1. SUPPORT SERVICES ON COLLEGE CAMPUSES PLANNING FOR COLLEGE SUCCESS FOR STUDENTS WITH DISABILITIES

2. STUDENTS WITH DISABILITIES PREPARING FOR POSTSECONDARY EDUCATION Know Your Rights and Responsibilities 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

3.  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

4. COMPARISON OF SERVICES 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 advocateStudent acts as advocate Annual review & IEPNo annual review or IEP Regular parent contactNo parent contact (FERPA) Entitlement law (IDEA)Anti-discrimination law (ADA) Educational and psychological testing is provided Educational and psychological testing is not provided High SchoolCollege

5. COMPARISON OF SERVICES Academic demands vary with instructor Academic demands : 2-4 hours of study for each hour of class High School College

6. 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

7.  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

8.  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?

9. 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. PAVING THE WAY FOR COLLEGE

10.  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.

11. REQUIRED DOCUMENTATION

12. 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

13. 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)

14. DEADLINES TO BE AWARE OF

15.  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

16. COLLEGE STUDENTS SPEAK

17. 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

18.  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

19. WHAT MIGHT HAVE HELPED THESE STUDENTS STAY IN SCHOOL  Promote and direct students to available accommodations, services and supports offered to all students  Ask about and address barriers to getting help Campus Based Accommodations and Mental Health Services

20. 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

21. “ 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

22. 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

23. 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

24. 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

25. 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

26. ACCOMMODATIONS Students with mental health conditions can request accommodations that will allow them to participate equally in their education

27. 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.

28. 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.”

29. 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

30. WHAT ACCOMMODATIONS ARE MOST CRITICAL TO YOUR SUCCESS ? Excused absences for treatment 54% Medical leave of absence46% Course withdrawals without penalty46% Adjustments in test setting34% Homework deadline extensions33% Adjustments in test times33%

31. Students with disabilities who know their rights and responsibilities are much better equipped to succeed in postsecondary school.

32. CONTACT INFORMATION Maureen Conroy Director of the Offices of Disability and Deaf Services Holyoke Community College mconroy@hcc.edu 413 552-2582 Kathleen Keough, MSW, LICSW Learning Support Counselor Greenfield Community College keoughk@gcc.mass.edu 413 775-1337