Collaboration, Advocacy and Success in Post Secondary Education October 10, 2016 ED 479 Linda Brooks Williams

Student Must Be Self Advocate Increased Work Load Top Adjustments for High School Students with Disabilities Transitioning to College Differences in the Law Student Must Be Self Advocate Increased Work Load Less Structured Environment

Top Adjustments for High School Students with Disabilities Transitioning to College Differences in the law Success is not guaranteed and must be earned Accommodations rather than modifications

Legal Differences between High School and College IDEA (Individuals with Disabilities Education Act) Section 504, Rehabilitation Act of 1973 IDEA is about Success COLLEGE ADA (Americans with Disabilities Act of 1973) Section 504, Rehabilitation Act of 1973 ADA is about Access

Need for student to advocate for him/herself Top Adjustments for High School Students with Disabilities Transitioning to College Need for student to advocate for him/herself Student must ask for assistance when needed Parent role decreases

Differences in Self Advocacy Student is identified by the school and is supported by parents and teachers Primary responsibility for advocacy and accommodations belongs to the school Teachers approach students if they believe assistance is needed Parents advocate for the student Student must self-identify to Disability Services and present current documentation Primary responsibility for advocacy and accommodations belongs to the student Professors are helpful but will expect student to initiate contact for assistance Student advocates for self

How Can You Help Your Students Prepare for This? Elementary school? Middle school ? High school ?

Making Life Choices – 2 Mindsets Victims Creators

Creators’ Beliefs about Themselves Creators believe their choices create the outcomes and experiences of their lives. They are responsible for their own behaviors, results and feelings. They work hard to make their goals and dreams a reality.

Victims’ Beliefs about Themselves Victims believe that external forces determine the outcomes and experiences of their lives. Other people and bad luck are responsible for their problems.

Inner Voices Victim’s Voices Inner Critic – judges us, blames us, complains about us “It’s all my fault” Inner Defender – Judges others, blames others, complains about them, demeans them. “It’s all your fault”

Examples of Inner Critic’s The internal voice that judges us as inadequate. I’m dumb. I’m a failure. I’m worthless. I can’t learn math. I’m a lousy friend. No one will like me. I can’t remember stuff. If I ask a question, I’ll look like a jerk.

Examples of Inner Defender’s The internal voice that judges others. People are always mean to me. People don’t treat me right; they’re rotten. People don’t agree with my ideas because they’re too stupid to understand them. Life isn’t fair; I never get an even break. Teachers always have their favorites and those students get all the breaks. No one knows what they’re doing. Life stinks.

Inner Voices Creator’s Voice Inner Guide Am I on course or off course? If I am off course, how can I get back on course? Accepts Responsibility Seeks Solutions Focuses on How to Improve Turns Complaints into Requests Seeks Help from Those More Skilled

What can I do to get back on course? Examples of Inner Guide The wisest internal voice that seeks to make the best of any situation. What can I do to get back on course? I’ll take detailed notes on everything I read. I’ll find a way There’s always something I can do I’ll keep going I’ll start a study group. I’ll record lectures, listen a little at a time and take notes.

Self Talk Types of Self-Talk 1) Problem solving 2) Affirmation 3) Gremlin (self-sabotage) www.tamingyourgremlin.com

Increased Work Load Large amounts of reading Major writing assignments Top Adjustments for High School Students with Disabilities Transitioning to College Increased Work Load Large amounts of reading Major writing assignments Comprehensive tests based on mastery of concepts rather than memorization

Differences in Instruction Teachers may modify curriculum and alter pace of assignments and deadlines Students are expected to read short assignments that are then discussed and often re-taught in class Teachers take attendance, may check notebooks, put information on the board and directly impart knowledge or facts. Professors are not generally required to modify assignments or alter deadlines Students are assigned substantial amounts of reading and writing which may not be directly addressed in class. Professors may not teach from the text book, may lecture non stop, and students must acquire knowledge/facts from reading and research

Differences in Grades and Tests IEP or 504 plan may include modifications to test format and/or grading Tests are frequent and cover small amounts of material Tests focus on regurgitation of facts and knowledge Teachers often take time to remind students of assignments and due dates Grading and test format changes are generally not available. Accommodations as to HOW tests are given are available when supported by disability documentation A course may have only 2-3 exams and be cumulative covering large amounts of material Tests focus on deep understanding or application of concepts Professors expect students to read and consult course syllabus for assignments and due dates

How Can You Help Your Students Prepare for This? Elementary school? Middle school ? High school ?

Less structured environment More freedom Top Adjustments for High School Students with Disabilities Transitioning to College Less structured environment More freedom More responsibility to manage self and time

Differences in Study Responsibilities Tutoring and study support may be a service provided as part of IEP or 504 plan Student’s time is structured by others and teachers and parents help minimize distractions that might hinder student’s success Teachers break down assignments into step by step tasks Students may study outside class as little as 1-5 hours per week Tutoring DOES NOT fall under Disability Services. Students must seek out the tutoring resources provided to all students Students must mange their own time and distractions including parties, social media, video games, internet surfing, drinking , road trips and hanging out Instructions are less specific and students complete assignments independently on their own time Students will need to spend at least 2-3 hours per day in out of class study for every hour spent in class (30-48 hrs per week)

How Can You Help Your Students Prepare for This? Elementary school? Middle school ? High school ?

Examples of Accommodations in College Test Taking Extended time, distraction limited environment, reader, scribe, no scantron, use of word processor Note taking Recorder, Live scribe pen, use of word processor, note taking assistance Reading Access to screen reading software, foreign language substitution Writing Access to voice recognition software Study and Organizational Support Optional support may be available as well as priority registration

How to Request Accommodations and Services After the student has been accepted to the university, contact the office of Disability Services, make an appointment to speak with them and arrange to send a copy of the documentation to their office. Each school will have documentation guidelines to share with you. A copy of the psycho educational testing is very helpful. At the appointment, the student should ask about the accommodations and services that are available, discuss what accommodations were helpful in high school and discuss the accommodations that are likely to be needed at the college level.

Qualities Common to all Successful College Students Commitment Register with Disability Services Understand the Disability – functional limitations Be a Good Self Advocate Take Fewer Classes

Qualities Common to all Successful College Students Become Familiar with Campus Environment Learn How to Study Stay Organized Go to Class Get Help