1. Academic Advisor/Advisor to Students with Disabilities
Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education
Emily Cheng, MHS, CRC
Academic Advisor/Advisor to Students with Disabilities
OSU-Oklahoma City

2. Postsecondary Education Settings
Colleges
Universities
Vocational/Technical Schools

3. Differences in High School and College Settings
Schools identify and evaluate students with disabilities
Parents generally involved in placement decisions
Students self-identify disability status to college
Must provide their own disability documentation
Student is primary decision-maker

4. Differences in High School and College Settings
Schools may modify educational programs for students with disabilities
College not required to waive, reduce, or modify any essential requirements of a course or program

5. Differences in High School and College Settings
Parent owns rights to student records
May have separate special education classes
Student owns rights to their records (FERPA)
Full inclusion

6. Differences in High School and College Settings
IEPs, 504s
No standardized educational modification plan; disability accommodations determined course-by- course

7. BASIC DISABILITY SERVICES POLICIES IN POSTSECONDARY EDUCATION
Common terms and guiding principles for students with disabilities in college.
BASIC DISABILITY SERVICES POLICIES IN POSTSECONDARY EDUCATION

8. Functions of Disability Services in College
To provide students with disabilities equal access to educational opportunities in college
Encourage student self-advocacy skills
Confidence builder!

9. Three Common Terms “Equal Access” “Reasonable Accommodations”
“Otherwise Qualified”

10. Equal Access
Postsecondary education settings are required to provide equal access to educational programs and services for students with disabilities.
Provide same opportunities for success (or failure) as non-disabled students

11. Reasonable Accommodations
Adjustments that allow an otherwise qualified student with a disability to demonstrate their knowledge and mastery of course material without:
making a substantial change in essential course or degree requirements
posing a direct threat to the health or safety of others
posing an undue financial or administrative burden

12. “Otherwise Qualified” Students with Disabilities
Those who, with or without reasonable accommodations, meet the same academic, professional, technical, and behavioral standards of their chosen course/degree program as their non-disabled peers.

13. Putting it all Together…
Postsecondary education settings are required to provide otherwise qualified students with disabilities equal access to programs and services.

14. …This is accomplished by providing reasonable accommodations to these students.

15. REASONABLE ACCOMMODATIONS
How postsecondary schools provide equal access to otherwise qualified students with disabilities.
REASONABLE ACCOMMODATIONS

16. Commonly Requested Reasonable Accommodations
Extended time on exams/quizzes
Typically used for timed evaluations (e.g., a 60-minute exam)
Time-and-a-half or double-time options

17. Commonly Requested Reasonable Accommodations
Note -Taking Assistance
Philosophies vary among disability services offices
Policies and procedures may vary at each school
Student with disability may be required to take own notes as well

18. Commonly Requested Reasonable Accommodations
Use of a tape recorder in classroom
Students prohibited from sharing/publicizing recordings
Sign language interpreters/captioning services
Access to assistive technology
Physical accommodations-raised table heights, accessible classrooms, etc.

19. Other Possible Accommodations
Flexibility in policies regarding attendance policies, make-up work, and make-up exams
Reasonableness and degree varies greatly depending on course and academic program
Specific boundaries usually set (example: an extra 24 hours to complete an assignment)

20. Technology used by individuals with disabilities to improve and enhance their functional capabilities.
ASSISTIVE TECHNOLOGY

21. Types of Assistive Technology
Listening Devices
Amplifiers
Captioning
Cognitive Aids
Reading software
Visual Aids
Screen readers
Magnification aids
Augmentative Communication
Speech-to-text programs

22. DISABILITY DOCUMENTATION
What postsecondary education settings use to evaluate students’ functional capabilities.
DISABILITY DOCUMENTATION

23. Functions of Disability Documentation
Opens dialogue with student on their perceptions of strengths and weaknesses
Helps disability services office determine appropriate accommodations

24. Each college and university determines what is considered appropriate disability documentation.

25. General Documentation Guidelines
Reflect individual’s current level of functioning
Address functional impact of the disability
Should support need for accommodation(s) requested

26. General Documentation Guidelines
Prepared by professional qualified by training and practice to diagnose and treat the disability
Adult psychological/psycho-educational evaluation preferred

27. Elements of Quality Documentation
Credentials of the evaluator(s)
Should be performed by someone who is properly trained and/or licensed to diagnose the disability
No personal relationship with the student
Diagnostic statement identifying the disability

28. Elements of Quality Documentation
Functional limitations associated with the disability
How the disability impacts major life activities (e.g., reading, speaking, thinking)
Expected progression/stability of the disability

29. Elements of Quality Documentation
Description of diagnostic methodology used
Evaluation methods and results
Summary or narrative helpful
Current medications, treatments, and/or side effects as applicable
How effective are the treatments?

30. Elements of Quality Documentation
Recommendations for accommodations or other helpful services
Helpful in decision-making process

31. RIGHTS AND RESPONSIBILITIES
Of the student and the college.
RIGHTS AND RESPONSIBILITIES

32. Student Responsibilities
Self-identify/disclose disability to college if requesting accommodations
Provide documentation of disability supporting need for accommodations
Provide own transportation arrangements
Act as independent adults

33. Student Responsibilities
Arrange for and obtain any tutoring, personal care attendants, or individually fitted assistive technologies
Follow all disability services reasonable policies and procedures at the college

34. Student Responsibilities
Fulfill same academic, technical, professional, and behavioral standards as non-disabled students
Manage own personal schedules to complete assignments on time
Participate in disability accommodations decision-making process

35. College Responsibilities
Provide equal access to programs and services through reasonable accommodations
Inform students of disability services office location, procedures for requesting/receiving accommodations
Observe student privacy and confidentiality rights (FERPA)

36. College Responsibilities
Provide equally effective accommodation if student’s preferred method of accommodation is unavailable
Engage student in decision-making process

37. College Responsibilities
Provide accommodations within reasonably prompt timeframe
Inform students of rights and responsibilities
Provide options for grievance procedures

38. EMPOWERING INDEPENDENCE
Encouraging growth and building self-confidence.
EMPOWERING INDEPENDENCE

39. Key Strategies
“Weight watchers” vs. “buffet” approach to accommodations
Re-evaluate accommodations at end of each semester
Change in amount of accommodations needed?

40. Key Strategies
Encourage direct communication with instructors, school officials
→self-advocacy!
Promote skill development
Note-taking
Successful test-taking
Time management

41. Key Strategies Try classes without accommodations for first few weeks?
Work with peers to form study groups
Use college’s tutoring services (usually free!)

42. FACILITATING SMOOTH HIGH SCHOOL TO COLLEGE TRANSITIONS
How to bridge the gap for students with disabilities.
FACILITATING SMOOTH HIGH SCHOOL TO COLLEGE TRANSITIONS

43. Transition Strategies
High School
College
Encourage empowerment, independence
Wean students?
Consider using IEPs, SOPs, 504s as disability documentation?
Offer information sessions for parents

44. Transition Strategies
High School
College
Update psychoeducational evaluations before graduation?
Facilitate meetings w/ colleges before graduation
Education, outreach for high school students
Communicate with high school special education professionals

45. Helpful Resources
University of Central Oklahoma (UCO) Counseling Psychology Clinic
(405)
University of Oklahoma (OU) Counseling Clinic
(405)

46. Helpful Resources
Oklahoma Association on Higher Education and Disability (OK-AHEAD)
U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education
transition.html

47. Contact Information
Emily Cheng Academic Advisor/Advisor to Students with Disabilities OSU-Oklahoma City Office: (405)