Recruiting Differently Jason Peacock Assistant Director UNT Office of Admissions Successful Strategies in Recruiting Students with disabilities and learning Differences.

ADA and Section 504  Americans w/ Disability Act  Passed in 1990, amended 2008  Title II prohibits public Colleges and Universities from discriminating against people with disabilities  Title III covers Private Colleges and Universities from discriminating  May not apply to schools operated by religious entities  Section 504 of the Rehabilitation Act  Passed in 1973, dealing with elementary and secondary education  ADA amended in 2008 brought 504 and ADA into more concordance  Covers any and all institutions provided any federal funding

Success vs Access High School  Required Documentation  IEP – Individualized Education Program or 504 Plan  Provided by School District College  Required Documentation  Diagnosis documenting each disability  At student’s expense (ISDs should provide if students is enrolled)  Self Advocacy  Student ID’ed by School  Responsibility for accommodation falls on school  Teacher’s approach student to offer help  Self Advocacy  Student must self-identify  Responsibility for accommodation falls on student  Students must initiate contact with professors with regards to accommodations

Success vs Access High School  Parents Role  Parent has access to students records and can participate in the accommodation planning  Parent serves as student advocate College  Parent’s Role  Parent has no access to records without consent, and may have limited access to accommodations planning  Student should self advocate  Grades & Tests  Test Modification  Testing frequent covering small amounts of material  Make-Up tests available  Grades & Tests  Testing extensions  Testing infrequent covering large amount of material  Make-up tests unlikely

Success vs Access High School  Study Responsibilities  Tutoring provided as part of the IEP or 504 plan  Time and Assignments are structured by others  Little outside homework requirements College  Study Responsibilities  Tutoring offered is the same offered to all students  Students is responsible for time management  Preparation of 2-3 hours for each class period

Types of Learning Disabilities  Auditory Processing Disorder (APD)  Affects how sound is processed or interpreted by the brain. Difficulty in recognizing differences between sounds in words and blocking out ambient noise  Language Processing Disorder (LPD)  Type of APD, affecting the ability to apply meaning to words, sentences, & stories.  Dyscalculia  Affects the ability to understand numbers and learn math facts. Poor comprehension of math symbols and struggles with memorizing numbers, telling time, counting  Dysgraphia  Affects handwriting and fine motor skills. Problems may include poor spelling, poor spatial planning, and difficulty in contemporaneous composition.  Dyslexia  Affects reading and related language-based processing skills. Can influence fluency, decoding, reading comprehension, recall, writing, and spelling

Other Disabilities  ADD/ADHD  Will manifest in tandem with learning disabilities, the combination having a considerable effect on learning. May also include difficulty in controlling behavior resulting in hyperactivity, following instruction, sitting still, staying organized and completing assignments  Autism Spectrum Disorder - Asperger’s Syndrome  Often highly intelligent, but may suffer from any combination of the following:  Inappropriate body language, gestures, and facial expressions  Unlikely to pursue social interaction  Resistance to being touched  Speaking in abnormal tone or cadence  Repeating words and phrases without intent  Difficulty communicating needs  Trouble starting a conversation  Hearing Impairment  Visual Impairment  Physical Impairment

LDs, Disabilities & Admissions Colleges and Universities are required to make reasonable accommodations in their practices, policies and procedures, unless to do so would fundamentally alter the nature of the goods, services, facilities, privileges, advantages and accommodations they offer, or would result in an undue financial or administrative burden on the institution. 28 C.F.R. § What impact would this policy have on admissions?

Disclosure of Disability/LD Is disclosure of a learning difference or disability obligatory? Suggested? Discouraged? Will disclosure of a learning difference or disability hurt or help a student in the admissions process? Can Admissions Officers ask if the student has a disability or learning difference? Can a Learning Difference be used as a component of the Admissions Decision process? If so, how and when?

Learning Differences and the Admission Process  The State of Texas allows public institutions 18 factors to be considered beyond academics when determining admissibility. These include the following:  Personal Interview  Any consideration the institution considers necessary to complete the institution’s stated mission  Private institutions may provide discretion during the review process for students with learning differences.

Hints for Recruitment  How many students are served/receive accommodations?  Know the services often provided by your institution  Common Accommodations  Extended Test Time  Test Proctoring  Reduced Distraction Testing Rooms  Assistive Technology  Adaptive Furniture  Sign Language Interpreters  Disability Related Counseling  Peer Support Groups  Know your institution’s Disability Accommodations staff, and direct students and families there for more information

Hints for Recruitment  Know about special options offered  Sober Living Housing  Attendant Assistance/Housing  Specialized programs for Hearing/Visual impairments  Listen!  Engage the student!  Speak clearly about processes and expectations  No idioms, analogies, or metaphors.  Find appropriate environment for a meeting.  Do not communicate through facial expressions  Be frank about admissions opportunities

Final Word of Advice Graduation is the goal of the admissions process, not admissions. If you admit a student that does not persist after the Freshman year, you have not done your institution, the student, or the student’s family any favors. Finally, be caring. Even if you may not be able to extend admissions to a student, be compassionate and supportive and suggestive of other opportunities the student may have.