Transcript Document

Postsecondary Education & Training
Webinar 3
Identifying Options
PRESENTED BY:
The Center for Change in Transition Services
CCTS Webinar Series
Welcome to the 2014-2015 Webinar series on
postsecondary education and training.
Presented by the Center for Change in Transition Services
(CCTS), a Special Education State Needs Project housed at
Seattle University and funded through the Office of the
Superintendent of Public Instruction (OSPI).
CCTS has been serving special need students, their
families and schools since 1990.
Registration
1) Everyone participating in the webinar
needs to type the following in the chat box
– Name
– Email Address
2) You will be sent a link following the
webinar to register for Clock Hours. You
must complete the registration process
to apply for clock hours!
Thank you for joining us today!
Closed Captioned (CC)
This webinar is closedcaptioned. To view the
captioning click on the CC
icon just above the video.
Webinar Norms
Raise your hand and wait to be called on by
moderator
If you have a microphone, please keep it turned off
until called on.
You may ask questions by typing in the chat box or
by raising your hand (if you have a microphone).
CCTS Introductions
Cinda Johnson
Ed.D., Principal
Investigator
Sue Ann Bube
Julia Schechter
Ed.D., Director
M.Ed., Doctoral
Research Assistant
Today’s guest participant
Scott Bellman
DO-IT Program Manager
UW Information Technology
DO-IT (www.washington.edu/doit)
University of Washington, Box 354842
Seattle, WA 98195
206-685-6222
206-685-3648(TTY)
http://staff.washington.edu/swb3/
CCTS Contact Information
Email: [email protected]
Phone: 206.296.6494
http://www.seattleu.edu/ccts
2014-2015 Webinars
Applying for Admissions
January 14th
Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to
students with disabilities.
IDEA vs. ADA and 504
February 11th
Join us to explore how students with disabilities are impacted by the differences in law when transition
between k-12 schools and higher education.
Accommodations
March 11th
Students with disabilities must seek their own accommodations after leaving high school. This webinar
will explore what to expect and how this process works at different types of postsecondary institutions.
April 8th
Exploring financial aid resources and opportunities to finance postsecondary education
will be the subject of this webinar.
Affordable?
Transition Planning
May 13th
The focus of our final webinar will be preparing for a successful transition by learning how to
write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP)
document as a passport to education.
Identifying Options
Students with
disabilities: From
high school to
postsecondary
education
Agenda
1. Overview of CCTS data and flowchart
2. Postsecondary options
3. Types of institutions and opportunities
4. Options by disability type
5. Question and answer
Overview
Center for Change
in Transition data
Washington State
2011-2012 Special Education Leavers
By Disability
2011-2012 Special Education Leavers
Postsecondary Enrollment
Postsecondary Options
The continuum
Transition FAQ
• Unlike high school, postsecondary institutions are
not required to provide FAPE. Instead, under ADA,
appropriate academic adjustments are provided so
as not to discriminate on the basis of disability.
• If the institution offers housing to nondisabled
students, it must provide comparable, convenient,
and accessible housing to students with disabilities
at the same cost.
United States Dept. of Education, Office of Civil Rights
Connections
• Students with disabilities attend postsecondary
institutions within 50 miles of where they reside.
Henderson, 1999
• School personnel are encouraged to meet with
regional disability service providers to establish
professional relationships and discuss:
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Academic expectations
Documentation requirements
Availability of special programs
Types of services provided on campus
Provision of reasonable accommodations
Vess, 2002
Pre-College Programs
Campus disability support providers report that
students who receive some preview of the college
experience can better manage their first year.
Heath Resource Center, 2014
Disabilities, Opportunities, Internetworking &
Technology (DO-IT)
University of Washington
http://www.washington.edu/doit/Brochures/Programs/scholars.html
Programs for Students
• Scholars
• Pals
• AccessSTEM
http://www.washington.edu/doit/Programs/students.html
Interventions & Activities
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Technology access
Hands-on STEM & mentoring
Self-determination skill-building
College & career preparation
Bridges between academic levels & careers
Work-based learning & research experiences
Preparing educators, employers, & stakeholders
http://www.washington.edu/doit/Programs/students.html
Free Online Videos
• “Working Together: People with Disabilities and
Computer Technology”
• “Building the Team: Faculty, Staff, and Students
Working Together”
• Other Examples
– Student Profile Videos
• Success, determination, and stories of transition to college
– Technology
• Assistive Tech, Accessible web design, . . .
http://www.washington.edu/doit/Video
How to start
Know
yourself
Understand
the difference
between K12 and higher
education
Determine
your goals
Before starting your search
Transition Services Flowchart
Develop a target list
Work with guidance
counselor, IEP team,
and/or college advisor
to develop a list of
postsecondary
opportunities
Visit local campuses
and meet with disability
service office staff
Use resources such as:
Peterson’s Colleges for
Students With Learning
Disabilities or ADHD
Collegeboard.org
Student Interview Forms
Hamblet, 2011
Disability Services
Research Chart
Disability Services
Interview Form
Accommodation Request
Preparation Form
Special programs?
What are the procedures for requesting
accommodations and services?
Basic Information
DS contact name
Are most student who apply for services
found eligible?
My name is:
I’m apply to:
My disability is:
Compensation strategies:
Diagnosis/Documentation
Office address on campus
What are some commonly approved
accommodations?
Assistive technology available?
Do students have to notify professors
themselves?
Common accommodations
Do students have to make their own
arrangements for accommodated
testing?
Other resources for support
What forms of adaptive technology are
available?
 I have testing reports or medical
diagnosis; report date: _______
 I had an IEP in high school
1. Accommodation 1
2. Accommodation 2
 I have other anecdotal evidence
1. Example
2. Example
Requested Accommodations
I am requesting:
1. X
2. X
Alternative Accommodations
Documentation requirements
Are there special testing or study
spaces for students with disabilities?
What other accommodations does
the college offer for my disability?
1. X
2. X
Disability services
Practically every postsecondary campus must have a
person—sometimes known as a Section 504
Coordinator, ADA Coordinator, or Disability Services
Coordinator—who coordinates the school’s
compliance with Section 504,Title II, or both laws.
This person or office should be contacted for
information about disability services.
U.S. Dept. of Education, Office of Civil Rights
Disability friendly?
• What are the procedures for requesting
accommodations & services?
• Are most students who apply for services eligible?
• What are some commonly approved
accommodations?
• Do students who are approved have to notify
professors themselves?
Disability friendly?
• Do students make their own arrangements for
accommodated testing?
• What forms of adaptive technology are available
(ask to see them)?
• Are there special testing or study spaces available?
Hamblet, 2011
Accommodations
 Institutions of higher education (IHE) may set reasonable
standards for documentation.
 An Individualized Education Program (IEP) or Section 504
plan may help identify services.
 A school official should indicate in a timely manner what
additional documentation is needed.
 Neither the high school nor the postsecondary school is
required to conduct or pay for a new evaluation.
 Student may qualify for a no-cost evaluation if eligible for
services through state vocational rehabilitation agency.
U.S. Dept. of Education, Office of Civil Rights
Types of institutions & opportunities
Higher education overview
Four-year
Community
college
Apprenticeship
Transfer
Technical or
Vocational
Community Colleges
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34 Washington community & technical colleges
Ability to live at home while adjusting to college
Technical and academic course of studies
Transfer opportunities
Lower tuition and fees
Open admission
4-Year Institutions
Vary in size, admissions
criteria, academic
standards, course offerings,
student population, location
& cost
Sometimes large and
harder to access services,
can be more expensive,
admissions often selective
Heath Resource Center, 2014
Apprenticeships
Education
Work
Success
“A blended learning model combining college
articulated education with applied learning
employment”
Washington State Labor Council, 2012
Washington State Department of Labor & Industries www.Apprenticeship.Lni.wa.gov
www.Exploreapprenticeship.wa.gov – Industry apprenticeships in Washington
K12wa.us –Washington State Office of the State Superintendent of Public Instruction- Career Technical
Education department links to schools, programs and supports
http://www.k12.wa.us/CareerTechEd/default.aspx
Jobs Corps
Job Corps is a free 2-year education and career training
program that helps low-income young people learn a career,
earn a high school diploma or GED, and find a good job.
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10 regional centers in the PNW, 4 in Washington
Accommodations provided
Must be between 16-24 ages & income eligible
If on a 504 or IEP in high school, family’s income not
counted for admission- based only on student’s income
• With documented disability, upper age limit can be waived
• More info from Amanda Sanchez, Admissions Counselor(206) 622-6593 x15
http://www.jobcorps.gov/cdss.aspx
City Year & AmeriCorps
• Monthly stipend for City Year
• City Year only in King County- AmeriCorps
statewide
• 2014-15 educational award of $4,725 for year of
service
• Opportunity to gain job skills and work experience
To apply for National Civilian Community Corps
(NCCC), City Year or AmeriCorps check
www.americorps.gov for applications and eligibility
criteria
Career Vocational or
Technical Education
• In addition to public two-year institutions, there are
many private for-profit options such as schools of
cosmetology & technical institutes
• Certificate or degree granting, accreditation varies
• Minimal admissions requirements
• All classes relate to skills needed for jobs in a
particular occupational area
Heath Resource Center. 2014
• Beware of predatory practices such as pressure
into high interest loans and misleading job
prospects http://www.consumerfinance.gov/newsroom/cfpb-sues-for-profit-college-chain-ittfor-predatory-lending.
By disability type
Intellectual Disabilities
http://achieve.highline.edu/
ACHIEVE at Highline Community College includes credit and non-credit classes, intensive advising,
involvement in campus life, community-based internships, and job placement services. Students must
want a job, be able to navigate the college campus alone, and take public transportation
Retrieved from: http://achieve.highline.edu/
Find a Program
Visual Impairments
Washington State School for the Blind
• Students enter the Learning and
Independence for Today and Tomorrow
(LITT) residential program at WSSB.
• Assistance with how to work with DSO
offices and navigate a college campus.
• Many graduates attend Clark Community
College.
http://www.wssb.wa.gov/Content/oncampus/r
esidential.asp
Deaf & Hard of Hearing
• Students may attend until age 21
• Postsecondary option at the Washington Career
Academy for the Deaf (WaCAD) until age 22
• Students prepared for employment and transition to
nearby Clark Community College or other IHE
http://www.wsd.wa.gov/about/mission.aspx
Specific Learning Disabilities
• Student to self-identify to gain accommodations
from campus DSO.
• Self-advocate to take advantage of on-campus
supports through DSO.
• Some colleges offer specific academic or life skills
programs for students with learning disabilities such
as: Landmark College, VT & Beacon College, FL.
Cantu, 2002
Summary
• Start planning early
• Develop self-advocacy & self determination skills
while in high school
• Integrate postsecondary planning into IEP including
goals and interagency linkages
• Consider using the Summary of Performance
document
• Understand differences between K12 & higher ed.
• Research campus options
• Visit campuses and meet disability service officers
Questions and Answers?
Thank you for
participating!
Resources
Access Technology Center, University of Washington,
http://www.washington.edu/itconnect/learn/accessible/atc/
Serves UW community, allowing full use of campus computing resources. ATC hardware and software
provides braille, alternate document formatting and magnification for blind/low-vision users, keyboard/mouse
alternatives, speech-input software, and more. ATC staff provides consultations and instructions in hardware
and software basics. Manager: Dan Comden, [email protected] Voice/TTY: 206-685-4144 [email protected]
George Washington University HEATH Resource Center http://heath.gwu.edu/
The GWU HEATH Resource Center Clearinghouse provides information on transition to higher education
including information about disability support services, policies, procedures, accommodations, and financial
assistance. The Heath Guidance and Career Counselor Toolkit provides extensive resources.
ThinkCollege! http://www.thinkcollege.net/index.php
This website provides resources for students, families, and professionals supporting youth with intellectual
disabilities exploring postsecondary education options
University of Washington DO-IT (Disabilities, Opportunities, Internetworking and Technology)
http://www.washington.edu/doit/
DO IT serves to increase the success of people with disabilities in challenging academic programs and
careers. The website provides extensive college planning resources including a list of scholarships by
disability. DO-IT produces: Preparing for College: An Online Tutorial:
http://www.washington.edu/doit/Brochures/Academics/cprep.html
Resources
United States Department of Education, Office of Civil Rights
http://www2.ed.gov/about/offices/list/ocr/transition.html
The USDE Office of Civil Rights has many resources and publications to support students, families and
professionals explore options for transitioning to postsecondary education. Examples of publications:
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
U.S. Dept. Of Education Office of Civil Rights brochure: Auxiliary Aids and Services for Postsecondary
Students with Disabilities: Higher Education’s Obligations Under Section 504 and Title II of the ADA.
http://www.ed.gov/ocr/docs/auxaids.html.
Phone: 1-800-421-3481
TDD: 1- 877-521-2172
Email: [email protected]
Web site: www.ed.gov/ocr
Colleges with Structured Support Programs or Structured Support Services for Students
with Learning Disabilities, ADHD, and / or Other Disabilities A website that provides information about
specific programs within U.S. colleges and universities that specifically students with learning disabilities.
http://collegeacademicsupport.com/programs-a-c.html
Helpful Books
Kochhar-Bryant, C. A., Bassett, D., & Webb, K. W. (2008) Transition to Postsecondary Education: Strategies
for Students With Disabilities. Thousand Oaks, CA: Corwin Press.
Kravets, M. & Wax, I. (2012). The K&W guide to college programs & services for students with learning
Disabilities or attention deficit/hyperactivity disorder. New York: Random House.
Pope, L. (2000). Colleges that change Lives: 40 schools you should know about even if you’re not a straightA student. New York: Penguin.
Seghers, L. & Schwartz, J. C. (Eds.) (2007). Colleges for Students With Learning Disabilities or ADD. United
States of America: Peterson’s.
References
Cantu, C. O. (2002, 2009). Education 2002: Higher education options for young adults with learning
disabilities. The Exceptional Parent, 32, 36-38. Retrieved from
http://search.proquest.com/docview/223493717?accountid=28598
Hamblet, E. C., & Council for Exceptional Children. (2011). 7 steps for success: High school to college
transition strategies for students with disabilities. Arlington, VA: Council For Exceptional Children.
Heath Resource Center at the National Transition Center. (2014). 2014 Summer Pre-College Programs for
Students with Disabilities. George Washington University: Washington D.C.
Heath Resource Center. (n.d.). Awareness of Postsecondary Options. Retrieved December 2, 2014 from
http://heath.gwu.edu/awareness-postsecondary-options
HEATH Resource Center. (2006). Guidance and career counselor's toolkit. Advising high school students
with disabilities on postsecondary options. Washington, DC: The George Washington University
National Clearinghouse on Postsecondary Education for Individuals with Disabilities. U. S. Department
of Education, Office for Civil Rights. (2004).
Students with disabilities preparing for postsecondary education: Know your rights and responsibilities.
Retrieved March 1, 2005 from www.ed.gov/about/offices/list/ocr/transition.html