Preparing Students with Disabilities to be Successful in Post-Secondary Settings Andrea Burch, PsyD Michael Perrone, MA Elizabeth Shea, MA Alfred University

Special Academic Services (SAS) at Alfred University  Academic consultation model  Over 10 years experience  ACT Early Orientation Program  High retention and graduation rates

What does “self-advocacy” mean to you?

SELF-ADVOCACYSELF-ADVOCACY Knowledge of Self Knowledge of Rights Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Developing “Knowledge of Self” Promoting self-awareness  Brainstorming strengths  Identifying interests  Setting goals  Recognizing motivations Understanding Attributes of Disability  Details of disability  Knowledge of terminology  Effect on learning  Support needs  Identification of appropriate accommodations  Responsibilities as a student with disabilities……  “To realize that you do not understand is a virtue; not to realize that you do not understand is a defect.” - Lao Tzu

 Intake Interview  Student Plan  Referral to Career Development Center  Strengths Inventory  Career Counseling  Review of pre-existing documentation and/or psycho- educational evaluation with student SAS Strategies

 “Shawn”  Background Information  Knowledge of Self  Goals and Aspirations  Pitfall of special education system  Students getting “lost” in the process  Considerations for School Psychologists/Special Education Professionals Case Example

SELF-ADVOCACYSELF-ADVOCACY Knowledge of Self Knowledge of Rights Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Knowledge of Rights: What students should know…  Disability Law in Higher Education  504/ADA vs. IDEA  Responsibility for Disclosure of Disability  Responsibility to request accommodations  Diversity of Disability Support Services  Instructors/ Professors in Higher education  Documentation  AHEAD Guidelines AHEAD Guidelines  Useful information

 Campus Visits/ open houses/ transition meetings  Early Orientation Program  Education about campus policies and procedures  Individual problem-solving and discussion  Parent Advocacy to Student Advocacy  Partnerships  Acting as liaisons SAS Strategies:

 Be explicit about differences in laws and service provision at the post-secondary level  Involvement in college search process  Communicate with the institution about documentation needs  Facilitate awareness and use of resources  Agency/ Scholarship Support  Assistive Technology Promoting Knowledge of Rights

SELF-ADVOCACYSELF-ADVOCACY Knowledge of Self Knowledge of Rights Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Communication: What are the issues? “Learning how to communicate information effectively with others through negotiation, assertiveness, and problem solving in individual and group situation is critical to self-advocacy” (Test et al., 2005).  Assertiveness  Negotiation  Articulation  Body Language  Use of Assistive Technology  Listening  Persuasion  Compromise

SAS Strategies Meet the students where they are at! What communication skills do they already have? What skills are they lacking?  Role-Playing  Facilitate writing of s  Normalize fears and anxieties  Go to meetings with students  Create list of points to cover when meeting with faculty member

 Explicitly practice communication skills:  Practice writing s to professors asking for accommodations.  Role-play various scenarios specific to the student’s needs.  Truly involve students in the decision making process.  Some simple things to teach:  Rehearsing what to say  appropriate eye contact  Awareness of body language  Compromise  Rephrase what is heard to ensure understanding. Fostering Communication Skills

SELF-ADVOCACYSELF-ADVOCACY Knowledge of Self Knowledge of Rights Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Leadership Subcomponents:  Knowledge of group’s rights  Advocating for others or for causes  Political action  Knowledge of resources  Organizational participation

 Carrie  Leadership capstone project  Coordinated a half-day event designed to educate campus about learning disabilities/ ADHD  Included a student panel to discuss experiences  Seth  Student frustrated by lack of accessibility on campus  Partnered with AU’s Diversity Coordinator to hold a focus group Case Examples:

 Post-Secondary School Psychology  Increased involvement in the transition process  A theoretical framework to guide self-advocacy development in students Expanding the Role of the School Psychologist: Balancing Theory and Practice

Questions?? Contact: Andrea Burch, Psy.D. Director, Special Academic Services at Alfred University