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TRANSITIONING TO POSTSECONDARY EDUCATION Putting the Pieces Together.

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Presentation on theme: "TRANSITIONING TO POSTSECONDARY EDUCATION Putting the Pieces Together."— Presentation transcript:

1 TRANSITIONING TO POSTSECONDARY EDUCATION Putting the Pieces Together

2 POSTSECONDARY OPTIONS Specialized Training ProgramsSpecialized Training Programs Tommy Nobis Center, Warm Springs Institute, Bobby Dodd CenterTommy Nobis Center, Warm Springs Institute, Bobby Dodd Center Vocational/Technical EducationVocational/Technical Education Technical College System, private schoolsTechnical College System, private schools University EducationUniversity Education University System, private schoolsUniversity System, private schools

3 Individuals with Disabilities Education Act (IDEA) and Services to students with disabilities in the public education system are directed by the Individuals with Disabilities Education Act (IDEA) and Public Law

4 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.

5 COMPARISON OF RESPONSIBILITIES ISSUE Responsibility – Secondary Responsibility - Postsecondary Identification of disability SchoolStudent Assessment of disability SchoolStudent ProgrammingSchool/parentStudent-Institution AdvocacySchool/parentStudent Decision makingPlacement teamStudent

6 COMPARISON OF FUNCTIONS High School Postsecondary Education Services provided under /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

7 Help readily availableStudent must independently seek help using effective communication skills Accommodations in placeStudent 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

8 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.

9 UNIVERSITY SYSTEM OF GEORGIA College Prep diplomaCollege Prep diploma Minimum SAT/ACT scores (vary by institution)Minimum SAT/ACT scores (vary by institution) Minimum high school grade point averageMinimum high school grade point average Other placement tests may be requiredOther placement tests may be required Contact your school of choice for specific requirements

10 Dept. of Technical and Adult Education High School Diploma or GED High School Diploma or GED ASSET, ACT, or SAT scores ASSET, ACT, or SAT scores Have the capability to meet technical standards of the specific program Have the capability to meet technical standards of the specific program Some programs require interviews and other prerequisites Some programs require interviews and other prerequisites Contact your school of choice for specific requirements

11 Financial Aid Pell Grant or other federal aid programsPell Grant or other federal aid programs HOPE scholarship/grantHOPE scholarship/grant Department of Labor, Office for Vocational RehabilitationDepartment of Labor, Office for Vocational Rehabilitation Scholarships from organizations such as Recording for the Blind, United Cerebral Palsy, etc.Scholarships from organizations such as Recording for the Blind, United Cerebral Palsy, etc. Contact your school of choice for other possible financial aid options

12 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. Provide adequate documentation of the disorder to the disability services office. Complete required registration with the disability services office and sign release form. Complete required registration with the disability services office and sign release form. Request accommodations each semester. Request accommodations each semester. Some institutions may have additional requirements to receive accommodations and services.

13 REGENTS CENTERS FOR LEARNING DISORDERS Provide specialized assessments for University System studentsProvide specialized assessments for University System students Review outside assessments for consistency with USG requirementsReview outside assessments for consistency with USG requirements Serve as a resource in identifying appropriate accommodations to meet educational needsServe as a resource in identifying appropriate accommodations to meet educational needs Conduct research to increase knowledge about learning disordersConduct research to increase knowledge about learning disorders

14 REGENTS CENTERS FOR LEARNING DISORDERS Specialized AssessmentsSpecialized Assessments Testing application packet from DSPTesting application packet from DSP Cost - $500Cost - $500 Time – approximately 2 months to complete processTime – approximately 2 months to complete process BOR Official Guide for Students, Parents, Teachers, School Counselors and PsychologistsBOR Official Guide for Students, Parents, Teachers, School Counselors and Psychologists

15 DIAGNOSTIC REQUIREMENTS for LD  No more than three years old at time of application for assistance. Specific learning disabilities must be stated.Specific learning disabilities must be stated. One or more areas of specific academic deficits, a correlated cognitive deficit, and average intellectual ability.One or more areas of specific academic deficits, a correlated cognitive deficit, and average intellectual ability. Individually administered intelligence test.Individually administered intelligence test. Identification of cognitive processing strengths, weaknesses, and deficits: visual spatial abilities, memory, dexterity, executive functions, attention.Identification of cognitive processing strengths, weaknesses, and deficits: visual spatial abilities, memory, dexterity, executive functions, attention.

16 Oral language skills assessed.Oral language skills assessed. Social-emotional status assessed.Social-emotional status assessed. Achievement assessment in the following areas:Achievement assessment in the following areas: Written language Written language Reading Reading Mathematics Mathematics Assessed using age appropriate norms for high school seniors/college freshmen or older students; standard scores or percentile ranks based on published norms.Assessed using age appropriate norms for high school seniors/college freshmen or older students; standard scores or percentile ranks based on published norms.

17 DIAGNOSTIC REQUIREMENTS FOR ADHD Symptoms reported before the age of seven.Symptoms reported before the age of seven. Self report of at least three major behaviors from the DSM-IV.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.Observations from two professionals evaluating working independently, under direction, and under time constraints. Mandatory corroboration of behaviors by another adult with knowledge of client.Mandatory corroboration of behaviors by another adult with knowledge of client.

18 Documentation on two rating scales of ADHD behaviors.Documentation on two rating scales of ADHD behaviors. Schizophrenia, borderline personality disorder, autism or mental retardation not the primary disability.Schizophrenia, borderline personality disorder, autism or mental retardation not the primary disability.

19 DIAGNOSTIC REQUIREMENTS FOR ACQUIRED BRAIN INJURY Appropriate documentation includes: Medical history related to injuryMedical history related to injury Identification of cognitive deficits and abilities related to academic functioningIdentification of cognitive deficits and abilities related to academic functioning Information on required medications and their effectsInformation on required medications and their effects

20 DIAGNOSTIC REQUIREMENTS FOR PSYCHIATRIC DISORDERS Documentation must – Be currentBe current Be signed by a licensed professional (psychiatrist, licensed psychologist, neurologist) with expertise and training in psychiatric diagnosisBe signed by a licensed professional (psychiatrist, licensed psychologist, neurologist) with expertise and training in psychiatric diagnosis State a specific diagnosisState a specific diagnosis Provide relevant information regarding current treatmentProvide relevant information regarding current treatment Address the length and severity of impairmentAddress the length and severity of impairment

21 Discuss relevant information regarding medications and their anticipated impactDiscuss relevant information regarding medications and their anticipated impact Define how disorder currently manifests in substantial limitations in academicsDefine how disorder currently manifests in substantial limitations in academics Include suggestions for appropriate accommodations with supporting rationaleInclude suggestions for appropriate accommodations with supporting rationale

22 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.)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).Current (usually no more than 12 months old, or less). State the specific diagnosis.State the specific diagnosis.

23 Indicate the academic limitations imposed by the disability.Indicate the academic limitations imposed by the disability. In some cases, include a prognosis or indication of possible future changes in the condition.In some cases, include a prognosis or indication of possible future changes in the condition. Explain possible side effects of medication therapy, if any.Explain possible side effects of medication therapy, if any.

24 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. Extended time for tests or in-class assignmentsExtended time for tests or in-class assignments Separate, low-distraction testing environmentSeparate, low-distraction testing environment Frequent breaks during testFrequent breaks during test Enlarged/Braille/oral testsEnlarged/Braille/oral tests

25 Use of a computer with spell check or other assistive devices for tests and written assignmentsUse of a computer with spell check or other assistive devices for tests and written assignments Preferential seating in classPreferential seating in class Audio textbooksAudio textbooks Oral description of visual aidsOral description of visual aids Tape recorder in classTape recorder in class Accessible desk/chairAccessible desk/chair Sign Language interpreterSign Language interpreter Assistive listening deviceAssistive listening device Assistance with identifying notetakers in classAssistance with identifying notetakers in class Use of calculator for mathUse of calculator for math Use of electronic speller for writingUse of electronic speller for writing

26 Disability related absences/extensions whenDisability related absences/extensions when academically feasible academically feasible Adapted physical educationAdapted physical education Appeal for substitution of foreign language requirementAppeal for substitution of foreign language requirement Library/laboratory/registration assistanceLibrary/laboratory/registration assistance Referral to tutoring/counseling/community resourcesReferral to tutoring/counseling/community resources Adaptive computer equipment (voice input, screen reader, display magnification, adaptive input devices, word prediction software, etc.)Adaptive computer equipment (voice input, screen reader, display magnification, adaptive input devices, word prediction software, etc.)

27 Alternative Media Access Center (AMAC) Text in alternate formatText in alternate format Audio, digital, BrailleAudio, digital, Braille Remote Real-time CaptioningRemote Real-time Captioning Captioning of MediaCaptioning of Media Technology assessments/trainingTechnology assessments/trainingwww.amacusg.org

28 SOME ISSUES OF CONCERN AttendanceAttendance Behavior/conductBehavior/conduct DeadlinesDeadlines Communication/self-advocacyCommunication/self-advocacy Living on campusLiving on campus Academic policies (incompletes, repeat courses, etc.)Academic policies (incompletes, repeat courses, etc.)

29 Contact the Disability Services professional at your institution of choice for further information and assistance. GA-AHEAD Georgia Association on Higher Education and Disabilities List of region reps who can provide names and contact information for disability services professionals in their regions.

30 WHAT SHOULD I BE DOING NOW? Identify an area of interest for the studentIdentify an area of interest for the student Academic major, specialized training, employment interestAcademic major, specialized training, employment interest Check availability and requirementsCheck availability and requirements Which schools offer this program?Which schools offer this program? What are the requirements to enter the program?What are the requirements to enter the program?

31 WHAT SHOULD I BE DOING NOW? Teach self-advocacy skillsTeach self-advocacy skills Can the student explain his/her disability?Can the student explain his/her disability? Can the student discuss specific accommodation needs?Can the student discuss specific accommodation needs? Investigate and learn assistive technologyInvestigate and learn assistive technology Student should function as independently as possibleStudent should function as independently as possible Student must meet minimum program requirementsStudent must meet minimum program requirements

32 WHAT SHOULD I BE DOING NOW? Update documentationUpdate documentation Must meet requirements of the system enteredMust meet requirements of the system entered Explore financial aid optionsExplore financial aid options Some aid must be applied for a year in advanceSome aid must be applied for a year in advance Residency requirements, income limitations etc.Residency requirements, income limitations etc.

33 HELPFUL WEB SITES University System of Georgia links to all University System institutions Technical College System of Georgia links to all TCSG Technical Colleges Georgia College 411 Helping students plan, apply, and pay for college GA Student Finance Commission HOPE and other financial aid information

34 Carol Pope, M.A. Asst. Dir. for disAbled Student Support Services


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