Transcript Support Services on College Campuses

Explains the rights and
responsibilities of students
with disabilities who are
preparing to attend post
secondary schools
US Department of Education
Office for Civil rights
Washington, D.C. 20202
September 2011
 Information provided by the Office for Civil Rights (OCR)
 Explains the obligations of a postsecondary school to provide
academic adjustments, auxiliary aids and services
 Outlines responsibilities as a postsecondary student that they
do not have as a high school student
 OCR strongly encourages students to know their responsibilities
and those of postsecondary schools under Section 504 and Title II
COMPARISON OF SERVICES
High School
College
Services are delivered to the
student
Student must seek out services
Services are based on an agreed
upon time allotment and menu of
choices
Services are based on
situational/individual needs
Case manager acts as advocate
Student acts as advocate
Annual review & IEP
No annual review or IEP
Regular parent contact
No parent contact (FERPA)
Entitlement law (IDEA)
Anti-discrimination law (ADA)
Educational and psychological
testing is provided
Educational and psychological
testing is not provided
COMPARISON OF SERVICES
High School
Academic demands vary with
instructor
College
Academic demands : 2-4
hours of study for each hour
of class
PLANNING FOR COLLEGE SUCCESS FOR STUDENTS WITH
DISABILITIES
 Success and challenges in high school will help students decide the
type of support they may need at college
 Remind students there are no IEP’s in college
 Section 504 Rehabilitation Act of 1973 (ADA) will provide students
with access (very different from high school)
 Acquaint students with this difference
 Degree programs and course requirements will not be modified to
fit students…students need to find the program into which they fit
 Assist students in understanding what their disability is and how
it impacts their academic studies
 Encourage students to actively participate in IEP meetings
 Remind students that high school is the time to understand all that is
being said and discussed about them: their learning strengths, talents
and areas of weakness
 Encourage students to meet with a guidance counselor to be sure their
evaluations are current
 Assist students in understanding what the reports are saying
 What level of competition can the student handle?
 Are they clear about the facts concerning their disability and how
it may affect their college work?
 Are they clear about the kind of supports they will need?
 Does the college they plan to attend offer the resources they will need?
PAVING THE WAY FOR COLLEGE
Give students with disabilities access to:
 Computers, Assistive technology,
 Electronic communication, and
 Internet resources
 Make sure computing resources in schools, such as computer
labs and educational software, are accessible to students with
disabilities.
 Have students visit college campuses, learn about resources, and
become experts on the assistive technology and other
accommodations they need before the end of their high school
years.
 Offer programs that bridge the gap between high school and
college.
 Encourage students to take high school courses such as math and
science that will maximize their options for academic majors
when they go to college.
Some schools may require more documentation than others…
 Documentation prepared by an appropriate professional (medical doctor,
psychologist, or other qualified diagnostician)
Required documentation may include one or more of the following:
 Diagnosis of current disability
 Supporting information (date of diagnosis, how diagnosis was reached
credentials of the diagnosing professional)
 How the disability affects a major life activity
 How the disability affects academic performance
ONCE THE SCHOOL HAS RECEIVED NECESSARY
DOCUMENTATION WHAT SHOULD A STUDENT EXPECT?
 The school will review student’s request in light of the essential
requirements for the relevant program
 The school is not required to lower or waive essential requirements
 Expect the school to work with the student in an interactive
process to identify an appropriate academic adjustment
 Do not expect the school to invite parents to participate in the process
or to develop an IEP (\unlike the high school experience)
 Admissions – Varies according to school
 Major field of study (High Stakes)
 Scholarships
 Financial Aid and Work Study
 Support Services – Usually 2-4 week notice
 Immunization records
 Add/Drop Periods
 Orientation
NAMI NATIONAL SURVEY OF COLLEGE STUDENTS LIVING
WITH MENTAL HEALTH CONDITIONS (2011)
 Web Based Survey (765 survey Reponses)
 Focus areas and questions for survey –
(College students with mental health conditions who are currently
or were enrolled in college within the past five years)
 Services and supports most valued as students
 64% of survey respondents reported they are no longer in college due
to a mental health related reason
 Primary diagnoses of survey respondents are depression, bipolar disorder
and posttraumatic stress disorder
 More than 45% of those who stopped attending college because of
mental health related reasons did not receive accommodations.
 50% did not access mental health services and supports
 Promote and direct students
to available accommodations,
services and supports offered
to all students
 Ask about and address
barriers to getting help
WHAT MIGHT HAVE HELPED YOU STAY IN SCHOOL?
 Receiving accommodations (e.g. tutoring, books on tape, lower course loads
help with communicating needs to professors or online classes)
 Accessing mental health services and supports on campus to help
address mental health issues impacting their academic performance
 Connecting with mental health providers earlier
 Having peer run support groups available
 Managing side effects of medications
DISCLOSURE
“I was concerned that the information would become part of a permanent record
“
that could be viewed negatively. I still feel that there is a lot of stigma and the
benefits of disclosing do not outweigh the risks.” Survey Respondent
 Disclosure is legally required to receive accommodations in college.
Choosing to not disclose can limit access to helpful accommodations
and other resources that help students to succeed in school.
 “Have you disclosed your mental health condition to your college?”
50% - YES
50% - NO
TOP FIVE REASONS WHY STUDENTS DISCLOSE
 To receive accommodations
 To receive clinical services and supports on campus
 To be a role model and reduce stigma
 To educate students, staff and faculty about mental health
 To avoid disciplinary action by the school and to avoid losing
financial aid
TOP FIVE REASONS WHY STUDENTS DO NOT DISCLOSE
 Fear or concern for the impact disclosing would have on how
students,
faculty and staff perceive them
 There is no opportunity to disclose
 The diagnosis does not impact academic performance
 Do not know that disclosing could help secure accommodations
 Do not trust that their medical information will remain confidential
TIPS ON DISCLOSURE
 Know school policies on confidentiality and privacy
 Provide students with resources on the pros and cons of
disclosure so students can make an informed decision about
disclosing
DISABILITY AND MENTAL HEALTH AWARENESS
“Before I even came to orientation I was signed up for disability services
and knew where the disability and counseling center offices were located.”
Survey Respondent
 Direct students to the mental health and disability services homepage
on college websites
ACCOMMODATIONS
Students with mental health conditions can request accommodations
that will allow them to participate equally in their education
TOP FIVE REASONS WHY SURVEY RESPONDENTS DID NOT ACCESS
ACCOMMODATIONS
 Unaware that they qualified for and had a right to receive accommodations
 Fear of stigma
 The process for obtaining accommodations is too burdensome and requires
too much documentation
 It is too expensive to obtain the documentation for accommodations.
ACCOMMODATIONS
“I am not sure I would still be in school without the support of
Disability Services. If I ever have a problem they are right on
supporting me and helping me find a solution.”
TOP FIVE REASONS WHY STUDENTS FOUND DISABILITY SERVICES
HELPFUL
 Disability Services staff includes mental health counselors who
understand mental health issues
 Disability Services helps students communicate with professors
about their accommodations
 The Disability Services Office helps students develop a plan for
addressing their mental health issues in school.
 The process for securing accommodations is easy and clear.
 The Disability Services Office includes friendly, supportive and respectful staff
who reach out and check in with students
WHAT ACCOMMODATIONS ARE MOST CRITICAL TO YOUR SUCCESS?
Excused absences for treatment
54%
Medical leave of absence
46%
Course withdrawals without penalty
46%
Adjustments in test setting
34%
Homework deadline extensions
33%
Adjustments in test times
33%
Students with disabilities who know their rights and
responsibilities are much better equipped to succeed in
postsecondary school.
CONTACT INFORMATION
Maureen Conroy
Director of the Offices of Disability and Deaf Services
Holyoke Community College
[email protected]
413 552-2582
Kathleen Keough, MSW, LICSW
Learning Support Counselor
Greenfield Community College
[email protected]
413 775-1337