Presenter – Jean Ashmore, M.S. Rice University, Houston, TX DBTAC Webcast, 8/14/09

 Review similarities and differences between the laws that pertain to disability and education at the K-12 level and in postsecondary colleges, universities and technical schools  Differentiate important differences in the ways these two systems operate ◦ Eligibility for services ◦ Accommodations versus modifications ◦ Personal assistance ◦ Adaptive Technology  Give suggestions on making transition a success

 Basic skills for college survival  Getting set up with the college disability service  Living in a dorm  Working well with professors  Getting help  Suggestions for parents’ own transitions  Resources for additional information

 K-12 public education ◦ IDEA (Individuals with Disabilities Education Act) – regulates Special Education ◦ Section 504 of the Rehabilitation Act of 1973 – provides for access and prohibits discrimination  Postsecondary education – colleges, universities, technical schools ◦ ADA and ADAAA – civil rights laws to prohibit discrimination ◦ Section 504 of the Rehabilitation Act of 1973  Myth – College is a continuation of special education with the same services.

 IDEA ◦ Identify, evaluate & serve children ◦ Free & appropriate public education (FAPE) ◦ Specific categories of disability (13) ◦ Disability has to negatively impact education  ADA and Section 504 ◦ Definition of disability is broad, now includes persons with intermittent conditions ◦ Student with disability must self-identify  Myth – The college will arrange everything.

 IDEA mandates for broad support and services  Modified assignments and tests often part of an Individualized Educational Program (IEP)  ADA protects from discrimination, assures a person with a disability has access to programs and services with reasonable accommodations  Accommodations are not modifications to academic standards  Myth – I took my tests orally in high school so I will be able to do the same in college.

 K-12 IEPs may provide for assistance of a personal nature, examples are ◦ Transportation to and from school ◦ Assistance with eating, toileting ◦ An aid in the classroom  ADA/504 assistance in colleges ◦ Personal care assistance is not provided ◦ Accessible transportation is provided when transportation is provided for all students ◦ Aids in classrooms may be appropriate  Myth – College nurses will give meds/shots.

 K-12 district resources for specialized adaptive equipment may be limited, outdated ◦ Needed equipment may be scarce ◦ Teachers may not welcome adaptive equipment or know how to guide students in its use  Colleges and universities – Adaptive Tech ◦ Commonly purchase AT in response to students’ needs, larger schools have AT staff ◦ Examples – CCTV, ALD, software to read out loud, enlarge text, take oral dictation, Braille output  Myth – Students with disabilities coming to college are very familiar with Adaptive Tech.

 During junior and senior years of HS ◦ IDEA transition planning – use wisely ◦ Learn and use Adaptive Technology  Applying to colleges ◦ Reveal or not reveal a disability when applying  Applying for recognition as a SWD ◦ Compiling needed information about disability  Myth – A student who mentions having a disability in a college application is automatically eligible for disability services and protection from discrimination.

 Colleges with dorms will have some (most likely not all) dorms with rooms equipped for persons who use wheelchairs or are deaf/HoH  Personal care attendants – student arranges  Some dorm rooms set up with no carpet or other allergy-triggering elements, A/C  Some cafeterias have special dietary food choices  Myth – Our doctor says having a cat is therapeutic to my son so he can take his cat to college and have it in his dorm.

 Select classes wisely  Plan a schedule that works  Take a reasonable “load”  If you will need accommodations in classes or labs, communicate this right away to the disability office and the class instructor  Myth – It is best to wait to talk with the professor because I don’t want to be thought of differently since I have a disability.

 Determined by a SWD’s individual needs  Some examples are ◦ Priority registration ◦ A reduced course load ◦ Note taking ◦ Sign language interpreting, captioning ◦ Extended time on tests ◦ A lab assistant ◦ Specialized equipment (AT) on campus

 Learning specialists and centers  Tutors  Professors/instructors  Counselors  Disability service staff  State vocational rehabilitation agencies  Myth – A professor will forgive a bad grade because I have a disability and just did not tell her right away.

 Be able to introduce yourself and give a shorthand description of your disability to adults you don’t know well  Learn to self advocate (tell people what you need, what works for you relative to your disability, how you learn best)  Follow your academic interests – don’t think you have to follow a career path or college major based on a limited disability-linked view

 Structure your college schedule so it will work best for you, assure you the greatest change for success (maybe you will want to take one less class your first semester just to settle in)  If you take medication or have regular doctor visits, have a firm plan on how you will continue with these BEFORE going to college  Get involved at your college, be creative in handling new situations and challenges  Recognize ALL college students are nervous

 Everyone is transitioning, student who has a disability and his/her family too  During junior and senior years in HS ◦ Encourage standard work load  During college application phase ◦ Support son/daughter in doing forms on their own  During contact with campus disability office ◦ Encourage/coach to have student lead discussions  During college move-in  Once student is settled and taking classes ◦ Take a deep breath, trust your student

 Dept. of Education brochure “Students with Disabilities Preparing for Postsecondary Education”  – info on a broad range of topics including college scholarships  Book “100 Things Every College Student with a Disability Ought to Know” by Kendra Johnson and Trudie Hines, from Cambridge- Stratford Study Skills Institute

 Going to College website specifically for teens with disabilities,  Heath Resource Center,  Achieving College Transitions Now, Northampton Community College ability/act ability/act  Association on Higher Education & Disability

 College programs for students with intellectual and other developmental disabilities  The DO-IT programs – wide range of info

 Outlined differences between the laws governing K-12 and postsecondary education for students with disabilities  Discussed similarities and differences in the two types of settings across a number of topics including in the classrooms, for tests and assignments  Talked about living on campus  Went over transition tips for students and parents  Addressed some common myths

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