Transitioning to Higher Ed Medford College Fair

Welcome and Introductions Andrew Cioffi –Suffolk University, Disability Services –UConn, Adjunct Instructor –New England AHEAD, AT Committee Chair

Overview Disability Support: H.S. v. College Defining Disability in College Documentation Guidelines Process for Access and Accommodation Considerations and beyond How can students prepare

H.S. v. College High SchoolPostsecondary Education IDEA Is about success Modifications are possible District responsible for identifying ADA (A.A.) Is about access Modifications are not required Student must disclose Parent have rights under FERPAFERPA rights transfer to student at 18 Accommodations, Curriculum Modifications, Policy modifications Accommodations only IEP, 504 PlanAccommodation letter

Artist: Hal Lasko “Ability”

Defining Disability Under ADA Americans with Disabilities Act (ADA) defines disability as an individual who: –has a physical or mental impairment that substantially limits one or more major life activities to include major bodily functions; OR –has a record of such an impairment; OR –is regarded as having such an impairment. Major Life activities: –include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. Major Bodily functions: –include, but are not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.

Defining Disability, cont. Disability – What is it really? – What does ability mean? – Are students with disabilities “less able”? Major Life Functions – “Doing college work” – Other major life functions involved with going to college?

Artist: Luisella Zuccotti “Transition”

Process for Accommodations Student driven process –Submit documentation (not just IEP/504 plan) –Schedule and attend intake with DS provider –Request accommodations –Participate in interactive process (intake) to determine reasonable accommodations –Follow the guidelines for making use of accommodations

Process Accommodations, cont. Family involvement –Varies greatly by institution –FERPA, “FERPA waiver”, etc. Additional considerations –Paradox – the intake constitutes disclosure to the institution, but not to everyone at that institution (i.e. res life staff, faculty, etc.) –DS grants reasonable accommodations and the student drives the advocacy for their use

Artist: Steven Wiltshire “Details”

Documentation Guidelines Determining Eligibility –Primary source: Student/family self report –Secondary sources: Qualified evaluations –Tertiary sources: School reports (such as IEP/504 Plan) *All three sources are considered in determining eligibility

Documentation Should Be issued by a qualified evaluator Contain a clear diagnostic statement with recommendations (and evidence) for specific accommodations Present an overview of accommodation history Be recent relevant

“Typical” Accommodations may Include Extended test time/Distraction-reduced Exam proctoring Assistance with note-taking Assistive technology Alternative format materials Priority registration Housing, meal plan accommodations

Considerations and Beyond To disclose or not to disclose during application/admissions process? (Admissions cannot review docs) Request accommodations early –Housing accommodations –Meal plan accommodations –Assistive tech and alternative format materials

Artist: Michael Monaco “Self-Determination”

How can students prepare Self Determination and Self Advocacy –Training, coaching, practice, etc. –Have a plan Engage the DS office early –Student driven process Define your expectations