 A result of The Individuals with Disabilities Education Act (IDEA) of  A federal education law.  Addresses the educational needs of children with disabilities from birth to the age of 21.  Provision of services is through special education.  Mandates a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).

 A result of Section 504 of the Rehabilitation Act of  Programs and activities are available to all individuals with disabilities in programs receiving federal funds.  Individual qualifies for disabled status when a condition limits a major life activity.  Provision of services is through regular education as reasonable accommodations or modifications.  A civil rights law, so broader than IDEA.

 Both require provision of free appropriate public education, eligibility of services, procedural safeguards, evaluations and individual education services.  If qualify for IEP under IDEA, also protected by 504. If qualify for 504, do not necessarily qualify for IEP.

 Historical Background of the ADA › Original Act signed into law by President George H.W. Bush on July 26, › Title I of the ADA of 1990 prohibits private employers, state and local governments, employment agencies and labor unions from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training, and other terms, conditions, and privileges of employment. › On September 25, 2008, President Bush signed into law the ADA Amendments Act of 2008 › Restore Congress’s original intent that the ADA provide broad protections against discrimination based upon disability

Services are driven by education and civil rights laws. Students with disabilities are entitled to a “Free and Appropriate Public Education” under IDEA. Education laws require secondary schools to provide services that ensure academic success. Services are driven only by civil rights laws. Equal Access to education is stressed. No one is entitled to services, but students have civil rights and must advocate for themselves. IEP mandates and special education services end with high school graduation. High School Services: College Services:

IEP drives all services and accommodations, and involves teachers and counselors. IEP requires parent signature. Appropriate age and disability qualifies students for public education. No formal plan. Students contact DSS and instructors regarding their needs. Parents only receive information upon student’s written permission. Students must meet all entrance and academic requirements, even if they receive accommodations. High School Services: CollegeServices: College Services:

Public schools are responsible for appropriate assessment of student’s disability. Some subjects may be waived for high school graduation if specifically related to disability. (High school waivers may restrict admissions eligibility.) Student provides proof of disability within accepted guidelines. Waivers for requirements rarely granted. May grant substitutions after adequate verification and unsuccessful attempt at requested course. High School Services: College Services:

Students may be allowed to take un-timed tests in light of their disability. Students may receive accommodations such as shortening of assignments or use of notes on tests. Assessments, therapies and personal care provided by the school. Un-timed tests are not allowed. However time extensions may be granted. No accommodations are permitted that reduce the standard for any student. Student secures own services independently. High School Services: College Services:

Least restrictive environment for learning determined by team. Integration assumed and expected, with reasonable environmental accommodations. High School Services: College Services:

Kravets, M. & Wax, I. (2005) The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (8 th ed.).. M. Barron, Director of Admissions, University of Iowa M. Barron, Director of Admissions, University of Iowa

Kravets, M. & Wax, I. (2005) The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (8 th ed.).. Self-Awareness and the development of advocacy skills have long been reported as critically important life skills for students with LD/ADD to develop before heading off to college.

Kravets, M. & Wax, I. (2005) The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (8 th ed.).. Anticipate times of confusion, concern and frustration. Identify resources to assist you with the understanding and acceptance of your teen’s disability. Get curious with your teenager – they are experts on themselves. Explore with students their strengths, academically and non-academically, and encourage further expansion of areas enjoyed. Identify your feelings about the use of medication and know its potential. Notice when and where you manage your teen’s life and begin to relinquish these responsibilities to your teen. Expand teen’s areas of responsibility academically and non-academically.

Kravets, M. & Wax, I. (2005) The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (8 th ed.)..  Develop an understanding of how students feel about medication to ensure their continued use once leaving home.  Explore with students their views about the disability. How they view it socially, emotionally and academically.  Keep the student centrally involved in decisions about their educational plan, current accommodations and their future plans.  Help student identify professionals within the community who can provide information to develop skills needed for their transition.  Encourage student to build a high school schedule that is as challenging as possible without being overwhelming.  Train students to get actively involved with their IEPs.

Purpose To establish that the student has a disability as defined by Section 504 and the ADA. It guides the college in providing appropriate accommodations. Requirements Documentation must indicate that the disability substantially limits one or more major life activity, including learning. Requirements may vary by colleges, but the more comprehensive the better.

Colleges seek to provide effective accommodations rather than all recommended accommodations. Common Accommodations Reduced course load Extended time to complete tests and assignments Extended time to complete degree requirements A note-taker A course substitution of nonessential courses Quiet testing room Books on tape The right to record classes Alternate test-taking format – sometimes ETS, (2007). Policy Statement for Documentation of a Learning Disability In Adolescents and Adults, (2 nd ed.). It’s up to the student to self-advocate for implementation of accommodations.

Kravets, M. & Wax, I. (2005) The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder (8 th ed.).. Jane Benson, Director of Learning Disabilities Services, University of North Carolina Jane Benson, Director of Learning Disabilities Services, University of North Carolina