility for physical, hearing impaired?

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3SUCCESSFUL TRANSITION TO COLLEGE

Current documentation (aligned with college guidelines)

Fluent in describing disability and support needs independently (without parents)

Realize that learning programs will communicate only with students, not parents

Consider level of support available before committing to a college

Arrange for all supports and accommodations before classes begin

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SPECIAL PROGRAMS - EXAMPLES

LD/ADD Only Colleges Beacon College Landmark College

Autism Spectrum Support Programs College Living Experience (CLE) College Internship Program (CIP)

Colleges with special Autism Support Programs http://www.collegeautismspectrum.com/collegeprograms.h

tml http://www.bestcollegesonline.com/blog/2011/05/25/10-imp

ressive-special-college-programs-for-students-with-autism/

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3STRUCTURED/COORDINATED PROGRAMS: SOME EXAMPLES

The University of Arizona (SALT)  Mitchell College Learning Resource Center  University of Denver Learning Effectiveness Program  Lynn University Institute for Achievement and Learning  McDaniel College Academic Skills Program  Curry College Program for Advancement of Learning(PAL) Dean College Personal Learning Services Mount Ida College Learning Opportunities Program Northeastern University Learning Disabilities Program Fairleigh Dickinson University

Regional Center for College Students with Learning Disabilities  

Adelphi University Learning Disabilities Program Dowling College

Program for College Students with Learning Disabilities Hofstra University Program for Academic Learning Skills(PALS)

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3STRUCTURED/COORDINATED ADDITIONAL EXAMPLES Iona College The College Assistance Program Manhattanville College

Higher Education Learning Program(HELP) Marist College Learning Disabilities Support Program Marymount Manhattan College Program for Academic

Success) Rochester Institute of Technology

Structured Monitoring Program (any student; no doc disability required)

Mercyhurst College Learning Differences Program(LD) American University

Learning Services Program for Freshmen with LD  Marshall University Higher Education for Learning

Problems (H.E.L.P.) West Virginia Wesleyan College Lindamood

-Bell® Learning Program

BOOKS AND ARTICLES

Consult LDOnline (www.ldonlineorg) for helpful advice in preparing students with disabilities for college

Many books and articles are written on topics related to ADHD, LD, Executive Function, Asperger’s, Social Skills geared toward supporting students in the college setting (for parent, student, or educator audiences)

Jonathan Mooney has a great personal story and several publications – including Learning Outside the Lines - google search him

There are a few guides for colleges related to disability services; warning – the information may be outdated – personnel/funding changes

College Success for Students with Physical Disabilities

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