Transcript TRANSITIONING TO POSTSECONDARY EDUCATION Putting the Pieces Together POSTSECONDARY OPTIONS • Specialized Training Programs • Tommy Nobis Center, Warm Springs Institute, Bobby Dodd Center • Vocational/Technical Education • Technical.

TRANSITIONING TO
POSTSECONDARY
EDUCATION
Putting the Pieces
Together
POSTSECONDARY OPTIONS
• Specialized Training Programs
• Tommy Nobis Center, Warm Springs
Institute, Bobby Dodd Center
• Vocational/Technical Education
• Technical College System, private schools
• University Education
• University System, private schools
Individuals with Disabilities
Education Act (IDEA)
and 94-142
Services to students with disabilities in
the public education system are
directed by the Individuals with
Disabilities Education Act (IDEA)
and Public Law 94-142.
Americans with Disabilities Act
(ADA)
Postsecondary Education falls under the
Americans with Disabilities Act and
Section 504 of the Rehabilitation Act.
The differing requirements between IDEA and
the ADA mean that some policies and
procedures may be different: requirements
for documentation, determination of services
and accommodations, and the student’s
responsibilities are all different between
public education and postsecondary
education.
COMPARISON OF
RESPONSIBILITIES
ISSUE
Responsibility – Responsibility Secondary
Postsecondary
Identification of
disability
School
Student
Assessment of
disability
School
Student
Programming
School/parent
Student-Institution
Advocacy
School/parent
Student
Decision making
Placement team
Student
COMPARISON OF FUNCTIONS
High School
Postsecondary Education
Services provided under 94142/IDEA
Services provided under Section
504 of the Rehabilitation Act and the
ADA
School district responsible for
identifying and evaluating disability
at no cost to the student or family
Student must self-identify and
provide documentation of disability
at his/her own cost
Decision to receive
accommodations made by
educators and parents; student has
little or no choice
Student has a choice; may/may not
request accommodations in
selected situations
Special Education teacher acts as
liaison between student, other
teachers, administrators, and
parents
Student is expected to advocate for
himself/herself; special services
coordinator may act as advocate in
certain circumstances when so
requested by student
Help readily available
Student must independently seek
help using effective communication
skills
Accommodations in place
Student must request and arrange
services well in advance
Student “labeled” as special
education
Student’s confidentiality maintained
Student served separately from
other students
Student must function in regular
academic environment with support
services
Personnel talk freely with parents,
other school personnel
Personnel cannot discuss student
without written permission from
student
ADMISSIONS REQUIREMENTS
Admission requirements vary by
institution and program and may be
higher than the system minimum.
Contact the Admissions office of the
institution of your choice for more
information.
UNIVERSITY SYSTEM OF
GEORGIA
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College Prep diploma
Minimum SAT/ACT scores (vary by institution)
Minimum high school grade point average
Other placement tests may be required
Contact your school of choice for specific
requirements
Dept. of Technical and Adult
Education
• High School Diploma or GED
• ASSET, ACT, or SAT scores
• Have the capability to meet technical
standards of the specific program
• Some programs require interviews and other
prerequisites
Contact your school of choice for specific
requirements
Financial Aid
• Pell Grant or other federal aid programs
• HOPE scholarship/grant
• Department of Labor, Office for Vocational
Rehabilitation
• Scholarships from organizations such as
Recording for the Blind, United Cerebral Palsy,
etc.
Contact your school of choice for other possible
financial aid options
REGISTERING FOR
ACCOMMODATIONS
Self-identify to the designated disability services
coordinator at the chosen institution.
Provide adequate documentation of the disorder
to the disability services office.
Complete required registration with the disability
services office and sign release form.
Request accommodations each semester.
Some institutions may have additional requirements
to receive accommodations and services.
REGENTS CENTERS FOR
LEARNING DISORDERS
• Provide specialized assessments for University
System students
• Review outside assessments for consistency with
USG requirements
• Serve as a resource in identifying appropriate
accommodations to meet educational needs
• Conduct research to increase knowledge about
learning disorders
REGENTS CENTERS FOR
LEARNING DISORDERS
• Specialized Assessments
• Testing application packet from DSP
• Cost - $500
• Time – approximately 2 months to complete process
• BOR Official Guide for Students, Parents,
Teachers, School Counselors and Psychologists
• http://www2.gsu.edu/~wwwrld/officialguide.html
DIAGNOSTIC
REQUIREMENTS for LD
 No more than three years old at time of
application for assistance.
• Specific learning disabilities must be stated.
• One or more areas of specific academic deficits,
a correlated cognitive deficit, and average
intellectual ability.
• Individually administered intelligence test.
• Identification of cognitive processing strengths,
weaknesses, and deficits: visual spatial abilities,
memory, dexterity, executive functions, attention.
• Oral language skills assessed.
• Social-emotional status assessed.
• Achievement assessment in the following
areas:
• Written language
• Reading
• Mathematics
• Assessed using age appropriate norms for high
school seniors/college freshmen or older
students; standard scores or percentile ranks
based on published norms.
DIAGNOSTIC REQUIREMENTS
FOR ADHD
• Symptoms reported before the age of seven.
• Self report of at least three major behaviors from
the DSM-IV.
• Observations from two professionals evaluating
working independently, under direction, and under
time constraints.
• Mandatory corroboration of behaviors by another
adult with knowledge of client.
• Documentation on two rating scales of
ADHD behaviors.
• Schizophrenia, borderline personality
disorder, autism or mental retardation not the
primary disability.
DIAGNOSTIC REQUIREMENTS
FOR ACQUIRED BRAIN INJURY
Appropriate documentation includes:
• Medical history related to injury
• Identification of cognitive deficits and
abilities related to academic functioning
• Information on required medications and
their effects
DIAGNOSTIC REQUIREMENTS
FOR PSYCHIATRIC DISORDERS
Documentation must –
• Be current
• Be signed by a licensed professional
(psychiatrist, licensed psychologist, neurologist)
with expertise and training in psychiatric diagnosis
• State a specific diagnosis
• Provide relevant information regarding current
treatment
• Address the length and severity of impairment
• Discuss relevant information regarding
medications and their anticipated impact
• Define how disorder currently manifests in
substantial limitations in academics
• Include suggestions for appropriate
accommodations with supporting rationale
DIAGNOSTIC REQUIREMENTS
FOR OTHER DISABILITIES
These criteria may vary somewhat, but in general,
the documentation should be:
• Prepared by a professional, licensed clinician
in the area of disability (i.e., licensed clinical
psychologist, audiologist, medical doctor,
speech/language pathologist, etc.)
• Current (usually no more than 12 months old, or
less).
• State the specific diagnosis.
• Indicate the academic limitations imposed
by the disability.
• In some cases, include a prognosis or
indication of possible future changes in the
condition.
• Explain possible side effects of medication
therapy, if any.
POSSIBLE
ACCOMMODATIONS
Each student is a unique individual with specific
strengths and abilities and well as specific needs
and deficits.
An individual assistance plan may include some
of the following accommodations or others not
identified here.
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Extended time for tests or in-class assignments
Separate, low-distraction testing environment
Frequent breaks during test
Enlarged/Braille/oral tests
• Use of a computer with spell check or other
assistive devices for tests and written assignments
• Preferential seating in class
• Audio textbooks
• Oral description of visual aids
• Tape recorder in class
• Accessible desk/chair
• Sign Language interpreter
• Assistive listening device
• Assistance with identifying notetakers in class
• Use of calculator for math
• Use of electronic speller for writing
• Disability related absences/extensions when
academically feasible
• Adapted physical education
• Appeal for substitution of foreign language
requirement
• Library/laboratory/registration assistance
• Referral to tutoring/counseling/community
resources
• Adaptive computer equipment (voice input, screen
reader, display magnification, adaptive input
devices, word prediction software, etc.)
Alternative Media Access
Center (AMAC)
• Text in alternate format
• Audio, digital, Braille
• Remote Real-time Captioning
• Captioning of Media
• Technology assessments/training
www.amacusg.org
SOME ISSUES OF CONCERN
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Attendance
Behavior/conduct
Deadlines
Communication/self-advocacy
Living on campus
Academic policies (incompletes,
repeat courses, etc.)
Contact the Disability Services professional
at your institution of choice for further
information and assistance.
GA-AHEAD
Georgia Association on Higher Education
and Disabilities
http://www.ga-ahead.org/
List of region reps who can provide names and
contact information for disability services
professionals in their regions.
WHAT SHOULD I BE DOING
NOW?
• Identify an area of interest for the
student
• Academic major, specialized training,
employment interest
• Check availability and
requirements
• Which schools offer this program?
• What are the requirements to enter the
program?
WHAT SHOULD I BE DOING
NOW?
• Teach self-advocacy skills
• Can the student explain his/her disability?
• Can the student discuss specific
accommodation needs?
• Investigate and learn assistive
technology
• Student should function as independently
as possible
• Student must meet minimum program
requirements
WHAT SHOULD I BE DOING
NOW?
• Update documentation
• Must meet requirements of the system
entered
• Explore financial aid options
• Some aid must be applied for a year in
advance
• Residency requirements, income limitations
etc.
HELPFUL WEB SITES
www.usg.edu
University System of Georgia
links to all University System institutions
www.tcsg.edu/ Technical College System of
Georgia
links to all TCSG Technical Colleges
http://gacollege411.org/
Georgia College 411
Helping students plan, apply, and pay for college
www.gsfc.org/ GA Student Finance Commission
HOPE and other financial aid information
Carol Pope, M.A.
Asst. Dir. for disAbled Student Support Services
[email protected]
770-423-6443