1. Am I Ready for College? Accommodations vs. Modifications:
What support can I expect after high school?
How can I best prepare for college?
Cristi Wiegers, USD # 320 Transition Coordinator

2. Which of these supports do you use in your inclusive classrooms?
1. I use extended deadlines for papers and projects.
2. I ask the para for help to re-explain or to clarify what a question is asking on tests.
3. I ask for someone else to edit my work and help me with spelling and grammar.
4. I use extended time over multiple days or class periods to finish tests or papers.
5. I ask the para to narrow down my choices on tests.
6. I get study guides and other supports from the para to help me prepare for tests.
7. I need a para or teacher to remind me of deadlines.
8. I need a para or teacher to help keep me focused and working in class.
9. I sometimes need my assignment or test to be modified or shortened for me.
10. I sometimes need my tests modified to a different format- less writing, etc.
11. I sometimes use a scribe to dictate my papers.
12. I work with a para directly in the classroom to help me on assignments.
13. I frequently have to retake tests because I did not pass them the first time.
14. I review with the para or teacher before tests so I know how to prepare.
15. I am permitted to use a calculator on tests when other students are not.

3. Reality Check:
In most cases, all the supports on the previous page will NOT be available at college or vocational schools. If you want to attend college- are you too dependent on services? Will you be able to make the transition?
Commonly accepted accommodations at college

4. Don’t worry, supports are available
Do you use these supports?
I go to a different location for tests where I won’t be distracted.
I get copies of class notes or tape record notes.
I listen to textbooks on CD.
I used extended time on tests (usually time and a half) but finish the same day.
I have tests read to me (no other help).
These supports and others are usually available to students on an I.E.P. Also other services such as free tutoring is usually available to all students.
Did you know? Most colleges are moving towards using technology rather than human readers for tests? See if your teacher will let you use Voice Dream Reader to help prepare now.

5. Difference between Accommodations vs. Modifications
The term "modification" is used to describe a change in the curriculum. Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. For example, assignments might be shortened or tests may be offered in a different format. Students are not necessarily expected to know the same material as other students.
An accommodation is a change that helps a student overcome or work around the disability. Allowing a student to have a test read to him or her is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but just has added support.
from the National Dissemination Center for Children with Disabilities, 2010

6. What can I do now to be ready?
Be a self-advocate
I can explain my disability and what supports I need to be successful.
I can explain my strengths and limitations.
I am able to tell my teachers my needs and discuss concerns when necessary.
I speak up for myself instead of letting others do it for me.
Be self-determined
I take an active role in my I.E.P. meeting.
I make goals and monitor my progress.
I apply problem solving and decision making skills to guide my actions.
I take an active role in my life rather than letting others make decisions for me.

7. Why be self-determined?
Special education research has shown that students with disabilities who left school more self-determined were more than twice as likely as their peers who were not as self-determined to be employed one year after graduation, and they earned significantly more. Three years after graduation, they were more likely to have obtained jobs that provided benefits like health coverage and vacation and were more likely to be living somewhere other than the family home (Wehmeyer & Palmer, in press; Wehmeyer & Schwartz, 1997).

8. Do you advocate for your own accommodations ?
My disability is:
My strengths are:
My limitations are:
My reasonable classroom accommodations are: 1. 2. 3. 4.
TEACHER SIGNATURE
1st BLOCK ______________________________________
2nd BLOCK ______________________________________
3rd BLOCK ______________________________________
4th BLOCK ______________________________________
5th BLOCK ______________________________________
6th BLOCK ______________________________________
8th BLOCK ________________________________________
Dear Teachers,
This letter is to inform you that I have worked with my case manager to develop reasonable accommodations that I am allowed to receive within the classroom. I am aware that in order for me to receive these accommodations I am responsible for approaching you and requesting those accommodations in advance.
Please review the accommodations listed on this page and sign below identifying that you have viewed this letter. If you have any questions, please feel free to contact my case manager.
  Thank you,
(Student name)
Adapted from Karrie Shogren, Ph.D. University of Kansas

9. Are you an active participant in your own IEP?
Turn to your neighbor and explain in a sentence your disability to them.
List the accommodations or modifications you use on a regular basis?
What are your strengths?
What are your limitations?
What are your IEP goals?
Do you read your IEP ahead of time and offer suggestions to your case manager?
What is your transition goal(s) on your IEP?
How do you share information about yourself for your IEP?
Do you participate at the meeting?