1. Students with disabilities at college – What Teachers Need to Know Cynthia Woiderski Woiderski Training and Consulting, LLC 2016

2. Core realities within the college accommodation system
Differences between high school and college for students with disabilities
Core realities within the college accommodation system
What can teachers do to help students transition into college
Today I will start off talking about main 5 differences between high school and college for students with disabilities.
Next we will cover the 4 core realities of a college or university accommodation system.
Of course we will cover what high school teachers can do to help students with the transition into post-secondary education.

3. Keys to Keep in Mind General concepts for discussion
The same goal – helping students
Students with disabilities can succeed in college
* May need new skills
Please keep in mind that this presentation will cover general concepts to begin the discussion. All colleges and universities are unique, and some follow-up may be necessary with individual schools.
Secondly, we all have the same goal, to help students have as smooth a transition as possible, and to help students build a good foundation for attending college or university.
Students with disabilities CAN succeed in college, although they may have to learn some new skills.

4. Challenging Perceptions
What do you see?
I am not sure what your perception is of a post secondary disability service office
but this presentation may challenge what you think.
Please keep an open mind.

5. between secondary and post-secondary education.
5 Differences
between secondary and post-secondary education.
Lets begin with the 5 differences between secondary and post-secondary education.

6. Difference #1: The Difference is in the Law
One of the major differences as far as students with disabilities are concerned, is the law.

7. Legal Differences HIGH SCHOOL COLLEGE IDEA
REHAB ACT of Section 504
Subpart D
ESSA | Every Student Succeeds Act
ADA
REHAB ACT of Section Subpart E
The IDEA and subpart D of Section 504 do not apply to colleges and universities.
This means the IEP or 504 plan generated in high school do not carry over.
It is true that 504 applies to colleges but it is subpart E and requirements are very different from subpart D.

8. How This Plays Out… HIGH School
Right to a free and appropriate public education
Emphasis on success (may lead to modifying standards)
COLLEGE
Attending college is a privilege - Students must be eligible
Emphasis on equal access (standards are not modified)
How this plays out,
The government requires local education agencies, or (LEAs), to provide students with a free and appropriate education. This is a basic right for all children.
Post-secondary education on the other hand is a privilege and students pay and must be eligible to attend.
For most universities, this means obtaining a certain score on the SAT. Community colleges have an open door policy, but then students must be eligible to enroll in certain courses.
Universities are not required to modify the standards for a course if a student cannot pass because of their disability.

9. Entitlement vs. Civil Rights
IDEA & ESSA
The LEA is responsible to find, assess and remediate disabling conditions
Result in a broader range of services, equipment and specially trained staff
504 and ADA
Must provide equal access (leveling the playing field)
The responsibility is shifted to the individual
Services are aimed at equal opportunity and access to programs
The LEA is responsible to find, assess and remediate disabilities in children
The implications of an entitlement act result in a broader range of services, equipment and certified special education teachers.
Institutions of higher-ed must provide equal access to all programs.
Responsibility is shifted to the individual.
Services are aimed at providing equal opportunities for access.

10. Success Access What Does This Mean? K-12 College What does this mean?
Weather we like to admit it or not, the laws dictate our goals.
The goal for K-12 is success.
How do you measure that a student has been successful in High School?
Graduation!
In college the goal is equal access, and not denying someone just because they have a disability.
Of course, everyone wants students to be successful and graduate, it is just not what the law mandates.

11. “Otherwise qualified…”
The institution sets the essential functions of the program
Students must be considered qualified to meet those essential functions
Entrance requirements and graduation requirements are not substantially modified
What competencies must students have to graduate from the program?
Deans and program coordinators often want to know if the student is “otherwise qualified.”
The courts allow the universities to set the essential functions in each program.
If a student can meet the entranced requirements and essential functions, with or without accommodations, he or she is considered otherwise qualified.
For example, can a student who is blind perform the essential functions in an Automotive Technology program?
What about a student who is deaf in Music Performance/Vocal program?
Or a student who uses a wheelchair in Fire Science Technology?
Sometimes they can, sometimes they cannot. Each student must be able to show that they can meet the essential functions.

12. Difference #2: Documentation
The second difference is Documentation requirements.

13. Historically… Current (3 – 5 years) Functional limitations
Adult-based assessment w/ aptitude
Qualified evaluator
Documentation requirements are different at every institiution and is a hot topic especially when you are talking about students with learning disabilities or disabilities affecting cognitive functioning.
Historically, universities required an IQ assessment with aptitude and current functional limitations, completed within the last 3 years by a qualified evaluator.
And while this is slowly changing across the nation, colleges still want a current picture of how the student is functioning. Therefore testing that was completed in childhood is not often accepted.
Most colleges still require the signature of a qualified evaluator. Moms, principals and neighbors are not accepted as qualified.

14. Currently…
Different at every school and different by types of disabilities
Must demonstrate current functional limitations
The courts allow the schools to determine what they require for documentation and the differences are wide-ranging.
Because IQ assessments are no longer required every 3 years in high school, a few colleges are accepting different types of documentation. This is definitely something that needs to be clarified for each student’s school of choice.
Some community colleges will now accept the IEP or 504 plan, and then if the student transfers to a university, he or she may find out they are not eligible for any services based on the high school IEP without test results. If a transfer is even remotely possible, the student should be encourage to discover what documentation requirements are at all potential schools.
The documentation must be sufficient to support the student’s request, and identify the current functional limitations.
Documentation for a math learning disability is not going to allow for extended time on tests in history or biology.
In the same way, documentation from a physician for ADHD is not necessarily going to allow a student more time to complete tests without additional information about the impact of the ADHD on learning.
Students with learning disabilities or cognitive disabilities are sometimes caught between a rock and a hard place. Neither secondary nor post-secondary are required to provide the updated testing, yet the student may need the test results to access services at universities.

15. A resource, not THE resource
IEP/504 Plan Importance:
Shows history
Content may or may not be applicable to college
Best to not consider as the “gateway” to college accommodations
A resource, not THE resource
Some schools do like to receive the IEP or the 504 Plan along with test results because it shows the history of the student’s services.
The services received in college will most likely be based on the test results however, not the past.

16. Difference #3: The Student is in Charge
The 3rd difference is
The student is in charge.

17. Key Concepts: Student MUST :
choose whether or not to disclose disability
register with the disability office
-- 24% of students with LD who used high school accommodations requested services at college
-- 17% of students with LD who used high school accommodations received services at college
The National Center for Learning Disabilities’ 2014
“The State of Learning Disabilities”
Students have choices when they get to college.
Students can chose to disclose their disability, or not.
If students want accommodations, or services, they must register with the disability support office.
It’s a choice with consequences, of course as services are not retroactive.
Only 24% of students with disabilities choose to request accommodations, and many only after they have failed their first test or semester.
Only 17% actually received the services. Inadequate documentation was a large factor, but not the only reason.
These statistics are from a 2014 report from the National Center for Learning Disabilities entitled “the State of Learning Disabilities.”
Picture description: There is a picture on this slide of students looking at a map.

18. Key Concepts (continued)...
Student MUST :
provide appropriate documentation
explain how the disability impacts course or program
self advocate with faculty
Providing appropriate documentation is important.
The student must also be able to explain how their disability impacts their learning and what accommodations work for them.
Students will be the ones going to the professors to request accommodations, or services.
Disability Support Services will verify the disability and determine appropriate services.
At many colleges the student hand carries a letter and discusses directly with the professor how the services will be provided.

19. I should… I need to… I did not…
My teacher should….
My parents need to…
The counselor did not…
I should… I need to… I did not…
It is difficult for students to change the way they think.
In high school there they are in the back seat while their parents and the school do all of their planning, making all the decisions.
To prepare for college, they need to get in that front seat and start taking responsibility for their future.
Senior year is a great time to have your student fill out his own college application, make her own phone calls to the colleges, and make an appointment with the disability support office.
Picture Description: there are two pictures in this slide. The first has a student sitting in the back seat, saying: “My teacher should….My parents need to….the counselor did not…”
The second picture has a student driving his own car, saying: “I should…I need to…I did not…”

20. Difference #4: Self-Advocacy is Critical to Access (and Success)
The 4th major difference is how Self-Advocacy is Critical to Access (and Success)

21. Self-Advocacy leads to ACCESS:
Aware of characteristics of disability and how disability interacts with the environment
Communicates which accommodations have been effective in the past and why
Contacts DS staff as necessary
Engages in problem-solving
Speaks to professors
Seeks guidance and assistance from appropriate resources (departments and technology)
Self-advocacy is a learned skill and it can lead to ACCESS
Aware of the characteristics of their disability and how it interacts with the environment
Communicates which accommodations have been effective in the past and why
Contacts DS staff as necessary
Engages in problem-solving
Speaks to professors
Seeks guidance and assistance from appropriate resources (departments and technology)

22. Important Skills
Take a moment to write down several other skills you think are important for all students before continuing.
Please take a moment to write down several other skills you think are important for all students before continuing.
Picture description: This slide has a picture of a young girl thinking and taking a test.

23. Other Important College Skills:
Wake up independently
Time management
Money management
Study skills
Self discipline
Use of technology
Understanding Cause and Effect
Complex problem-solving
Ability to deal with the abstract
Did you come up with any of these?
Waking up independently
Time management
Money management
Study skills
Self discipline
Use of technology
Cause and effect understanding
Complex problem solving
Ability to deal with the abstract

24. Difference #5: Accommodations
The 5th difference is the Accommodations available.

25. Reasonable Accommodations:
The Law says….
reasonable accommodations or modifications….
The ADA requires auxiliary aids and services, commonly referred to as reasonable accommodations.
That word ‘”reasonable” is a definitive word – right? The courts usually leave it up to the college to decide what is reasonable and what is not, only providing minimal guidance.
Reasonable accommodations will allow the student equal access, but will not “modify” essential objectives of the coursework.
Colleges can modify the testing environment, or how the student receives the test, but professors do not have to rewrite the type of tests or give shorter tests over less material.
Picture Description: There is a picture on this slide of a scale.

26. Deciding on Accommodations:
Must not ‘fundamentally alter’
Is tailored to the functional limitations identified in the student
Case by case consideration
The accommodation should not fundamentally alter the course or program.
For example, the college would not be required to individually teach a class that is normally taught to a group.
Also the accommodations should correspond to the student’s functional limitations, or needs,
and the school must give case by case consideration to each request.

27. Reasonable Accommodations:
Captions on videos
Recording lectures
Braille
Books in electronic format
Special tables
Access in labs
Examples of reasonable accommodations include:
Captions on videos
Audio recording lectures
Books and handouts in braille
Books in electronic format
Special tables
Access in labs

28. More Reasonable Accommodations:
Alternate tests (audio, extra time, braille)
Reduced distraction area for tests
Qualified interpreters
Note-taking assistance
Real time transcription services
Materials provided electronically
Other Reasonable accommodations include:
Alternate testing arrangements, like audio tests, extra time, or braille.
Reduced distraction area for tests, or quiet rooms.
Qualified interpreters
Note-taking assistance
Real time transcription services
and Materials provided electronically

29. Auxiliary Aids and Services Not Required (Examples):
Attendants
Individually prescribed devices (glasses, canes, wheelchairs, hearing aids, computers, etc.)
Tutoring
Readers for personal use or study
Other devices of a personal nature
Here are some examples of auxiliary aids and services that institutions are not required to provide:
Attendants
Individually prescribed devices (glasses, canes, wheelchairs, hearing aids, computers, etc.)
Tutoring
Readers for personal use or study
Other devices of a personal nature

30. Case-by-Case Examples:
What about attendance?
Where to take an exam?
When to turn in a request?
The law requires that every request for accommodations be considered on a case by case base.
Some examples of differences might include:
An Attendance accommodation could be supported in a History lecture Class but possible not in a Physics Lab
A request to taking exams outside of the classroom, could be approved for a the campus testing center but not in the library.
A request for extended time on a test could be approved when talking to instructor two weeks before the exam, but not two hours prior.
Picture description: This slide has a picture of 3 question marks.

31. The goal is access… Preferred? Reasonable?
The laws also say that the colleges must put forth a good faith effort in providing accommodations.
We would all prefer to ride in a limousine but if the city bus gets us to the same place, and is as affective, students may need to be satisfied with the city bus.
For example, in some areas, finding a speech-to-text transcriber for notes may be close to impossible, but a volunteer note taker is achievable. The student may prefer the transcriber but if the volunteer’s notes are effective, it is a reasonable accommodation.
Picture Description: There are two pictures on this slide; a limousine is under the word preferred and a city bus is under the word reasonable.

32. There are 4 Core Realities…
Lets discuss 4 core realities

33. Reality #1: Learn to Play by the Rules
Every school has numerous policies and procedures for identify themselves and receiving services.
Reality number 1, Students need to learn these rules.

34. What is the process?
Student must contact/visit disability service office
Student must give the accommodation letter to instructors
Student must dialogue with instructors
While the process is a little different at each institution, most follow this pattern:
First the student must contact/visit the disability office
Not the Admissions, Financial Aid, Campus Life, a professor, or an academic advisor.
Once a decision has been made, the office produces some type of Accommodation Letter for instructors.
In some cases, the student delivers the letter, sometimes it is ed directly to faculty.
In most cases the student must dialogue with instructors before receiving any services.

35. Procedures for Everything:
Students need to know the rules:
Talk to DSO and instructors BEFORE
accommodations needed in the classroom
Make exam arrangements (professor, testing center, deadlines, etc.)
Note-taker processes (paid vs. non-paid, how notes obtained, etc.)
Alternative media requests (deadlines, turn-around time)
Every school has procedures for receiving services.
Students have to talk to the Disability Services office and instructors BEFORE accommodations are needed in the classroom.
Accommodations are not provided retroactively, like after a student has failed a test.
Arrangements for alternative testing usually has specific time deadlines, like 2 weeks before the test.
Every school has different procedures for having a note-taker. Does the student have to find their own volunteer or does the school hire and send someone to the classroom. Does the transfer of notes happen on-line, after class, or before the next class starts.
Requests for alternative media such as textbooks or captions on videos often has to be turned in several weeks before the semester begins.
Picture Description: This slide has a picture of two students standing in front of an information desk.

36. Reality #2: Technology is an ACCESSory
There are software programs and applications that can help students bypass their weaknesses.

37. Where is technology used?
Classroom:
Note-taking
Lecture recording
The proper use of technology is often a successful tool for students.
In the classroom, Technology can help students take notes, record the lectures, and link the two together.
Picture Description: This slide has a picture of an ink pen that also audio records the lectures.

38. Where is technology used? (2)
Exams:
Computers for typing, grammar and spell check
Text-to-speech
Speech-to-text
Technology can also be used during exams.
Students may be able to type their essays on a computer and use the spell check (if spelling is not an essential function)
Computers can read the test questions, using a screen reader or a text-to-speech program.
or students can dictate their answers on the computer using speech-to-text.

39. Where is technology used? (3)
Alternative Media:
Books in audio or enlarged font
Electronic
Students can receive their textbooks as audio books, or download to the computer and enlarge the font.
Some students can receive their textboks electronically and use a screen reader to listen to their textbooks.
Picture Description: this slide has a picture of a device used for listening to books with earbuds

40. Where is technology used? (4)
Studying:
Internet searches
Online study tools
Editors
Tutorials
While studying,
Students can use internet searches,
There are online study tools like flash cards, outlines, and sample tests.
Students can use advance editing software when writing papers, or use a writing organizer.
or listen to tutorials.
Picture description: This slide has a picture of 3 students looking at a computer monitor

41. Reality #3: Access Happens Because of the Student’s Actions
The 3rd Reality is Access Happens Because of the Student’s Actions

42. DSO
Student
Faculty
The student is responsible for maintaining contact with both the Disability Service office and the faculty.
Access to services for the student, or lack of services, is because of the student’s actions, or lack of actions.

43. Reality #4: College Resources Vary
Reality #4 is
College Resources Vary

44. Disability Office Variables:
Student to staff ratios
Staff job responsibilities
Initial meeting & getting connected practices
Location of office
Walk-in or appointment
Assistive technology resources
Relationships within the college
Not all Disability Service offices offer the same services.
Student to staff ratios is a huge variable, as is how many hats the staff person wears.
Initial meeting & getting connected practices vary.
What is the location of office and what other functions does the office provide?
Do they accept walk-ins or appointments? How much lead time is needed for the appointment?
Does the school loan out or teach assistive technology?
Does the office have good working relationships with other departments on campus?

45. Disability Departments Will:
Empower students
Coordinate and facilitate accommodations
Monitor discrimination issues
Ensure accessibility
Protect confidentiality
Disability Service staff work to empower students,
Coordinate accommodations,
address discrimination concerns,
Ensure accessibility and
protect as much as possible the confidentiality of the students.
Picture Description: There is a picture of a student sitting at a small table and talking with a professional.

46. Ten Things Teachers Can Do to Help
Ten things teachers can do to help students get ready for college.

47. What skills do students need?
Self Advocacy skills
Responsibility
Leadership
Technology
First ask yourself what students need to be successful in higher-education, apart from academic preparation.
Self Advocacy skills
Responsibility
Leadership
Technology

48. What can teachers do to help?
Encourage student-led IEP meetings
Help student understand disability and learning strengths/challenges
Take preparatory curriculum
Help learn how to study
To help build self-advocacy skills, encourage students to facilitate their own IEP meetings.
Help students in Understanding their own disability and how it effects them.
How do they learn best?
Encourage students to take college-prep courses, especially math and science.
Developing good study skills is another critical task.
Students who breeze through high school often struggle in college because they do not know how to study.

49. What can teachers do to help? (2)
Encourage involvement in clubs
Volunteer in the community
Take a summer job
Encourage students to join clubs and organizations and to take on leadership roles if possible.
Another option is to encourage students to volunteer in the community.
Finding a summer job before going to college can help teach responsibility.
Picture Description: There is a picture on this slide of a silhouette of multiple students standing around with backpacks or laptop bags.

50. What can teachers do to help? (3)
Help identify what accommodations work and what does not work
Teach how to use technology
Help develop problem-solving skills
Help identify what accommodations work and maybe more importantly what does not work.
Teach how to use accessible technology.
Help students develop problem-solving skills.

51. Summary
This presentation covered the 5 main differences between high school and post-secondary education:
Different laws
Different documentation requirements
Different status: the student is in charge
Different skills: self-advocacy is critical to success
Different accommodations
In summary, this presentation covered the 5 main differences between high school and post-secondary education:
Different laws
Different documentation requirements
Different status: the student is in charge
Different skills: self-advocacy is critical to success
And Different accommodations

52. Summary (2)
This presentation also covered 4 critical Realities of post-secondary education:
Students need to learn the policies and procedures
Students need to learn technology
Access happens because of the student’s actions
College resources vary
This presentation also covered 4 critical Realities of post-secondary education:
Students need to learn the policies and procedures
Students need to learn technology that helps them overcome their weaknesses.
Access happens because of the student’s actions.
College resources vary.

53. Summary (3)
High school teachers can help students learn the critical skills necessary for success:
Self Advocacy skills
Responsibility
Leadership
Technology
There are many things high school teachers and transition coordinators can do to help students learn the skills necessary for success in post-secondary education.
Self Advocacy skills
Responsibility
Leadership
Technology

54. Cynthia Woiderski Woiderski Training and Consulting, LLC 2016
Thank you!
Cynthia Woiderski Woiderski Training and Consulting, LLC 2016