Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education

5th Annual Oklahoma Transition Institute 2010

Empowerment, Independence, and

Equal Access: Students with Disabilities in

Postsecondary Education

Emily Cheng, MHS, CRCAcademic Advisor/Advisor to Students

with DisabilitiesOSU-Oklahoma City

5th Annual Oklahoma Transition Institute 2010

Postsecondary Education Settings

Colleges Universities Vocational/Technical Schools

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Differences in High School and College Settings

High School

Schools identify and evaluate students with disabilities

Parents generally involved in placement decisions

College

Students self-identify disability status to college

Must provide their own disability documentation

Student is primary decision-maker

5th Annual Oklahoma Transition Institute 2010

Differences in High School and College Settings

High School

Schools may modify educational programs for students with disabilities

College

College not required to waive, reduce, or modify any essential requirements of a course or program

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Differences in High School and College Settings

High School

Parent owns rights to student records

May have separate special education classes

College

Student owns rights to their records (FERPA)

Full inclusion

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Differences in High School and College Settings

High School

IEPs, 504s

College

No standardized educational modification plan; disability accommodations determined course-by- course

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BASIC DISABILITY SERVICES POLICIES IN POSTSECONDARY EDUCATION

Common terms and guiding principles for students with disabilities in college.

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Functions of Disability Services in College

To provide students with disabilities equal access to educational opportunities in college

Encourage student self-advocacy skills

Confidence builder!

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“Equal Access” “Reasonable Accommodations” “Otherwise Qualified”

Three Common Terms

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Equal Access

Postsecondary education settings are required to provide equal access to educational programs and services for students with disabilities.

Provide same opportunities for success (or failure) as non-disabled students

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Reasonable Accommodations Adjustments that allow an otherwise

qualified student with a disability to demonstrate their knowledge and mastery of course material without: making a substantial change in

essential course or degree requirements

posing a direct threat to the health or safety of others

posing an undue financial or administrative burden

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“Otherwise Qualified” Students with Disabilities

Those who, with or without reasonable accommodations, meet the same academic, professional, technical, and behavioral standards of their chosen course/degree program as their non-disabled peers.

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Putting it all Together…

Postsecondary education settings are required to provide

otherwise qualified students with disabilities equal access to

programs and services.

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…This is accomplished by providing reasonable accommodations to these

students.

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REASONABLE ACCOMMODATIONS

How postsecondary schools provide equal access to otherwise qualified students with disabilities.

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Commonly Requested Reasonable Accommodations

Extended time on exams/quizzes Typically used for timed evaluations

(e.g., a 60-minute exam) Time-and-a-half or double-time

options

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Commonly Requested Reasonable Accommodations Note -Taking Assistance

Philosophies vary among disability services offices

Policies and procedures may vary at each school

Student with disability may be required to take own notes as well

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Commonly Requested Reasonable Accommodations Use of a tape recorder in classroom

Students prohibited from sharing/publicizing recordings

Sign language interpreters/captioning services

Access to assistive technology Physical accommodations-raised

table heights, accessible classrooms, etc.

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Other Possible Accommodations

Flexibility in policies regarding attendance policies, make-up work, and make-up exams Reasonableness and degree varies

greatly depending on course and academic program

Specific boundaries usually set (example: an extra 24 hours to complete an assignment)

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ASSISTIVE TECHNOLOGY

Technology used by individuals with disabilities to improve and enhance their functional capabilities.

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Types of Assistive Technology Listening Devices

Amplifiers Captioning

Cognitive Aids Reading software

Visual Aids Screen readers Magnification aids

Augmentative Communication Speech-to-text programs

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DISABILITY DOCUMENTATION

What postsecondary education settings use to evaluate students’ functional capabilities.

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Functions of Disability Documentation

Opens dialogue with student on their perceptions of strengths and weaknesses

Helps disability services office determine appropriate accommodations

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Each college and university determines what is considered

appropriate disability documentation.

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General Documentation Guidelines

Reflect individual’s current level of functioning

Address functional impact of the disability

Should support need for accommodation(s) requested

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General Documentation Guidelines Prepared by professional qualified by

training and practice to diagnose and treat the disability

Adult psychological/psycho-educational evaluation preferred

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Elements of Quality Documentation

1. Credentials of the evaluator(s) Should be performed by someone who is

properly trained and/or licensed to diagnose the disability

No personal relationship with the student

2. Diagnostic statement identifying the disability

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Elements of Quality Documentation

3. Functional limitations associated with the disability

How the disability impacts major life activities (e.g., reading, speaking, thinking)

4. Expected progression/stability of the disability

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Elements of Quality Documentation

5. Description of diagnostic methodology used

Evaluation methods and results Summary or narrative helpful

6. Current medications, treatments, and/or side effects as applicable

How effective are the treatments?

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Elements of Quality Documentation

7. Recommendations for accommodations or other helpful services

Helpful in decision-making process

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RIGHTS AND RESPONSIBILITIES

Of the student and the college.

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Student Responsibilities Self-identify/disclose disability to

college if requesting accommodations

Provide documentation of disability supporting need for accommodations

Provide own transportation arrangements

Act as independent adults

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Student Responsibilities

Arrange for and obtain any tutoring, personal care attendants, or individually fitted assistive technologies

Follow all disability services reasonable policies and procedures at the college

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Student Responsibilities Fulfill same academic, technical,

professional, and behavioral standards as non-disabled students

Manage own personal schedules to complete assignments on time

Participate in disability accommodations decision-making process

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College Responsibilities Provide equal access to programs and

services through reasonable accommodations

Inform students of disability services office location, procedures for requesting/receiving accommodations

Observe student privacy and confidentiality rights (FERPA)

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College Responsibilities

Provide equally effective accommodation if student’s preferred method of accommodation is unavailable

Engage student in decision-making process

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College Responsibilities Provide accommodations within

reasonably prompt timeframe

Inform students of rights and responsibilities

Provide options for grievance procedures

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EMPOWERING INDEPENDENCE

Encouraging growth and building self-confidence.

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Key Strategies “Weight watchers” vs. “buffet”

approach to accommodations

Re-evaluate accommodations at end of each semester Change in amount of accommodations

needed?

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Key Strategies Encourage direct communication with

instructors, school officials→self-advocacy!

Promote skill development Note-taking Successful test-taking Time management

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Key Strategies Try classes without accommodations

for first few weeks?

Work with peers to form study groups

Use college’s tutoring services (usually free!)

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FACILITATING SMOOTH HIGH SCHOOL TO COLLEGE TRANSITIONS

How to bridge the gap for students with disabilities.

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Transition Strategies

High School Encourage

empowerment, independence

Wean students?

College Consider using

IEPs, SOPs, 504s as disability documentation?

Offer information sessions for parents

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Transition Strategies

High School Update

psychoeducational evaluations before graduation?

Facilitate meetings w/ colleges before graduation

College Education,

outreach for high school students

Communicate with high school special education professionals

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Helpful Resources University of Central Oklahoma (UCO)

Counseling Psychology Clinic (405) 974-5477

University of Oklahoma (OU) Counseling Clinic (405) 325-2914

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Helpful Resources Oklahoma Association on Higher Education

and Disability (OK-AHEAD) http://www.ok-ahead.org

U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education http://www.ed.gov/about/offices/list/ocr/ transition.html

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Contact Information

Emily ChengAcademic Advisor/Advisor to Students

with DisabilitiesOSU-Oklahoma City

Office: (405) 945-3385emilytc@osuokc.edu