Transitioning to College What should a student know?

Andrew Childress – Rogue Community College Melanie Gangle – University of Portland Earlee Kerekes-Mishra – Oregon State University

Learning Outcomes Dialogue & Insight to partner together effectively; Overview of Postsecondary Disability Services; Differences between K-12 and Postsecondary systems which impact students with disabilities; Successful transition strategies;

Addressing the Baggage What are some of your assumptions and beliefs about students transitioning to college? What are some of your experiences (not-so-positive) regarding students transitioning to college? What would you like to see in this transition? Having discussions regarding “this is the way we have always done it” with colleagues/partners.

IDEA & 504 IDEA - Federal Law ensuring success in K-12 I.E.P. / 504 plan Responsibility for arranging accommodations belongs to the school district School district will provide justification for services Structured time. Limits are set by teachers and parents. ADAAA/504- Civil rights Law that requires access in post secondary. No prescriptive “plan” is created and documentation can take many forms Student must self-identify. Self- determination, self-advocacy and independence are required skills. Students are responsible for supplying disability documentation. Managing time and personal freedom are greatest challenges for students.

ADAAA and 504 applied to Post Secondary Education At the postsecondary level, the recipient of federal funds [college] is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients [college] are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden.” (OCR)

Rogue Community College Complete online application– (Optional) Complete an in-person intake appointment. Discuss option for providing documentation. Temporary/provisional accommodations may be available. Certificates and degrees can be a 1-2 year commitment.

University of Portland Complete Accommodation Request Form; Submit documentation of disability; Interactive Accommodation Plan meeting by phone or in person; Meet with AES Staff for accommodation support as needed; Referral to campus resources.

Oregon State University Apply to DAS online Provide documentation from a qualified provider Complete an online and in-person/phone orientation Request accommodations each term

What are the stakes Transitioning to college from high school can be fraught with peril. It does not have to be. Proactive education supports proper alignment of student and family expectations with postsecondary Disability Services resources. Lack of information can create unmet expectations for students and families. Timelines are strict! Having inaccurate information can lead to frustrations which can delay enrollment. Frustration can lead to a student who is discouraged before they start classes.

Avoiding the issues and maximizing student success Communicate with the schools Disability/Accessibility Office early. For prospective Fall enrollment, contact the DAS office in Spring. Plan appropriate documentation early during student’s senior year of high school. Student should practice self-advocacy skills with teachers relating to accommodations progressively throughout high school. Student should practice medication/therapy management and proactive communication with providers progressively throughout high school. Students need to practice and develop independent living skills, such as PCA management skills. Focus on technology adaptability rather than specific software/hardware proficiency.

Strategies for students Understand your disability. Understand your strengths. How does it affect you in school? Taking notes In the classroom Taking tests Understand how you learn. Reader Listener and Visualizer Doer…hands on. Practice asking questions and seeking out resources. Tutors Health & Counseling Services Expect to update your academic strategies for the college level.

Success depends on more then Academics. 1. Resilience 2. Social communication & interaction 3. Executive functioning 4. Self-regulation 5. Academic ability (Thierfeld Brown 2013)

Strategies for parents Transition to college is an element of transitioning to adulthood. Having more responsibility is a good thing. The college may not be able to communicate with you directly about your students progress/difficulties and success. Successful transition planning begins early and progresses gradually. Allowing “stretch” opportunities with options for “supported failure” in high school helps students prepare for college and independent living. Know the available resources at the institution, and encourage your student to use them. (Tutoring, counseling, study groups, etc.)

Thank you Andrew Childress –541-956-7431 or achildress@roguecc.edu Melanie Gangle – 503-943-8236 or gangle@up.edu Earlee Kerekes-Mishra – 541-737-4098 Or Earlee.kerekes-Mishra@oregonstate.edu