Jessie Hass, SPPS Counselor

Slides:



Advertisements
Similar presentations
Transitioning to Post- Secondary Education Denise McGhee, M.Ed. Eastern New Mexico University-Roswell.
Advertisements

Campus Center, 2 nd Floor, Next to the Student Health Center Office Hours 8:00-5:00 Monday-Friday
Somerset Public Schools The Section 504 Plan: The Role of the Teacher.
Working Together: Faculty, Staff And Students With Disabilities.
Section 504 and ADAAA Section 504 of the Rehabilitation Act of 1973
College of the Redwoods Special Programs Extended Opportunity Programs & Services (EOPS) Disabled Students Programs & Services (DSPS) Helping Students.
Transition: Understanding ADA vs. IDEA DRUMMOND WOODSUM Jeanne M. Kincaid.
UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES Staff: Lisa E. McGill, Director Contact Information: North Classroom Bldg, #2514.
Entitlement vs. Eligibility The Differences Between Public and Postsecondary Education for Individuals With Disabilities March 30, 2011 Gus Ekhardt, M.Ed.
Accessibility Resources: Transition To College Two students talking in the Student Union.
Achieving College Success Now Understanding the College Transition for Students with Disabilities.
The District’s Legal Obligation to Provide Accommodations to Disabled Students Los Angeles Community College District Office of General Counsel Kevin D.
NAVIGATING THE COLLEGE PROCESS FOR STUDENTS WITH LEARNING DIFFERENCES.
University of Colorado Denver Disability Resources and Services Staff: –Lisa McGill, Director Contact Information: –Phone: –Fax:
Preparing Students with Special Needs for College and Career March 26 Educator’s Institute 2012 Lovegren-O’Brien Bass 3/26/12.
Students with Disabilities Transition into College Prepared by the ND Colleges and Universities Disability Services Council February 2007.
No One Can Stop Me Now Educational Rights of Children With Disabilities Bonnie B. Roswig Senior Staff Attorney Medical-Legal Partnership Project Center.
Transition to College What you need to know Jennifer Arrocena Director of Disability Services Georgia Gwinnett College.
Michigan Association on Higher Education and Disability presents…
TRANSITION What is College really like? really like? High School to College For Students with Disabilities.
College Planning for Students with Disabilities. Disability Legislation  The Rehabilitation Act of 1973, Section 504, Subpart E: Requires that an institution.
Disability Resource Center Transition Workshop Deborah Fairchild, Assistant Director, DRC.
VANCE-GRANVILLE COMMUNITY COLLEGE DISABILITY SERVICES VGCC Disability Services Presented by Cathy A. Davis, VGCC Disability Counselor.
Transition to College Gerri Wolfe, Ph.D. Regents Center for Learning Disorders University of Georgia Gwinnett County College Fair.
Margaret Rose McDonnell Kathleen A. Rinehart.  The IDEA – ◦ Applies from birth to age 21, or until the student receives the regular education diploma.
Recipe for Success March 23, 2010 Nuts and Bolts of being a College Student.
Chapter 5 Section 504 and the Americans with Disabilities Act Jacob, Decker, & Hartshorne 1.
Managing Successful Transitions
An Overview. Section 504  Section 504 of the Rehabilitation Act of 1973 (ADA Amendments Act of 2008)  Protects qualified individuals from discrimination.
Special Education: The Basics Rachel J. Valleley, Ph.D. Munroe Meyer Institute.
Understanding Accommodations in Higher Education ADAAA, transition for students with disabilities, internships, employment, and entrepreneurship.
The 411 on IEPs and Section 504s Claudia Otto, Ph.D. Oklahoma Department of Career & Technology Education March 10, 2015.
Office of Disability Resources Providing Reasonable Accommodations for Students with Disabilities Sarah E. Howard.
Students with Disabilities and Accommodations Tia Jones, Interim Director of the American Sign Language Program.
State of Oregon Department of Human Services
Section 504 Waltham Marie DeSisto RN, MSN, NCSN Director of Nurses /District 504 Coordinator Waltham Public Schools May 2010.
Nuts and Bolts of being a College Student. College is different from High school  IN High School, most of your education decisions are made for you by.
A Comparison Section 504 and IDEA. Who is an individual with a disability? As defined by federal law: "An individual with a disability means any person.
Legal Aspects of Special Education Eligibility and Placement IEP and 504.
Westford Academy’s Westford Academy’s Special Education Department presents: The First Annual Post-Secondary Planning Program.
The Transition From K-12 to College: Disability Services DONELLE HENDERLONG|DISABILITY SERVICES COORDINATOR- PURDUE UNIVERSITY NORTH CENTRAL|LSF
GINA ZIPPO-MAZUR, MS, CRC, CPRP COORDINATOR OF DISABILITY SERVICES Disability Services at Ocean County College.
ETHICS AND LAW FOR SCHOOL PSYCHOLOGISTS Chapter 5.
AN MCTC COMMUNITY APPROACH ACCOMMODATING STUDENTS WITH DISABILITIES.
ACT Now Achieving College Transitions Now: Implementation Strategies for Secondary Youth.
Transitioning to Higher Ed Medford College Fair. Welcome and Introductions Andrew Cioffi –Suffolk University, Disability Services –UConn, Adjunct Instructor.
Students with Disabilities Transitioning into College Prepared for TRCS November 2010.
LET’S PLAY JEOPARDY!! IDEA ADA 504/508 Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $200 Q $300 Q $400 Q $500 Final JeopardyJeopardy Differences.
Student with Disabilities and transitioning HIGHER ED AND THE WORKFORCE.
Americans with Disabilities Act (ADA) 1990 What Teachers Should know about Title II – Public Educational Institutions. Presented by Janie Beverley.
Helping Students with LD and AD/HD through the College Selection Process Julia Frost, M.S., NCSP, Director Jones Learning Center University of the Ozarks.
504 Plans for Students with Celiac Disease Andrea Levario, J.D.
 A result of The Individuals with Disabilities Education Act (IDEA) of  A federal education law.  Addresses the educational needs of children.
Americans with Disabilities Act (ADA) Training for Faculty
Jim Martin & Amber McConnell OU Zarrow Center
Understanding and Navigating Section 504
Differences Between High School and College
Understanding the IEP Process
Preparing Students with Disabilities for Life after School
Understanding the Section 504 Process
Americans with Disabilities Act (ADA) Training for Faculty
OVERVIEW OF DISABILITY SUPPORT SERVICES (DSS)
Cowan Ave. Elementary Special Education
Standards-based Individualized Education Program: Module Eight: Additional Components Specific to Secondary IEPs SBIEP Module Eight: Additional Components.
Learning Disability Assessment
IEP Basics for Parents and Families
A Comparison Section 504 and IDEA Polk,
Los Angeles Community College District Office of General Counsel
Section 504 of the Rehabilitation Act of 1973
Do You Need Help Writing 504 Plans?
Presentation transcript:

Jessie Hass, SPPS Counselor "Transitioning from an Individualized Education Program (IEP) and Individuals with Disabilities Education Act (IDEA) to Americans with Disabilities Act (ADA)" Jessie Hass, SPPS Counselor

Let’s begin by talking about Language

What is a Disability According to the ADA, a disability is a physical or mental impairment that substantially limits one or more major life activities and a record or history of such an impairment is available. These activities include the ability to write, learn, read, think, concentrate, memorize, hear, see, talk, walk, breathe or perform manual tasks.

Disabilities Accommodated A disability may be a  physical health condition that affects a body system- musculoskeletal neurological respiratory cardiovascular   digestive genito-urinary hemic and lymphatic endocrine a disability may be a mental or psychological disorder or condition- developmental delay cognitive delays emotional or mental health disorder specific learning disabilities traumatic brain injuries

Disability Services Available at nearly all colleges, universities and technical colleges Require that students request them – not transferred from high school Documentation requirements vary Laws are the same – ADA and 504 (federal laws) Some states have additional laws in addition to federal regulations

Why is there a shift in Language? Colleges and universities are bound by different federal laws High Schools fall under idea Higher education falls under ADA. Different laws= different procedures=different accommodations

Let’s look more closely at the differences between K-12 and Postsecondary Disability Law

IDEA vs. ADA Individuals with Disabilities Education Act is an education specific act Funding is available and must only be used for sped Enforced by the state department of education A civil rights law that protects people with a disability from discrimination No designated funding Enforced by the US Office for Civil Rights (OCR)

IDEA vs. ADA Children with disabilities are absolutely entitled to a “Free and Appropriate Public Education.” Equal access to education – students have civil rights and they must advocate for themselves in order to enjoy these rights.

IDEA vs. ADA Either the IEP or 504 Plan drove all services and accommodations, and involved the teachers, counselors, and absolutely required a parent’s signature. There is no IEP or 504 plan, but accommodation plan would be developed by disability services specialists. Parents cannot be given any information without written permission from the student.

IDEA vs. ADA “Placement” is determined by the child’s “team,” and outlined in the plan. It must, by law, be in the least restrictive environment. Placement integration is assumed. Students may take placements exams similar to every other student. The environment is adjusted through accommodations, but this is not deliberated upon or selected for the student in advance based on disability.

IDEA vs. ADA Students were qualified for public education simply by being the appropriate age and because they had a disability. “Otherwise qualified” in college means that the student must meet all entrance and academic requirements whether or not they have a disability.

IDEA vs. ADA Everybody knew about a student’s placement, and practically everybody signed the plan. Every teacher had a good idea what a student needed even before entering the classroom. Disability services will not contact a professor without permission from the student who can also refuse accommodations not desired.

IDEA vs. ADA Public schools, for the most part, are responsible for the appropriate assessment of a student’s disability. Higher education does not have to assess the student, but can expect that the student will provide proof of their disability within accepted guidelines. Check with each school to see how current documents are required to be.

IDEA vs. ADA Assessments, physical or other kinds of therapy, or personal care are provided by the school while a student is in school. Student is responsible for personal services, i.e. personal care or medical and related requirements.

IDEA vs. ADA A subject could be waived for a student before graduation if it specifically related to the student’s disability. Course substitutions may be requested by following a rigorous petition process, but “waivers” for requirements are rarely granted.

How do students receive postsecondary accommodations Admitted to a college or post-secondary institution based on admission criteria Make an appointment for an intake interview with the disability service provider Provide documentation – special education records, report from licensed psychologist or medical doctor Note: Students must seek out disability services office

Types of Accommodations Sign language interpreters Provision of and/or orientation to assistive technology (Kurzweil Reader, Dragon Naturally Speaking, SmartPens, Zoomtext) Captioned videos Assistive listening devices/FM Systems Other reasonable accommodations determined on a case-by-case basis

Common Accommodations Alternative testing (Extra time, quiet place, computer use, enlarged, scribe, etc.) Note taking or lecture notes Audio recording lectures Audio textbooks

Services that May Be provided Assistance with course selection and registration Organization & time management Support for coping with a disability in college Assistance with faculty contacts Support groups

Services not provided by Disability Services based on ada/504 Law Assistance with homework Individually prescribed devices Attendants Transportation Scribes or readers for personal use/study Special college classes Personal tutoring

Services provided for all students by most colleges Tutoring – many times free to all students Peer Mentor Programs Counseling/Advising Career Center Personal help from instructor during office hours

How do we use this knowledge to guide us in the here and now?

What Should High School Special Education Students Be Doing Now? Take as difficult classes as possible Know disability and be able to speak about it to others Know strengths and weaknesses (great self concepts vs. reality) Assess skills – computers, study skills, writing, math, people

What should high school Special Education students be doing now Have an organizational plan for assignments – planner, calendar, etc. Understand time management Learn strategies – writing (both sentence and paragraph), test taking, note taking Think about a career path Have goals Be a self advocate

Encourage Students to: Visit many colleges and technical schools as early as sophomore year Job shadow Take career inventories Attend IEP Meetings Take the ACT – to get an idea of skills and abilities

What is Self-Advocating Being able to explain to teachers what is needed Understanding Ability Being willing to stand up for self and what is deserved under the law Knowing where to go for help

Narrow in on College Admissions Four year – GPA, ACT scores, transcripts, class rank Two Year – Open door policy (in MN) Must have high school diploma or GED BUT actual course placement based on ACT scores or Placement test results Technical College – open door. More career oriented programs

Guiding Questions What type of documentation do you have for your student? How up-to-date is it? What type of accommodations are essential to your student? What accommodations can be accommodated in different ways? In what ways can you encourage your student’s self-advocacy?