Transcript Planning for Postsecondary Education - MAST

Transition Planning
Considerations:
Planning for Postsecondary
Education
PowerPoint Slides
to be used in conjunction with the
Facilitator’s Guide
Copyright © 2012, East Carolina University.
Recommended citation:
Johnson, E. & Henderson, K. (2012). Transition planning
considerations: planning for postsecondary education – A
PowerPoint presentation for professional development.
Modules Addressing Special Education and Teacher
Education (MAST). Greenville, NC: East Carolina
University.
This resource includes contributions from the module
developer and MAST Module Project colleagues (in
alphabetical order) Kelly Henderson (Facilitator Guide
Editor), Tanner Jones (Web Designer), Diane Kester
(Editor), Sue Byrd Steinweg (Project Director), Bradley
Baggett (Graduate Assistant), and Sandra Hopfengardner
Warren (Principal Investigator).
Session Agenda
•
•
•
•
Introduction
Session Goal and Objectives
College Growth
Differences Between High School and
College
• Key Points to remember
• Student Reflections on Transition Part 1
• Planning for Self-Advocacy
Session Agenda, continued
• Planning Ahead: Coursework for College
• Planning Ahead: Psychoeducational
Evaluations
• Planning Ahead: College Entrance
Examinations
• Planning Ahead: Getting Started with
Assistive Technology (AT)
Session Agenda, continued
•
•
•
•
Planning Ahead: College Research
Student Reflections on Transition Part 2
High School/College Contrasts
Student Reflections on Transition Part 3
Summary
• Evaluation
Introduction
• Let’s begin by getting a glimpse of two
college freshmen discussing their
experiences in the postsecondary
setting.
• Watch the video at
http://mast.ecu.edu/modules/tpc_ppe/lib/
media/intro-video.html.
Activity - Introduction
• In small groups, brainstorm a list of the
social and academic challenges they
faced or faced by young adults you know
as they transitioned to college.
• Once listed, consider how each of those
challenges might differ for young adults
with learning disabilities.
Session Goal and Objectives
• The goal of this module is to explore the
issues that high school students with
learning disabilities often encounter as
they transition from high school to
postsecondary education and to provide
steps educators can take to facilitate this
transition.
Session Objectives, continued
Session ObjectivesThe participant will be able to
• Identify key differences between disability
support services in K-12 and
postsecondary education and the
relevant legislation that underlies these
differences;
Session Objectives, continued
• Identify key differences between the
educational experience in the high
school and postsecondary environments
and related recommendations for
students to facilitate a smooth transition
from high school to college;
Session Objectives, continued
• Identify common transition issues for
students with learning disabilities and
suggestions for how educational
professionals can address these issues
as part of a comprehensive transition
plan for college-bound students with
learning disabilities.
College Growth
• In years past, attending college was an
unattainable goal for students with
learning disabilities.
• Even today, only a small percentage of
students with learning disabilities (LD)
earn a college degree.
College Growth, continued
• However, continuing trends include
increased college enrollment and
improved programs and services for
students with disabilities at many
universities.
• More students with LD will likely choose to
pursue postsecondary education.
College Growth, continued
• Since students with LD tend to struggle
academically in the college environment,
there is great need for solid transition
planning at the high school level.
• This session will provide a basic overview
of the issues that students with LD
commonly encounter as they plan for
college as well as some tools you can use
to assist them with their preparations.
Activity - College Growth
• Explore the federal laws applicable to
students with learning disabilities in the K12 and college/university environments by
reviewing the these websites:
– Building the Legacy 2004: http://idea.ed.gov/
– U.S. Department of Health and Human
Services:
http://www.hhs.gov/ocr/civilrights/resources/fac
tsheets
Activity - College Growth, continued
– Locate information about how the Individuals
with Disabilities Education Act (IDEA), the
Americans with Disabilities Act (ADA), and
Section 504 of the Rehabilitation Act protect
postsecondary students with disabilities from
discrimination.
– Brainstorm what these protections might mean
on a daily basis for young adults with
disabilities transitioning from high school to
their first postsecondary education experience.
Differences between High School
and College
• Let’s examine the difference between
disability support services in high school
and college.
• These contrasts will provide background
information and explain the underlying
origins of many of the transition issues that
students with disabilities often encounter.
Differences, continued
Disability Services Legislation
High School
 IDEA (Individuals
with Disabilities
Education Act of
2004)
 Section 504 of the
Rehabilitation Act
College
 ADA (Americans With
Disabilities Act)
 Section 504 of the
Rehabilitation Act
Differences, continued
• Disability services differ in high school and
college because these supports are
mandated by entirely different legislation.
– In K-12, students with disabilities are primarily
served under the Individuals with Disabilities
Education Act – IDEA, renewed in 2004.
Differences, continued
– Under IDEA, school districts must provide all
children with disabilities a free, appropriate
public education that integrates them into
general education classes as much as
possible while fully addressing their needs for
special education and related services.
– The requirement to provide a free appropriate
education does not apply to postsecondary
students with disabilities, although they are
still protected from discrimination.
Differences, continued
– Instead, Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of
1990 stipulate that institutions receiving federal
funding cannot deny access to or discriminate
against otherwise qualified individuals solely on
the basis of their disability.
– Students with disabilities are entitled to equal
access to schools/programs for which they are
qualified, but this legislation does not guarantee
them a postsecondary education in the same
way that IDEA provides at the K-12 level.
Differences, continued
• These legal guidelines set the stage for
the myriad of differences between
supports in these two environments.
• Watch the video about documentation
differences at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides01/SlideShow.html
Documentation Differences
High School
College
The school conducts evaluations
at no cost to the student and
reevaluates on a prescribed schedule.
The school creates an IEP (Individual
Education Plan) or 504 Plan.
For further information: “The Documentation Disconnect for Students with
Learning Disabilities: Improving Access to Postsecondary Disability Services”
http://www.jstor.org/stable/25474638 (A report from the National Joint
Committee on Learning Disabilities, July 2007)
Documentation Differences
High School
The school conducts evaluations
at no cost to the student and
reevaluates on a prescribed
schedule.
College
The student must get an evaluation
at his/her own expense. Students
are not generally required to be retested after initial documentation is
approved.
The school creates an IEP (Individual
Education Plan) or 504 Plan.
For further information: “The Documentation Disconnect for Students with
Learning Disabilities: Improving Access to Postsecondary Disability Services”
http://www.jstor.org/stable/25474638 (A report from the National Joint
Committee on Learning Disabilities, July 2007)
Documentation Differences
High School
College
The school conducts evaluations
at no cost to the student and
reevaluates on a prescribed
schedule.
The student must get an evaluation
at his/her own expense. Students
are not generally required to be retested after initial documentation is
approved.
The school creates an IEP (Individual
Education Plan) or 504 Plan.
The documentation required varies
depending on the specific disability.
An IEP or 504 Plan is not sufficient.
A student with a learning disability
usually must provide documentation
of current results of aptitude and
achievement tests administered by a
qualified examiner.
For further information: “The Documentation Disconnect for Students with
Learning Disabilities: Improving Access to Postsecondary Disability Services”
http://www.jstor.org/stable/25474638 (A report from the National Joint
Committee on Learning Disabilities, July 2007)
Differences, continued
• Watch the video about the roles of
students, parents and schools at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides02/SlideShow.html
Roles of Students, Parents, and Schools
High School
The school is responsible for
identifying and supporting
students with disabilities.
College
The student must self-identify to the
designated office for disability
support in order to receive
accommodations.
Roles of Students, Parents, and Schools
High School
College
The school is responsible for
identifying and supporting
students with disabilities.
The student must self-identify to the
designated office for disability
support in order to receive
accommodations.
The primary responsibility for
ensuring that a student receives
his/her accommodations belongs to
the school.
The student bears the primary
responsibility for ensuring that s/he
receives his/her accommodations.
Roles of Students, Parents, and Schools
High School
College
The school is responsible for
identifying and supporting
students with disabilities.
The student must self-identify to the
designated office for disability
support in order to receive
accommodations.
The primary responsibility for
ensuring that a student receives
his/her accommodations belongs to
the school.
The student bears the primary
responsibility for ensuring that s/he
receives his/her accommodations.
Parents have access to their
student’s records and participate in
the process of accessing services.
Per the Family Educational Rights
and Privacy Act (FERPA), parents do
not have access to their student’s
disability records unless the student
provides written consent.
Parents advocate for their student.
The student must advocate
for him/herself.
Differences, continued
• Watch the video about coursework at
http://mast.ecu.edu/modules/tpc_ppe/lib/
media/slides03/SlideShow.html
Coursework
High School
The curriculum may be modified
at the course level (e.g., foreign
language waiver) or the classroom
level (e.g., abbreviated tests, slower
pace).
In addition, grading standards may
be modified for students with
disabilities.
Teachers may use a multi-sensory
approach or other techniques
to enhance learning.
College
Coursework
High School
College
The curriculum may be modified
at the course level (e.g., foreign
language waiver) or the classroom
level (e.g., abbreviated tests, slower
pace).
Colleges are not required to make
any curriculum modifications.
Students with disabilities are held
responsible for meeting the same
standards as students without
disabilities.
In addition, grading standards may
be modified for students with
disabilities.
Grades reflect the quality of work
submitted, as grading standards are
not modified.
Teachers may use a multi-sensory
approach or other techniques
to enhance learning.
Professors tend to rely heavily on
lecture, and may or may not use a
multi-sensory approach or other
techniques to enhance learning.
Activity - Differences
• Read over the report on the
Documentation Disconnect for Students
with Learning Disabilities found at
http://mast.ecu.edu/modules/tpc_ppe/lib/d
ocuments/documentation_disconnect.pdf
• Discuss if the three issues identified on
pages 2-3 are still concerns in practice
today.
Activity – Differences, continued
• If so, which of the recommendations for
secondary and postsecondary personnel,
parents and families, and policymakers
do you recommend as most critical in the
near future?
• If the three issues are not concerns in
current practice, discuss what factors
have helped address these since they
were identified in 2002.
Key Points to Remember
• IDEA (with its guarantee
of a free appropriate
public education) does
not apply to colleges;
however, ADA and
Section 504 of the
Rehabilitation Act of
1973 protect the rights of
postsecondary students
with disabilities.
Key Points, continued
• Because of the different laws, there is a
significant difference in the supports and
services required and available.
• These differences are the basis of many of
the transition planning needs of students
with disabilities, as many students and
families are caught off-guard by this
adjustment.
Student Reflections Part 1
• Listen to the following quotes.
Audio files are available at
http://mast.ecu.edu/modules/tpc_
ppe/lib/media/slides04/media/audi
o/audio04.mp3 and
http://mast.ecu.edu/modules/tpc_
ppe/lib/media/slides04/media/audi
o/audio05.mp3
Student Reflections Part 1
• “If you want to learn in college, it’s up to you.
There’s no attendance policy; they don’t
check homework. So it’s up to you to be a
good student.”
- A second-semester freshman
here
Reflections Part 1, continued
– “I wish I had known how to better organize
and set priorities. In college, that’s a big
thing. In high school you don’t really think
about it because the teacher plans it all out
for you.”
- A first-semester sophomore
Activity – College Reflections
• Individually, spend a minute or two
recalling and thinking about your transition
to college – specifically the time frame
from the beginning of senior year of high
school through the end of freshman year of
college. Consider the following questions:
Background, continued
– Before you started college, what were you
most apprehensive/anxious about?
– Before you started college, what were you
most excited about/looking forward to?
– During your first year of college, what were
your biggest challenges?
– During your first year of college, what were
your biggest successes?
• Then in small groups, discuss responses
to each question.
Planning for Self Advocacy
• Advance planning is key.
• Transition planning should begin by 8th
grade.
• Gradually shift toward educational selfadvocacy.
Self Advocacy, continued
• Student becomes involved in IEP
process by:
– Attending meetings;
– Increasing knowledge of disability;
– Forming a clear understanding of personal
strengths and challenges;
– Participating in goal-setting, monitoring, and
achievement;
– Leading IEP and/or transition planning
meetings.
Self Advocacy, continued
• For students with disabilities planning to
attend college, advance planning is crucial.
– As early as 8th grade, transition planning should
become part of the student’s curriculum, with a
gradual shift of responsibility over the years
from the school and parents to the student.
– Self-advocacy is particularly important for
college-bound students with LDs due to the
increased personal responsibility required to
access college-level disability support services.
Self Advocacy, continued
• High school educators can foster the
development of these skills by ensuring a
student is involved in his/her IEP process.
– Encourage the student to attend and
participate in his/her IEP meetings.
– During the first meeting, the student’s role will
be mostly observing and listening.
– However, in subsequent meetings, the student
takes a more active role, towards leading the
meetings with only minimal guidance.
Self Advocacy, continued
• Some key competencies for the student
to develop through the IEP process:
– a strong knowledge of his/her disability,
– a clear understanding of his/her personal
strengths and challenges and how those will
impact educational and career plans, and
– the ability to set goals, monitor their
progress, and achieve them.
Activity - Self Advocacy
• Share ideas or examples of activities to
teach and reinforce self-advocacy skills
that might be appropriate for students
with learning disabilities at 8th grade, at
10th grade and in the final year of high
school.
• Discuss how the expectations and
readiness for self-advocacy may develop
over time as students age.
Planning Ahead:
Coursework for College
• Aim high! Start a student out on a collegepreparatory track if there is any possibility
of attending college.
• Course requirements vary by school, but
many are fairly consistent (College Board, 2010a)
Coursework for College, continued
– English – 4 units
– Math – at least 3 units; many require/prefer 4
units
– Science – at least 3 units; usually in several
different areas
– Foreign Language – at least 2 units in the
same language
– Social Studies – at least 2 units; U.S. History
may be specifically required.
Coursework for College, continued
• Listen to audio about Coursework for
College at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides06/media/audio/audio07.mp3
Activity - Coursework for College
• To explore required courses at a specific
college, try the College Board’s Academic
Tracker tool at
http://collegesearch.collegeboard.com/aca
demictracker/servlet/ACTServlet
Planning Ahead:
Psychological Evaluations
• Documentation requirements vary
• Recommendation: All potentially collegebound students with disabilities should have
a full re-evaluation sometime after 9th
grade and before high school graduation.
Evaluations, continued
• “Elements of quality disability documentation”
– Evaluator’s credentials.
– Diagnostic statement identifying the disability.
– Descriptions of: diagnostic methodology,
– current functional limitations,
– expected progression or stability of the disability,
– current and past accommodations, services,
and/or medications.
– Recommendations for accommodations, adaptive
devices, assistive services, compensatory
strategies, and/or collateral support services.
Evaluations, continued
• Play the audio for Psychoeducational
Evaluations at
http://mast.ecu.edu/modules/tpc_ppe/lib/
media/slides07/media/audio/audio08.mp3
Planning Ahead:
College Entrance Examinations
• ACT (http://www.actstudent.org ) and/or
SAT (http://sat.collegeboard.org)
• Students should take these tests early
and often.
Entrance Exams, continued
• Preparation should start by 9th grade –
Integrate these skills into class
assignments whenever possible.
– Increase vocabulary; read, read, read!
– Practice math skills; improve fluency with
math facts.
– Work on writing skills; both formal (e.g.,
essays) and informal (e.g., journaling) writing
will help.
Entrance Exams, continued
• Students should register to take the test
with accommodations; submit
documentation early (College Board, 2010c) .
• Some students prefer the ACT to the SAT.
• Play the audio about College Entrance
Examinations at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides08/media/audio/audio09.mp3
Activity - Entrance Exams
• Plan and fill in blank calendars for the final
two years of high school for a student with a
LD who is preparing to attend a
postsecondary institution.
– Include projected date and date ranges for test
preparation, application for accommodations,
exam registration, and taking at least 2 exams.
– Use real dates for administration in your area
• ACT (http://www.actstudent.org)
• SAT (http://sat.collegeboard.org)
Planning Ahead: Getting Started
with Assistive Technology
• Students who use assistive technology
(AT) in high school are more likely to use
it in college
• Examples of assistive technology
devices used by students with learning
disabilities at postsecondary institutions:
– Laptop computers, including tablet PCs and
netbooks;
Assistive Technology, continued
– Audio recorders;
– Note-taking assistance devices (e.g.,
LiveScribe smart pens, Digimemo);
– Speech-to-text programs (e.g., Dragon
NaturallySpeaking);
– Text-to-speech programs
and devices (e.g.,
Classmate Reader,
Kurzweil, portable
reading pens);
Assistive Technology, continued
– MP3 players (often used for audio books);
– E-book readers (e.g., Kindle);
– Personal digital assistants (PDAs) or digital
organizers
– For further information: Parker, D.R. (2007).
Leveling the digital playing field: Assessing the
learning technology needs of college-bound
students with LD and/or ADHD. Assessment
for Effective Intervention, 33(1), 5-14.
Assistive Technology, continued
• Play the audio about Getting Started with
Assistive Technology at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides09/media/audio/audio10.mp3
Planning Ahead: College Research
• Steps students can take:
– Consider personal preferences and priorities –
“What do you want in a college?”
– Make an initial list of schools to research.
– List questions to answer and pertinent
information to learn about each school.
– Start researching. Modify and prioritize the list
of schools accordingly.
– Schedule campus visits to top-choice schools.
College Research, continued
• College search tools from College Board
(2010b) at
http://collegesearch.collegeboard.com/sea
rch/index.jsp and Peterson’s (2010) at
http://www.petersons.com/collegesearch.aspx.
• Encourage students to apply to “reach”
schools, “good match” schools, and
“safety” schools
College Research, continued
• Listen to the audio about College
Research at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides10/media/audio/audio11.mp3
Activity - College Research
• Each group will be assigned one of the
college/university programs from the list.
• Research the assigned program to learn
important aspects such as specific
location, population served, application
process, fees, services/supports offered,
etc.
• Report back to larger group.
Activity, continued
– Beacon College (Leesburg, FL)
– Curry College (Milton, MA) – PAL
– DePaul University (Chicago, IL) – PLuS Program
– East Carolina University (Greenville, NC) – Project
STEPP
– Landmark College (Putney, VT)
– Marshall University (Huntington, WV) – H.E.L.P.
– Missouri State University (Springfield, MO) –
Project Success
– University of Arizona (Tucson, AZ) – SALT Center
Student Reflections on Transition
Part 2
• “I say high school was easy because I
had so much support. You just get help
with everything you do, and in college
you need to be much more independent.”
- A second-semester sophomore
• “I didn’t feel prepared to come to college.
I didn’t think I was ready.”
- A second-semester sophomore
Reflections Part 2, continued
• Obstacles for high school students
preparing for transition to college:
– a lack of understanding about the academic
differences between the two environments;
– for many high school students, the extent of
their knowledge about the college experience
comes from popular culture (e.g., movies,
television, books) and from talking to slightly
older friends, siblings, and acquaintances.
Reflections Part 2, continued
– Although these sources can provide
accurate information, they frequently tend to
focus on the social and lifestyle aspects of
the college environment, and only rarely on
academic issues critical to college success.
– Thus, to prepare students for a successful
transition, it can be helpful for teachers to
highlight the academic differences between
high school and college and offer ideas for
developing college-level skills in each area.
Reflections Part 2, continued
• Next, we will examine contrasts between
high school and college, and review
sample transition tips.
• When teaching these principles to
students, it is helpful to remind them that
each school is different. Although these
contrasts are frequently accurate, they
are still generalizations and may not
apply in every case.
High School/College Contrasts
• Following is an appendix of differences
between high school and college in
several specific areas. Use the linked
sites to learn more about the contrasts
between high school and college.
– Attendance and Accountability at
http://mast.ecu.edu/modules/tpc_ppe/lib/doc
uments/attend_account.pdf
Contrasts, continued
– Students with Disabilities at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/students_with_disabilities.pdf
– Classes at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/Classes.pdf
– Grades at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/Grades.pdf
Contrasts, continued
– Tests at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/Tests.pdf
– Studying at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/Studying.pdf
– Instructors at
http://mast.ecu.edu/modules/tpc_ppe/lib/docu
ments/Instructors.pdf
Contrasts, continued
– Finances at
http://mast.ecu.edu/modules/tpc_ppe/lib/doc
uments/Finances.pdf
– Daily Living at
http://mast.ecu.edu/modules/tpc_ppe/lib/doc
uments/daily_living.pdf
Student Reflections on Transition
Part 3
• Listen to the audio clips of college
students at
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides13/media/audio/audio15.mp3
and
http://mast.ecu.edu/modules/tpc_ppe/lib/m
edia/slides13/media/audio/audio16.mp3
Reflections Part 3, continued
- “It will be okay. You can make college what
you want. You can go as far as you want to
go, or you can fail as far as you want to fail.
There will always be people here to help you
and opportunities to succeed.”
- A second-semester sophomore
Reflections Part 3, continued
– “Before I started college, I wish I had known
that I can be academically successful. I knew
what high school was like, but I had no idea
what college was like and I didn’t know what to
expect. It’s different than high school, but I can
still succeed if I work hard.”
- A second-semester freshman
Summary
• An overview of transition considerations
for college-bound students with LD:
– the differences between disability support
services in high school and college,
– self-advocacy,
– psychoeducational evaluation requirements,
– college entrance testing recommendations,
– minimum college entrance requirements,
– assistive technology, and
– college/program research suggestions.
Summary, continued
• The session also provided a comparison
of major differences between the high
school and college experiences was
provided with a parallel series of
transition tips for high school students.
• Further independent exploration of these
issues is highly recommended for
educational professionals who plan to
work with college-bound students with
learning disabilities.
Summary, continued
• The material for this module was adapted
and extended from transition curriculum
materials being developed by Project
STEPP at East Carolina University (ECU).
– In partnership with a variety of ECU campus
programs and resources, Project STEPP offers
support to a select number of students with
identified LDs who have shown the potential to
succeed in college. Find more about Project
STEPP at http://www.ecu.edu/educ/stepp/.
Application and Extension Activities
1. College Research Lesson PlanningCreate a lesson plan for teaching students
how to research the different colleges they
may be interested in attending.
2. High School/College Contrasts
Transition Tip Activity- Review the
information about the differences between
high school and college and develop
additional transition tips for students.
Activities, continued
3. Understanding Disability Law- Further
develop understanding of IDEA, Section
504 of the Rehabilitation Act, and the
Americans with Disabilities Act by
conducting independent research.
Activities, continued
4. The Documentation Disconnect- Read
the article “The Documentation Disconnect
for Students with Learning Disabilities:
Improving Access to Postsecondary
Disability Services” at
http://mast.ecu.edu/modules/tpc_ppe/lib/d
ocuments/documentation_disconnect.pdf
and participate in a group discussion of
the issues it raises.
Activities, continued
5. College Disability Support Programsdevelop a comparative list of college
programs for students with disabilities.
Focus and Reflection Questions
1. What are the minimum admission
requirements for the major
colleges/universities in your home
state?
2. What level of disability support services
is available at the major
colleges/universities in your home
state? Compare and contrast what is
available at each school on your list.
Questions, continued
3. Explore different kinds of assistive
technology (AT) and how they could be
integrated into a high school classroom to
help students prepare for using these
(and other AT) in college.
4. Brainstorm and discuss developmentally
appropriate ways for college-bound
students with LD to develop selfadvocacy and independence during high
school.
Self-Assessment
• A self-assessment with response feedback
is available at
http://mast.ecu.edu/modules/tpc_ppe/quiz.
• Participants may take this assessment
online to evaluate their learning about
content presented in this module.
Session Evaluation
• A form for participants to evaluate the
session is available or in the Facilitator’s
Guide.