The College Admission Process for Students with Learning Disabilities and ADHD

Transcription

1 The College Admission Process for Students with Learning Disabilities and ADHD Peggy Hock, Ph.D. Saint Lawrence Academy Edited from a presentation by Jane McClure

2 High School versus College n Difference in Laws n Parental Support n Difference in Requirements

3 How the Laws are Different n Individuals With Disabilities in Education Act n The Americans With Disabilities Act Section 504 of the Rehabilitation Act u IDEA is an Education Entitlement Law u ADA is a Civil Rights Law

4 High School and IDEA n Students Entitled to an Education Until Age 21 or Graduation n Parents Have Rights and May Access Information n School District Responsibilities: Interventions, Evaluations, Identifications, Cost and Advocacy n Interventions May Include Individual Educational Plan (IEP), Goals and Objectives, and Modifications to the Curriculum n All Professionals and Family Have Access to Students Records

5 College: A.D.A & Section 504 n Equal Opportunity in All Settings n Parents Have No Rights and Cannot Access Information n Accommodations: No IEP, Colleges are not obligated to waive courses or other academic requirements n Student Must Self- Advocate and Disclose n Student Responsible for Costs n Records Are Available to Support Services Staff and All Others Must Have Signed Permission From Student

6 Testing with SAT or ACT n Eligibility u IEP u 504 Plan u Psycho- Educational Evaluation u Accommodations Must Already Take Place in School n School Testing Versus National Center Testing u Accommodations Available at Each u Test Once During Testing Period for School Testing

7 SAT Accommodations n Evaluation Within the Last 5 Years Verifying the Disability n When Appropriate, a Reading Evaluation Must Be Included n Computers May Be Used for Writing Section n School Testing: Have 4 Days to Administer the Test n SSD Students Are Able to Register on Line

8 SAT Accommodations continued n Variable section eliminated for extended- time students n All 100 % extended- time students will be tested over 2 days; one 5- minute break/day n All 50% extended- time students will test in 1 day; two 5- minute and one 1- minute break n Two- page limit for computer typed essays; no spell check or other aids allowed n For the new SAT can request use of a 4- function calculator for math sections that do not permit a calculator.

9 ACT Accommodations n Evaluation Verifying the Disability Within Last 3 Years n Evaluation Must Include: Evaluation Dates, Subtest Scores and %ile Scores, Functional Limitations Affecting Learning, & Specific Recommendations n Must register for the ACT before requesting accommodations n National Testing Vs Special Testing: Different Regulations

10 ACT Accommodations Cont. n May Test Anytime From Sept.1 Until End of June If You Have Special Testing n Still Allows Multiple Day Testing n National Test Centers Will Offer Extended Time on Each Test Date

11 College Selection Determine the Necessary Level of Support Understand the student s learning needs Find the Right Match Fit is still important

12 Understanding the Student l Review the assessments, IEP, 504 Plan, before first meeting l Explore student s learning history l Assess current use of support l Assess student s preparation for independence n Understanding Individual Learning Disability n Developmental Growth Trajectory n Management Skills n Self- Advocacy

13 Types of College Support Programs n Structured Programs n Coordinated Services n Basic Service Programs

14 Structured Programs Comprehensive significant support Students may be required to sign contract Usually, substantial program participation fee Some programs have a separate admission process

15 Services may include: n Staff Trained in Learning Disabilities n Special Orientation Programs n Curriculum Modifications n Assistance with Advocacy n Academic Monitoring and Counseling

16 Colleges With Structured Programs l Curry College l University of Denver l Landmark College l Hofstra Unversity l Mercyhurst College l Lynn University l Fairleigh Dickinson University l University of Arizona l Rochester Institute of Technology l Mitchell College, CT l Marist College

17 Coordinated Services These Programs Provide Students With Moderate Levels of Support. Such Programs Often Have a Learning Disabilities Specialist (at Least Part- time) Who Assists Students in Coordinating Academic Adjustments. Services May Include: n Learning Strategies Instruction n Counseling n Tutoring n Assistance With Advocacy

18 Colleges With Coordinated Services n All UC and CSU and CC Campuses (if staffing is preserved) n Boston College n Brown University n Cornell University n University of San Francisco n Stanford University n University of Southern California n University of Puget Sound

19 Basic Service Programs These Programs Provide the Minimum Amount of Support Necessary in Order to Comply With the Law.

20 Colleges With Basic Service Programs n University of Oregon n University of Redlands n Loyola Marymount University n University of the Pacific n Emory University n Marquette University n St. Lawrence University n Oberlin College n Whittier College

21 Resources n n The K & W Guide to Colleges for Students with Learning Disabilities by Kravets and Wax n College Guide for Students with Learning Disabilities by Sclafani and Lynch n Colleges That Change Lives by Loren Pope

22 A Sampling of Types of Services: n Adaptive Technology Lab n Extended time on quizzes and exams n Exams administered in distraction- free room n Alternative Testing formats (e.g. oral exams in lieu of written exams) n Early Registration and Reduced Course load n Readers n Books on tape and enlarged handouts n Use of a tape recorder to record lectures** n Talking calculators** n Spell checkers** n Note- taking services n Advocacy Seminars n Learning Disability Support Group ** Students might be required to provide their own equipment

23 Campus Resources: n Tutoring/Learning Centers n Career Counseling Centers n Counseling Centers n Writing Centers n Peer Mentoring Programs n Academic Advising Centers n Health Centers

24 Transition to College n Student should understand diagnosis and be able to discuss disability and the functional limitations that impact learning n Student and parents should understand that learning programs will communicate only with students, not parents n Students Must Advocate for the Support They Need n Appropriate Documentation is Essential n Accommodations should be requested before orientation

25 The Right Match? n Structured Programs Work Best for Students Who Need Close Monitoring and High Levels of Support. n Coordinated Programs Work Best for Students Who Want to Be Mainstreamed but Know They Will Need Support. n Basic Service Programs Work Best for the Highly Motivated, Independent Self- Advocators.

26 Shaping the List and Preparing the Student l Accurately assessing the current use of support l Building independence: high school seniors should not be receiving the same support as high school freshmen l Shaping the list to have appropriate choices l The goal is a college where the student can be successful and from which the student will graduate

27 Final Thoughts n Make Sure Students Have Appropriate, Timely Testing n Students and Parents Need to Understand Test Results n Encourage Self- Advocacy n Communicate With College Learning Support Programs As Well As With Admission Offices

28 Questions?