WHAT PARENTS CAN DO TO HELP STUDENTS WITH DISABILITIES PREPARE FOR POSTSECONDARY EDUCATION Help the student learn abut the different laws that gvern the pstsecndary schl's respnse in serving students with disabilities and help them develp realistic expectatins abut the services prvided. (i.e., IEP is n lnger valid at the pstsecndary level) Help student realistically examine whether pstsecndary educatin is a suitable ptin. Begin the prcess f explring and chsing pstsecndary ptins with a cmprehensive educatinal and vcatinal assessment f student's abilities and limitatins. Assist student in preparatin activities (see apprpriate handuts). Prmte develpment f student respnsibility and cntrl by increasing pprtunities fr students t advcate fr him/herself. Teach decisin-making skills. Fster student independence thrugh increased respnsibility and pprtunity fr self-management. Determine financial requirements and ensure that financial aid deadlines are met. Cllect packet f materials t dcument student's secndary schl prgram and t facilitate service delivery in the pstsecndary setting. This packet shuld include an evaluatin that is based n an adult assessment. This shuld be dne after the age f 16. Help student select and apply t pstsecndary institutins that will ffer bth the curriculum and the necessary level f disability related supprt services.
Assist student in selecting apprpriate campus husing, if planning t live away frm hme. A small residence hall may be mre cnducive t studying and develping friendships than a large residence hall r apartment. Encurage student t ask questins, register with the services fr students with disabilities ffice and meet with an academic advisr early t plan class schedule and t arrange fr accmmdatins. Prvide as much supprt as needed fr student during the adjustment phase. Cmmunicate cnfidence in student's ability t be successful in a pstsecndary setting. Encurage student t develp maximum independence in learning, study, and living skills critical t success in pstsecndary settings. Assist student in cntacting supprt services such as Vcatinal Rehabilitatin, Cmmissin fr the Blind, Recrdings fr the Blind and Dyslexic, etc. Help student be practive in develping a supprt netwrk and seeking help and guidance when needed. Cautin student t resist becming verly dependent n supprt systems.
Prepare student t meet the variety f challenges at the pstsecndary level such as: the difference between the laws gverning pstsecndary and secndary schls (i.e., IEP is n lnger valid at the pstsecndary level); less teacher cntact and time in class; mre time studying independently; fewer tests cvering a brader base f knwledge, making it mre difficult fr student and teacher t mnitr prgress; increased freedm, requiring self-discipline and self-management (e.g. ging t class, cmpleting assignments, scheduling time); adjustment t new scial expectatins and a different persnal supprt netwrk (Shaw, Brinckerhff, Kistler, & McGuire, 1991). Secndary t Pstsecndary Educatin Transitin Planning fr Students with Learning Disabilities. A technical reprt prepared by the Natinal Jint cmmittee n Learning Disabilities, Jan. 1994, published in LDA Newsbriefs, March/April 1994. Gregry, M., Graham, J., Hughes, C., (Spring 1995). Preparing Students With Learning Disabilities fr Success in Pstsecndary Educatin, TransitinLinc. Virginia Department f Educatin. (June 1993). A Cllege Selectin Guidebk fr Students with Disabilities, Their Parents, and High Schl Staff; Western Carlina University. (1989). The Pstsecndary Learning Disabilities Primer, Learning Disabilities Training Prject. Wren, C., Adelman, P., Pike, M.B., and Wilsn, J.L. (1987). Cllege and the High Schl Student with Learning Disabilities: The Student's Perspective. Chicag, DePaul University.
ABOUT THE LAWS Tw laws mandate that Clleges prvide equal access t students with disabilities: (1) the Rehabilitatin Act f 1973 and (2) the Americans with Disability Act. The fllwing is a synpsis f bth laws as they affect Cllege. DEFINITIONS OF DISABILITY A "disability" with respect t students is: 1. a physical r mental impairment that substantially limits ne r mre f the majr life activities f an individual (caring fr neself, perfrming manual tasks, walking, sitting, standing, lifting, reaching, seeing, hearing, speaking, breathing, learning, and wrking), 2. a recrd f such an impairment, r 3. being regarded as having such an impairment. Individuals with disabilities may include persns wh have: mbility, sensry r speech impairments; csmetic disfigurements, mental illness, mental retardatin r learning disabilities. Individuals with disabilities may als include persns wh have neurlgical, psychlgical, r physical disabilities. Dcumentatin f disability is required and must be certified by a licensed prfessinal ( i.e., dctr, psychiatrist, licensed psychlgist, etc.). QUALIFIED INDIVIDUAL WITH A DISABILITY With respect t educatinal pprtunities: a persn with a disability wh meets the academic and technical standards required fr admissin r participatin in an educatin prgram r activity. With respect t public adult educatinal services: a persn with a disability can be f any age during which nn-disabled individuals are prvided such services. With respect t ther services: a persn is "therwise qualified": if qualified fr receipt f educatinal pprtunities, public adult educatin, r ther services because he/she meets the academic/technical standards, essential eligibility requirements and the ther fundamental selectin criteria.
ACCOMMODATIONS WHAT IS REASONABLE---WHAT IS NOT REASONABLE Reasnable accmmdatin des nt negate requirements fr successful cmpletin f a prgram, curse, service and/r activity, adherence t generally acceptable standards f behavir and a cllege's general and academic student rights and respnsibilities, and adherence t administrative and faculty/staff directins and instructins. In determining the cllege's ability t ffer reasnable accmmdatin t an therwise qualified student with a disability, each request fr an accmmdatin will be evaluated n a case-by-case basis by the DSO staff. Factrs t be examined include, amng thers: the academic and technical standards required fr admissin r participatin in an educatin prgram r service; the purpse and nature f the prgram, curse, and/r service; the precise educatin-related abilities and functinal limitatins f the student and hw thse limitatins culd be vercme with reasnable accmmdatin; the nature and cst f the accmmdatin required in relatin t the cllege's financial resurces; the cnsequences f such an accmmdatin upn the peratin and educatinal missin f the cllege, curse, prgram, service and/r activity; ther federal, state and lcal regulatry requirements. UNREASONABLE ACCOMMODATIONS An therwise qualified student wh requires attendant care services must arrange t prvide fr his/her wn attendant care service. The cllege des nt assume crdinatin r financial respnsibilities fr attendant care services. The cllege is nt required t ffer r prvide an accmmdatin t admit r t cntinue t admit an individual with a disability t any particular prgram, curse, service, and/r activity r t prvide educatinal pprtunities and ther services when: the educatinal standards r missin f the cllege wuld be substantially altered; the nature f the prgram, curse, service and/r activity wuld be fundamentally altered; the student is nt therwise qualified (with r withut accmmdatins) t meet the academic and technical standards required fr admissin r participatin in an educatin prgram, curse, service and/r activity; the effects f the disability cannt be vercme even with reasnable accmmdatins;
the individual wuld nt be able t cmplete a prgram, curse, service and/r activity; even with reasnable accmmdatins; an undue financial r administrative hardship (cllege-wide) wuld be caused by the accmmdatin; if the individual wuld still pse a direct threat t the health r safety f himself/herself r thers.
WHAT TO EXPECT FROM POSTSECONDARY INSTITUTIONS Webster's Ninth New Cllegiate Dictinary defines accessible as "capable f being reached." Services fr Students with Disability (SSWD) Offices exist n pstsecndary campuses fr that reasn - t ensure equal access t prgrams and activities. The gal and the effrt must cme frm the student. The campus DSO prvides supprt. WHAT A DISABILITY SERVICES OFFICES DOES Part f the DSO's rle is t empwer students. The gal is always t help students be independent and take cntrl f their wn lives. While it is the student's right and respnsibility t wrk with faculty t set up academic adjustments/auxiliary aids, it is the DSO's respnsibility t assure that the apprpriate academic adjustments/auxiliary aids are prvided fr students wh register with the DSO. Student requests need t be made in a timely manner and must be reasnable, i.e. d nt give an advantage but nly an equal chance at success. It is imprtant t remember that academic adjustments/auxiliary aids cannt: result in fundamental alteratins r cause undue administrative burden r substantially mdify prgram requirements cause undue administrative burden The DSO exists t ensure that n student is discriminated against by the institutin n the basis f disability. It is the institutin's legal bligatin and missin t determine and t prvide, upn request by the student with apprpriate backup dcumentatin, apprpriate academic adjustments/auxiliary aids t ensure that the student has an equal chance at success. The DSO's rle is t ensure that ther campus ffices are prepared t serve students with disabilities. It is the DSO's rle t prtect the student's right t cnfidentiality. Specific infrmatin abut student's disability will nt be given ut by the DSO withut a written cnsent fr release by the student. Clear prcedures are established thrugh the DSO fr dcumentatin f disabilities and arrangement f academic adjustments/auxiliary aids. Students
may chse nt t access these services. "Students wh chse nt t access these established channels may be able t negtiate their academic adjustments/auxiliary aids needs n an individual basis, but may nt bring a cmplaint fr lack f accmmdatin if arrangements s negtiated prve t be unsatisfactry." (Jarrw, 1993) Jarrw, Jane E.(1993), Subpart E: The Impact f Sectin 504 n Pstsecndary Educatin, AHEAD, Clumbus, OH. What t Expect Frm Pstsecndary Institutins15
HOW DO I ACQUIRE DOCUMENTATION? WHAT IS DOCUMENTATION OF DISABILITY? Dcumentatin f disability is written prf that a disability exists. This is especially imprtant with invisible disabilities such as ADHD, LD, etc. Even with bvius disabilities such as physical disabilities that are bvius t the naked eye, dcumentatin is necessary because it prvides the basis fr which the DSO determines apprpriate accmmdatins. A qualified prfessinal must sign dcumentatin, and it must be mailed r faxed by the qualified prfessinal. Infrmatin sent must be n prfessinal letterhead. The DSO reserves the right t refuse dcumentatin that is hand-carried t the ffice. WHERE DO I GET DOCUMENTATION? Dcumentatin can cme frm a variety f surces. Sme cmmn surces are: The Department f Vcatinal Rehabilitatin (VR) Schl District r Schl Cunseling Office Private physicians; licensed psychlgists Veterans Administratin Other ffices serving students with disabilities at ther clleges/universities where yu have received services. HOW OLD CAN MY DOCUMENATION BE? It depends n the disability. Ask the DSO fr dcumentatin criteria fr yur specific disability. WHAT DOES THE ACCESS OFFICE DO WITH THE DOCUMENTATION? Determines if the dcumentatin certifies that a disability is present. Determines if the dcumentatin shws that the disability causes a substantial limitatin t a majr life activity such as learning. Determines eligibility fr specific accmmdatins that will allw yu an even playing field with yur nn-disabled peers. Determines, with yur input, what accmmdatins yu will need fr each class, and hw thse accmmdatins will be prvided. CAN ACCOMMODATIONS BE PROVIDED WITHOUT WRITTEN DOCUMENTATION?
Yes, n a very temprary basis when the disability is clearly evident (e.g. a persn using a wheelchair; a persn wh is blind; a student with a brken limb). The DSO reserves the right t ask fr dcumentatin f all disabilities befre prviding accmmdatins.