Beverly Sermons, Ed.D. Liaison, Georgia Southern University. Lynn Mahovsky, Ph.D. Liaison, Georgia State University

Transcription

1 Beverly Sermons, Ed.D. Liaison, Georgia Southern University Lynn Mahovsky, Ph.D. Liaison, Georgia State University

2 --RCLDs purpose and services --The importance of self-advocacy skills and success in college --Laws related to serving college students comparison of IDEA and ADA --Students rights and responsibilities --Faculty/institutional rights and responsibilities --Self-advocacy skills --Ways to develop self-advocacy in high school

3 Become aware of the importance of selfadvocacy for success in college Gain an understanding of specific advocacy skills needed on college campuses Explore ways to teach, help students apply and generalize advocacy skills for use in college

4 Who we are What we do

5 Located regionally to support Disability Services on the 35 public colleges and universities in Georgia Georgia Southern University Georgia State University University of Georgia

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7 Mission: 1. Support disability service providers on campuses Review documentation, provide consistency Develop and disseminate best practices for accommodating students with disabilities Provide evaluations for students 2. Provide community outreach 3. Conduct research related to post-secondary students with disabilities

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9 Philosophical shift Policy shift

10 Individuals with Disabilities Education Improvement Act (IDEA) Free and appropriate Mandatory education Entitlement Law Remedial Learning Tools Outcome Oriented: Successful Learning Federal funds provided ADAAA and Section 504 Optional, Appropriate Education Civil Rights Law Aids/Accommodations Equal Access State & Local Funds

11 High School IDEAA Responsible to identify Responsible to evaluate Accommodations implemented by school Accommodations decisions made by IEP team Parents are advocates LRE. Self-contained, regular classroom, resource room College Section 504/ADA Student self identify Student provides documentation Student request accommodations Accommodations determined by evaluation data Students self-advocate Regular classroom

12 High School School personnel responsible for providing support services Six hours per day for 180 days. This totals 1,080 hours each year Frequent tests or quizzes, generally covering one chapter Class time allowed to complete homework, generally 1-3 hours per day Information is provided mostly through in-class resources; assigned reading and classroom discussion; out of class research is minimal Assignments broken down into steps Responsibility College Student responsible for requesting assistance Class Time hours per week, 10 weeks per quarter. This totals each year. Tests One to 3 tests per quarter. Tests cover more material Study Time Knowledge Assignments Rule of thumb: at least two hours of homework for every hour in class; 3-5 hours per day Course work requires more library work and writing; often required to do out of class research and write reports Instructions less specific and up to the student to determine best course

13 High School Classroom attendance monitored and participation contributes to overall grade; class standards changed for students with IEP s Teachers take attendance, check notebooks, put information on the blackboard, and directly impart facts from the textbook. Teachers monitor progress and offer clarification and assistance Parents are often advocates and work directly with teachers to assure necessary academic support Time and assignments are structured by teachers, parents, and other adults Grades Teachers Parent Role Freedom College Attendance is not a requirement. All students must meet the same class standards Instructors rarely teach from the textbook, often lecture nonstop, and expect students to learn from outside assignments and library research. Students must monitor progress and ask for assistance when needed Parents become mentors and work with student to offer guidance and support Students must structure their own time between academics and extracurricular activities. Students make decisions regarding schedules, class attendance, studying, etc.

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15 Equal access to academic content and programs in post-secondary institutions if otherwise qualified Participate in student activities Academic adjustments (reasonable accommodations) File a complaint if discrimination occurs due to disability (an appeal process) Confidentiality of disability-related information

16 Meet criteria for admission Provide appropriate documentation of disability Advocate for learning needs Self-identify to Disability Service Office on campus Seek reasonable accommodations (when needed) in a timely manner Meet qualifications and maintain essential standards for courses, programs, services and activities

17 Maintain rigor and fundamental nature of course content Require students to demonstrate knowledge of essential course content Negotiate accommodations with students and Disability Services Office if accommodations seem unreasonable Request verification of student s eligibility for accommodations

18 Note-taking assistance (note-takers, copies of notes, audio-taping class discussions) Extended time on tests and in-class assignments Quiet space, stop the clock breaks Assistive technology --electronic text --voice to text ---SMART pen

19 Provide access on admission to the institution Implement best practices in teaching to reach diverse learners (UDL) Share information on how students can request accommodations (provide notice) Work with the Disability Services Office and with students with disabilities to make reasonable accommodations in a timely manner Have an awareness of campus resources available, maintaining confidentiality Maintain academic integrity of institution and programs

20 Legal rights of individuals to equal access and full participation. Legitimate interest of the institution in preserving the integrity of programs.

21 The institution must have established policies for working with students with disabilities. The policies must be strictly adhered to. The student must follow published policies in seeking assistance. The institution must make a good faith effort to reasonably accommodate students with documented need(s).

22 I AM RESPONSIBLE FOR MY OWN SUCCESS OR FAILURE.

23 RETENTION PERSISTENCE ACHIEVEMENT GRADUATION

24 Knows him/herself Knows what he/she needs & wants (how to set goals ) Knows how to get what he/she needs & wants (how to attain goals)

25 I am aware of my strengths I am aware of my challenges I am aware of the strengths and challenges presented by my disability I am aware of challenging areas where I need help I am aware of challenging areas that I can navigate successfully on my own

26 I am able to describe nature of disability and how it affects me I can list and describe accommodations and supports that are effective in helping me learn I am aware of technology that will assist me with learning I know how to use appropriate assistive technology

27 Listening skills Motor skills Reading skills Comprehension Speed Decoding Study Skills Organization/planning/time management Problem-solving Written expression Math

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29 Study skills/learning styles Academic accommodations Assistive technology Social life Independent living skills Health and wellness Communication skills Resources (support systems)

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31 Communication/Interpersonal Skills Involvement/Engagement Accountability/Responsibility Goal-Setting/Goal Attainment Use of Contacts/Initiative Learning Strategies/Social Skills & Strategies Organization/Planning/Time Management Problem Solving Technical Skills

32 What is the problem/issue? What skills/resources do I have? What other resources are available to help me solve it? What is my goal? What skills/resources do I have? What resources are available to help me reach it?

33 I. Identify a problem or a personal goal. (Goals are specific, attainable/realistic, and measurable) II. List 3 things you can do about it on your own. III. List 3 additional resources that may be helpful. IV. Identify the conditions needed before you can say problem solved or goal reached.

34 Opportunities (student-led IEPs, workshop ideas, others?) Teaching opportunities in courses across curriculum school culture that supports selfadvocacy Partner with parents (examples) Generalize skills across daily life activities PRACTICE, PRACTICE, PRACTICE

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37 Bangser, Michael (2008). Preparing High School Students for Successful Transitions to Postsecondary Education and Employment. National High School Center. betterhighschools.org Frostig Center. (2009). Life Success for Children with Learning Disabilities. Retrieved from guide/ index.html Johnson, Nancy (2007), Self-Advocacy: Know Yourself, Know What you Need, Know How to Get it. Retrieved from johnson.htm Pocock, Al, Lambros, Stan, Karvonen, Meagan, Test, David W., Algozzine, Bob, Wood, Wendy, Martin, James (2002). Successful Strategies for Promoting Self- Advocacy Among Students with LD: The Lead Group Intervention: Cooperative Teaching Teams, 37, number 4.

38 Roessler, Richard, Brown, Patricia, Rumrill, Phillip (1998). Self- Advocacy Training: Preparing Students with Disabilities to Request Classroom Accommodations. Journal on Postsecondary Education and Disability, 13, number 3. The Access Project ( ). Department of Occupational Therapy. Colorado State University. Retrieved from index.cfm