1. February 21, 2011

3.  Postsecondary follow-up surveys for students in Iowa have shown that students with a disability are significantly less likely to participate in formal postsecondary training than their non-disabled peers, 57% (IEP) compared to 92% (no IEP).

4.  While employment rates are similar, 85% (IEP) compared to 89% (no IEP), the youth with IEPs are more likely to work in assembly, maintenance and retail jobs. They are less likely to have benefits such as medical insurance. They are more likely to see this current job as a life-long position, in a society where the national trend is for the average worker to have ten or more career changes in their lifetime.

5.  They are also less likely to talk with a guidance counselor or other adult at school about their plans for the future or to participate in the typical school activities that might expose them to a broader range of career options.

6.  While assembly, maintenance and retail jobs are viable employment for many young people, is it likely that students with disabilities are in these jobs because they did not have any other options or the supports to pursue other options?

7. “In Iowa, interviews with 557 youth with disabilities in grades 9-12 revealed that only 5% could clearly identify their disability and 11% could clearly describe the accommodations they need.” “Self-Determined Use of Effective Accommodations”, Abstract from the Iowa Department of Education

8. “On college campuses today, approximately one in eleven students has a disability – three times the number reported in 1978.” GW Heath Resource Center George Washington University

9.  Share an activity or lesson that you use with your students that will assist with the development of self-determination skills

10. Employment Values Employment is not a choice, it is an expectation Employment services are strength-based where the individual is treated respectfully Employment equals minimum wage or better Businesses should employ people with disabilities as they would anyone else

11. For some decades now, the U.S. labor market has experienced increased demand for skilled workers. Job openings that require at least some postsecondary education or training will make up 64% of all job openings and will include the majority of long term career jobs. The majority of job openings for people with high school or less will be low- wage jobs and many of these will be part time or transitional jobs.

12. U.S. Census illustrates that workers who increase their skill levels ultimately work and earn more. Higher education levels are closely associated with both increased earnings and lower unemployment rates in Iowa Iowans with high school degree or less experience much higher levels of poverty. Whether the indicator is unemployment rates, wages, or poverty, it is undeniable that education pays for Iowans. High school is no longer high enough.

13.  Refer to example that was provided by our Leads  Post-Secondary Expectations  Recent Services and Goal Areas  Current levels as related to L, L, W  Functional Impact of Disability  Response to Instruction and Accommodations  Recommendations for L, L, W  Adult/Community Contacts

14. Examples of possible contacts for PSS and vocational services  Link Associates  Goodwill Industries  Candeo  Optimae LifeServices  H.O.P.E.  Easter Seals (employability only)  Mainstream Living (group employment only)

15. Talk with your someone nearby about the differences that you faced going from high school to college ◦ Class schedule ◦ Coursework ◦ Living Arrangements ◦ Social Life

16. LAWS AND FOCUS  K-12 = IDEA and Section 504  Higher Ed. = ADA and Section 504

17. ADMISSION REQUIREMENTS  Applicants must meet University admission requirements  Otherwise qualified

18. Access to Services Higher education does not provide special education services Students are responsible to request accommodations each term Students must notify instructors of approved accommodations

19.  See DMACC handout

20.  Needed Bridge from High school to Higher Education  Enhanced communication/ consistent process  Collaborative Solutions  Support for Accommodations Request (SAR)

21.  Eligibility/Diagnostic Statement  Formal Diagnosis/Date (when available)  Basis for Determination  Current Functional Impact  Response to Instructional Intervention  Progression/Stability of the disability

22.  History of Accommodations ◦ 9 th -12 th Grade  Suggested Accommodations  Signature ◦ Name, Title, Organization, Telephone  Authorization for Release of Information  Student Statement of Goals ◦ 3-5 sentences describing hopes to accomplish

23.  Blank Electronic Version  Electronic Version with prompts  Electronic Sample

24.  Comprehensive ◦ Dates—eligibility, assessment, intervention ◦ Basis for determination ◦ History—intervention, accommodations ◦ Current functional impact ◦ Student Involvement/Insight

25.  Relevant ◦ Summarizes relevant information ◦ Provides perspective on what has worked ◦ Student articulation/advocacy ◦ Manageable/Portable

26.  Self-Determination is key!  Begin early!  Involve your students in developing the SAR form  See Framework for Documenting a Disability  Refer to Four Major Steps for Requesting Accommodations