Michigan Association on Higher Education and Disability presents… Accessing Disability Support Services at the Post Secondary Level.
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Transcript Michigan Association on Higher Education and Disability presents… Accessing Disability Support Services at the Post Secondary Level.
Michigan Association on
Higher Education and
Disability
presents…
Accessing Disability
Support Services
at the
Post Secondary
Level
Federal Mandates
Individuals with Disabilities Education Act (IDEA),
Re-authorized 2005
Entitlement
Vocational Rehabilitation Act, 1973 Section 504
Civil
Act
Rights Act
Americans with Disabilities Act (ADA), 1990
Civil
Rights Act
Entitlement vs. Civil Rights
The institution is
responsibile to find,
assess and remediate
disabling conditions
The implications of an
entitlement act result
in a broader range of
services and
equipment
IDEA
The key to Civil Rights is
equal access (leveling
the playing field)
The responsibility is
shifted to the individual
Services are aimed at
equal opportunity and
access to programs
504 and ADA
IDEA
Individuals with Disabilities Education Act
The law that provides for students with disabilities
in the K-12 system emphasizing special education
and related services…to prepare for further
education, employment, and independent living.
Retains the major provisions of earlier federal laws
in this area, including: FAPE, LRE, due process,
procedural safeguards.
Ends when students exit secondary education.
Entitlement Act
Section 504
No otherwise qualified individual with disabilities in the
United States...
shall, solely by reason of his/her disability, be excluded
from the participation in,
be denied the benefits of, or be subjected to discrimination
under any program or activity receiving federal financial
assistance.
504 plan from High School does not carry over to higher
education.
Civil Rights
“Otherwise Qualified”
and “Qualified”
Student must be able to meet technical and academic
standards of program regardless of disability. (504)
Means an individual with a disability who, with or without
reasonable accommodation, can perform the essential
functions of the employment position that such individual
holds or desires. (ADA)
Institutional “student code of conduct” applies regardless of
disability.
Disability status does not excuse violation of unacceptable
behavior in regard to SCC.
The Americans with
Disabilities Act
The Americans with Disabilities Act of 1990 is
modeled after the Civil Rights Act of 1964 and Title
V of the Rehabilitation Act of 1973.
Its purpose is to establish a clear and
comprehensive prohibition of discrimination on the
basis of disability... to extend to people with
disabilities civil rights similar to those now available
to people without regard to race, color, sex,
national origin or religion.”
Civil Rights
Individual with a Disability
Is regarded as having such
an impairment;
Has a physical or mental
impairment that substantially
limits a major life activity;
Has a history or record of
such impairment;
Understanding the transition
(K-12 vs. College)
School must assess
Once diagnosed the students
must receive services
(entitlement)
Parents can receive
information about their
children
Student must disclose
Student must provide
acceptable current
documentation before
becoming eligible for services
Parents cannot receive
information about their
children (FERPA)
Parents can initiate
communication with teachers
Students must initiate
communication with instructors
Students receive assistance
with technology
Students must know how to
use technology
Reasonable
Effective:
producing the intended or
expected effect
reasonable vs. preferential
Reasonable
Accommodation
Any modification or adjustment that
will assure equal opportunity to
rights and privileges of all programs
and services offered by a post
secondary institution.
All accommodations are based on
documented need.
Reasonable Accommodations
Examples
Academic adjustments such as extended
time to complete tests, coursework, or
graduation
Tape recording of classes
Taped textbooks, e-text, note taking
assistance
Alternative testing and evaluation
Academic Adjustments
NOT Required
If it would fundamentally alter the nature of the
program
When the academic requirements are essential to
a program of study or to meet licensing
requirements
If it would be an undue burden
significant difficulty or expense
Auxiliary Aids and Services
Examples
Qualified interpreters,
note takers,
real time transcription services,
written materials,
assistive listening systems,
closed captioned decoders,
open and closed captioning,
TTY
NON Examples
Attendants,
individually prescribed devices
(glasses, canes, wheelchairs,
hearing aids, computers, etc.),
readers for personal use or
study
other devices of a personal
nature.
Student Obligations
Self identify that he or she has a
disability
Indicate the need for accommodation
Provide appropriate documentation
at the student’s expense to establish
the existence of the disability and the
need for accommodation
Institutional Obligations
Provide reasonable accommodations for the
student’s known disabilities
Afford him/her an equal opportunity to
participate in the institution’s programs,
activities, and services (including
extracurricular activities)
May not discriminate based on disability
Provide auxiliary aids and services
Issues to Consider When
Choosing a College
Are there people on campus who have
experience with your type of disability?
Disability services office
Financial aid
Academic advising
Health center
Academic support services
Is there a separate admissions process?
Choosing a college, cont.
Are there separate programs and are
there additional charges?
How sensitive are faculty?
Are there specialized tutoring
programs and what are the costs?
Specific considerations
based on disability…
Issues
Learning Disabilities and
Attention Deficit Disorders
Can a student take a
reduced course load
and still be considered
full time?
Can a student obtain a
substitution or a waiver
for a course?
Does the school have
guidelines or criteria
for documentation of
LD/ADD?
Classroom
accommodations such
as extended time, note
takers, quiet room,
books on tape.
Assistive technology
Issues
Mobility Disabilities
Housing
Transportation
Mobility on
campus
Personal
assistance
Wheelchair repair
referrals
Building
accessibility
Health Center
Issues
Blindness and Visual
Impairments
Classroom
accommodations
such as
overheads, board
work, labs, test
format, videos
Alternate format
for textbooks
Assistive
technologies
Availability and
type of computer
programs
Funding sources
Housing
Transportation
Campus mobility
Issues
Deaf and Hard of Hearing
Note takers
Teachers who
speak English as
a second
language
Captioned videos
Adapted housing
Interpreters
Real time
captioning
Assistive listening
devices
TDD availability
Issues
Psychiatric Disabilities
Availability of
Absences
local treatment Classroom
Funding
accommodations
sources
e.g., extended
time, note takers,
Disclosure
separate testing
issues
location
Support groups
Goal: Equal Access
Benefits, aids and services, to be equally
effective, are not required to produce the
identical result or level of achievement.
Accommodations must afford equal
opportunity to obtain the same result or to
reach the same level of achievement.
Eight Ways College is
Different than High
School
One…
Academic Environment
More competitive – In four-year schools
especially, the majority of students have
taken college preparatory classes in high
school.
More work – more reading, writing, and
larger assignments. Less extra credit.
Quicker and Less flexible deadlines.
Two…
Grading
May be based on tests only.
You may receive a grade in the course with
fewer tests and papers (but longer). There may
be several chapters of material on each test.
Requires self-monitoring. Often must calculate
yourself as the semester progresses.
Three…
Knowledge Acquisition
There is more reliance on note taking and
reading comprehension.
Text and materials may be assigned but not
taught in class.
Test items often includes material not taught or
reviewed in class.
There is an expectation that students can “self
teach”.
Four…
Support
The overall amount is significantly less.
The relationship with instructors is
more impersonal and distant.
The student is responsible for contact
and requesting the accommodations
needed throughout the semester.
Five…
Responsibility
The responsibility is on the student.
No other person monitors homework completion.
No one to “check in” and see how you’re doing.
Six…
Stress
Significantly more stress due to the previous
academic factors.
Time management issues, such as work,
homework, residential living, family obligations.
Prioritizing commitments.
Seven…
Distractions
College social life—more opportunities to
socialize, more adult activities, more
appealing activities than the classroom.
Residence halls--more to do, more
people, more noise, potentially less rest.
Eight…
The student is responsible for finding the
appropriate office on campus for
accommodations BEFORE the start of the
semester.
The student must make an appointment to
register and request accommodations.
The student must have current documentation
that supports the accommodation requests.