Alice Wershing, M.Ed., A.T.P., C.P.A.C.C. What you need to know: Transitioning to Higher Ed for Students with Disabilities Alice Wershing, M.Ed., A.T.P., C.P.A.C.C. Technology Specialist, Pellissippi State Community College, Knoxville TN Regional Accessibility Specialist, Tennessee Board of Regents, TNecampus

Objectives Compare and contrast differences in services between K-12 and Post- Secondary Institutions for students with disabilities Identify differences between accommodations available at Post- Secondary institutions vs. K-12 Develop an understanding of shifts and how to prepare for the transition to Post Secondary options for students with disabilities

Poll

Perspective What I’ve learned (and continue to learn) As an educator As an AT service provider As a parent As a sibling As staff in Disability Services at an institution in Higher Ed

The K-12 Experience The impact of differentiation The impact of good intervention What comes after graduation

The AT Experience Tools for remediation Tools for skill mastery Tools for differentiation Tools for independence Changes in technology in the past 30 years Accessibility Substantial equivalent ease of use

The Parent Experience The College Journey is Daunting Challenging Scary Anxiety producing The waiting is the hardest part

The Higher Education Experience What I’ve learned (and continue to learn) As an educator As an AT service provider As a parent As staff in Disability Services at an institution in Higher Ed

Transition Plans What it includes Pacer Purpose Begins at age 14

Higher Education: What’s different Post Secondary is a different world Focus is on the student , not the parent Navigating the system can be challenging The curriculum is not changed, no differentiation or modification No “do overs” Different laws determine options Assistive technology options may be different Students must advocate for themselves

The Current Landscape Focus on Employment Soft skills Retention PEAT ODEP Soft skills Retention Higher Education Options for Students with Disabilities 4 year experience: UT Chattanooga Certificate programs: UT Knoxville, Vanderbilt

Teaching to Fish

The Search Begins Student preferences Impact of new programs (TN Promise) Certificate vs. degree Available supports Vocational Rehabilitation

Starting at the End and Working Backwards Student preferences What is the goal for a year out of High school? Five years out? Certificate vs. degree Universal Design Accessibility issues Available supports Vocational Rehabilitation

Career Assessments Student preferences Impact of new programs (TN Promise) Certificate vs. degree Available supports Vocational Rehabilitation When College may not be the best fit

Life Long Learning We all need supports and scaffolds as we learn Consider your own learning styles along with that of your students’ Change and transition may already be challenging Prepare a plan with backups Ask for assistance

Scaffolding Scaffolding is a term used by Vygotsky to refer to the structure that adults provide to children as they develop new skills.  The idea is that a light framework helps to support new skills as the child is stretching beyond their current, stable abilities.  They can reach higher because the scaffolding provides extra support.  When the child can do it themselves, the support is removed.  And just like a building supported by scaffolding during construction, stands on its own.

The Focus Shift: The FERPA The Family Educational Rights and Privacy Act (FERPA) is a federal privacy law that gives parents certain protections with regard to their children's education records, such as report cards, transcripts, disciplinary records, contact and family information, and class schedules Unless the student has signed this document, the service providers will not be able to talk with family members in specifics regarding student needs

But I had it in High School College is different, regardless Every student has needs that are unique Learning a new way of doing things What happened in High School stays in High School There is no legislation at the postsecondary level that entitles you to the same level of academic support that you receive in high school. This means that if you have an IEP, Section 504 Plan, or any accommodations or modifications, they will not necessarily transfer into the college setting.

Remediation vs. Access Questions to Consider 1. Student background knowledge 2. Student academic experience in K-12 3. Reading, Writing and Math 4. Scaffolding needs 5. Resources available on campus 6. Resources available in the local community

What it looks like: K-12 All text is read to students Someone scribes written work Assistance for managing homework assignments Communication from school staff to home Assistance getting to and from class Modified assignments Modified language on assignments and tests (differentiation) Assistance by paid staff in class

Post Secondary Focus Use of technology for reading text materials Independent writing of assignments Student must manage homework and assignments Student must communicate what’s going on at school Student has to learn to get to class (how and when) Student is responsible for communicating with instructors and Disability Services The test is the test, the assignment is the assignment (the accommodation plan dictates options for testing, extra time and use of technology) When assistance is needed in class, it is provided by the student When assistance is needed in class, it must be separate than for academics

Completing the Self-Disclosure Form Why Students Don’t Disclose Do students understand their functional limitations? Section 504

Documentation: Higher Ed Rules Each Institution is Different 4 year 2 year IEP 504 plan Testing on an adult scale Checking insurance Finding local resources

The Accommodation Plan How it differs Accommodation options Focus is on access Student choice Self advocacy Moving to independence Higher Ed Compliance

Accommodations and Testing ACT SAT Placement tests When students don’t want accommodations The purpose of providing testing accommodations is to enable individuals with disabilities to demonstrate their mastery of the subject matter being tested not to provide lesser academic or professional standards for people with disabilities. Accommodations may affect how a test is taken, but not what it measures. (Pacer)

What Students Can Do to Get Ready Become aware of assistive technology Visit the Disability Services Office Know your options Begin to take an active role in planning Explore technology options including assistive technology Establish routines Work with an AT Specialist Explore options for independence

What Education Staff Can Do Become aware of assistive technology Oversite of transition plan goals Explore opportunities for students Connect to Higher Education in your area Explore options for independence Provide opportunities for practice of independent skills Work on soft skills

What Family Members Can Do Become aware of assistive technology Oversite of transition plan goals Connect with current educational staff Connect to Higher Education in your area Explore options for independence Talk with other families Work on soft skills Be ready to explain things Encourage independence

And then…. Be patient, it’s stressful on all sides Ask questions Take it one day if not one minute at a time It’s all going to work out If it doesn’t, things are not set in concrete Find what works for you Take care of yourself in the process

The Challenges Learning new territory Letting go of previous roles Knowing when to step in (and out again) The paperwork and forms and deadlines The unknown is scary Being patient Not getting overwhelmed

Once there is a Decision! Get started early Putting supports in place How to teach fishing Listening Progress not perfection

The New Team The Coordinator in Disability Services The AT Specialist (if there is one) New Student Orientation Tutoring TRIO

Where to Turn ODEP Pacer http://www.pacer.org/transition/learning-center/postsecondary/ Disability Offices at Individual Institutions Pellissippi State http://pstcc.edu/sswd/index.php Social Media PSTCC Disability Services Facebook, Twitter, Blog Grown and Flown Helping College Bound Teens with Disabilities

Alice’s Information Office of Disability Services, Pellissippi State Community College, Knoxville TN adwershing@pstcc.edu wershinga@gmail.com