Transcript Document

Postsecondary Education & Training
Webinar 6
Accommodations
PRESENTED BY:
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.
CCTS Introductions
Cinda Johnson
Ed.D., Principal
Investigator
Sue Ann Bube
Julia Schechter
Ed.D., Director
M.Ed., Doctoral
Research Assistant
Guest Speaker
Bree Callahan
Director, Disability
Services Office
University of Washington
[email protected]
CCTS Disclaimer
The information contained in this presentation and
power point is an overview of special education
requirements. The presentation is not intended as
legal advice. The state regulations that implement
IDEA are located at Chapter 392-172A WAC. Outside
resources are not intended to be an endorsement of
any service or product. District personnel should
always review their district’s procedures and review
questions with their administrative staff.
2014-2015 Webinars
April 8th
May 13th
Affordable?
Exploring financial aid resources and opportunities to finance
postsecondary education will be the subject of this webinar.
Transition Planning
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.
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).
Agenda
Accommodations
Process
Role of school personnel
Resources & References
What are accommodations?
FAPE vs. Anti-Discrimination
K-12 under FAPE:
Modify the program
to accommodate
the student
Higher Ed.: Provide
accommodations to
remove barriers &
meet requirements
Section 504
Area
K-12
Postsecondary
Identification
School district
Student
Evaluation
School district
Student
Payment for evaluation
School district
Student
IEP
School district
Not required
Course selection &
programming
School district
Student
Transition planning
School district
Student
Progress monitoring
School district
Student
Assuming educational costs
School district
Student/parent
Ensuring reasonable
accommodations
School district
Institution (upon student
eligibility)
Monitoring effectiveness
School district
Student
Madaus & Shaw, 2004
Accommodations
Postsecondary institutions are required to provide
accommodations to prevent discrimination against a
qualified student but not:
• Lower or substantially modify
essential requirements
• Provide modifications that
would result in undue financial
or administrative burden.
• Provide personal attendants or
services of a personal nature.
USDE, Office of Civil Rights
Section 504 regulations at 34 C.F.R.§ 104.44(a)
Examples
Assistance with registration/financial aid, • Notetakers
for classes, • Tape record classes, • Large print books
and enlarged handouts, • Extended time for exams, •
Change of location for exams, • Priority
parking/elevator key, • Seating arrangement
modification, • Textbooks on tape, • Extended time
limits for exams/projects/assignments, • Alternative
forms for students to demonstrate course mastery, •
Use of computer software programs or other assistive
technology,• Reduction in course load
GWU Heath Center
Differences for student
Secondary
Postsecondary
Small class sizes
Student seeks out.
Extra Time with
teacher
Got to Professor’s office hours.
Quiet Study Space
Use library, and some dorms may have quiet study rooms.
Preferential Seating Seats are not usually assigned in college. Get to class early
Advanced Notice of
Assignments
Course syllabi generally indicate deadlines for assignments
as well as exam dates or ask professors directly.
Information about
exam format
Ask professor, multiple choice or essay?
Progress reports
Ask professor directly or use aps like grade tracker.
Waiver of final
exam
Most institutions would view this as a fundamental alteration
of the course.
Process
How to gain
accommodations
Flowchart
Hamblet, 2011
Documentation
“The primary purpose of
documentation is to establish a
disability in order to help the
institution work interactively
with the student to identify
appropriate services.”
Institutions of higher education may set their own
requirements for documentation as long as they are
reasonable and comply with Section 504, Title II.
USDE, Office of Civil Rights, 2011
Higher Education
Student must:
Request services and provide
documentation that he or she
has a disability that:
• Substantially limits a major
activity.
• Shows how student’s ability
to function is limited as a
result of his or her disability.
USDE Office of Civil Rights, 2011
Procedure
1. Contact Disability Service Office (DSO) for appointment
2. DSO Meeting: Bring documentation and discuss your
needs to determine reasonable accommodations
– Standardized test results; physician assessment
3. Notify Professors
– It’s student choice to disclose disability.
– DSO will prepare a letter for student to submit to
instructor regarding accommodations. Student
permission is required to disclose information on his/her
disability.
Self-Advocacy
• Gaining accommodations and support falls to the
students in higher education.
• Parents may support, but student must initiate.
• Many students do not want to disclose their
disability, only 28% of postsecondary students with
disabilities identified themselves
as having a disability and
informed their postsecondary
schools of their disability.
NLTS2, 2011
Standardized Testing
• Standardized tests are
often required to gain
admission into
postsecondary schools or
to obtain professional
certifications.
• The Americans with Disabilities Act (ADA)
requires entities that administer these tests such
as the College Board, to provide
accommodations.
Types of Accommodations
GAO, 2011
Accommodation by disability
GAO, 2011
Role of High School Educators
Interagency
connections
High School Task List
Freshman
Sophomore
Junior
• Learn your
disability & how
to explain needs
• Learn to
participate in
IEP
• Learn selfadvocacy
• Prepare
academically
• Learn to use
adjustments
• Explore career
options
• Get involved in
activities
• Participate in
IEP transition
• Take courses to
prep for college
• Learn strengths
• Work on skills
that are hard
• Learning
strategies
• Extracurricular
activities, work
• Identify interests
• Take PSAT; get
accommodation
• Look into
colleges, save $
• Learn support
differences
between HS and
college; what
you’ll need
• Assistive tech.
• Explore college
• SAT or ACT; get
accommodation
• Possible major &
career goals
• Learn time
management
• Financial aid &
scholarships
• Vocational rehab.
Senior
•
•
•
•
•
•
•
•
•
Lead IEP
Learn ADA
Advocacy skills
College majors
Learn how to get
college
accommodations
Finalize portfolio
Visit colleges
early in the year
Compare
colleges, apply
to 2 ore more
Prepare
applications,
apply on time
Partial list from Gear-Up, 2015
Entrance Exams
• Alert students that they need to apply for testing
accommodations & advise them about what to request.
• Help students with the application or submit the
application on the student’s behalf.
• Provide copies of the disability
documentation.
• Facilitate communications
between the student and testing
company after the application has
been submitted.
GAO, 2011
Interagency Connections
Encourage student to visit the disability service office
at your local college campuses.
Learn about differences
Between accommodations in
K-12 and higher education.
Student Interview Forms
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
Hamblet, 2011
IEP Teams
• Identify postsecondary goals
• Independently explain their disability and need for
accommodations
• Have an “adult conversation”
• Describe how their disability impacts their learning
Transition Services Flowchart
Summary of Performance
SOP’s are required for all students exiting with an
IEP in place.
 Students should not rely on their IEP plans to
be the sole source of their documentation.
 Most colleges require results from formal
testing. (Madaus et al. 2010)
 Determine what the IHE documentation needs
are & include relevant information in IEP or
504 Plan and SOP.
Resources & References
Applications
Apps
• Search for apps by
disability/disabilities,
price ranges, and device
types
• See reviews and
comments from apps
users across the country
before purchasing apps
• Get links to other app
databases designed for
specific disabilities
• Every AppFinder app
has been used and/or
tested by one or more
members of the Tools for
Life team
Accommodation Apps
Too long didn't read (TLDR)
Creates a summary of any web
article without leaving the
original page.
Clearly
Eliminates all distractions from
your online reading experience.
Connects with Evernote.
Apps
Automath
Solve math
questions simply
by taking a photo
of your math
equations.
Grocery iQ
Build lists from our
extensive product
database using
text, barcode, or
voice search.
Apps
SpeakIt
SpeakIt reads selected text using
Text-to-Speech technology with
language auto-detection.
iSTudiez Pro
Combines tracking
schedule, homework and
grades. Available for desktop
and Apple mobile.
Summary
Prepare students in high school to:
• Understand the shift in law between K-12 and
higher education.
• Practice self-advocacy to be prepared to gain
accommodations in higher education.
• Encourage self-determination- use that high school
task list!
Thank you for joining us!
References
Families and Advocates Partnership for Education (FAPE), The Pacer Center. Retrieved from
www.fape.org
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. (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).
Improved Federal Enforcement Needed to Better Protect Students' Rights to Testing Accommodations
GAO-12-40: Published: Nov 29, 2011. Publicly Released: Dec 29, 2011. Retrieved from
http://www.gao.gov/assets/590/587366.pdf
Washington Student Achievement Council, Gear-Up Washington State, (2015) Preparing Students with
Disabilities for Postsecondary Education: Resource Guide for Use with GEAR UP School Staff
http://www.gearup.wa.gov/file/preparing-students-disabilities-postsecondary-education-resource-guide-usegear-school-staff
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
CCTS Contact Information
Email: [email protected]
Phone: 206.296.6494
http://www.seattleu.edu/ccts