Presentation on theme: "Postsecondary Education & Training Webinar 3 Identifying Options PRESENTED BY: The Center for Change in Transition Services."— Presentation transcript:
Postsecondary Education & Training Webinar 3 Identifying Options PRESENTED BY: The Center for Change in Transition Services
CCTS Webinar Series Welcome to the 2014-2015 Webinar series on postsecondary education and training. Presented by the Center for Change in Transition Services (CCTS), a Special Education State Needs Project housed at Seattle University and funded through the Office of the Superintendent of Public Instruction (OSPI). CCTS has been serving special need students, their families and schools since 1990.
Registration 1)Everyone participating in the webinar needs to type the following in the chat box –Name –Email Address 2)You will be sent a link following the webinar to register for Clock Hours. You must complete the registration process to apply for clock hours! Thank you for joining us today!
This webinar is closed- captioned. To view the captioning click on the CC icon just above the video. Closed Captioned (CC)
Webinar Norms Raise your hand and wait to be called on by moderator You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). If you have a microphone, please keep it turned off until called on.
CCTS Introductions Cinda Johnson Ed.D., Principal Investigator Sue Ann Bube Ed.D., Director Julia Schechter M.Ed., Doctoral Research Assistant
Today’s guest participant Scott Bellman DO-IT Program Manager UW Information Technology DO-IT (www.washington.edu/doit)www.washington.edu/doit University of Washington, Box 354842 Seattle, WA 98195 206-685-6222 206-685-3648(TTY) http://staff.washington.edu/swb3/
CCTS Contact Information Email: email@example.com@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts
2014-2015 Webinars January 14th Applying for Admissions Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities. February 11th IDEA vs. ADA and 504 Join us to explore how students with disabilities are impacted by the differences in law when transition between k-12 schools and higher education. March 11th Accommodations Students with disabilities must seek their own accommodations after leaving high school. This webinar will explore what to expect and how this process works at different types of postsecondary institutions. April 8th Affordable? Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar. May 13th Transition Planning The focus of our final webinar will be preparing for a successful transition by learning how to write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP) document as a passport to education.
Identifying Options Students with disabilities: From high school to postsecondary education
Agenda 1. Overview of CCTS data and flowchart 2. Postsecondary options 3. Types of institutions and opportunities 4. Options by disability type 5. Question and answer
Transition FAQ Unlike high school, postsecondary institutions are not required to provide FAPE. Instead, under ADA, appropriate academic adjustments are provided so as not to discriminate on the basis of disability. If the institution offers housing to nondisabled students, it must provide comparable, convenient, and accessible housing to students with disabilities at the same cost. United States Dept. of Education, Office of Civil Rights
Connections Students with disabilities attend postsecondary institutions within 50 miles of where they reside. Henderson, 1999 School personnel are encouraged to meet with regional disability service providers to establish professional relationships and discuss: –Academic expectations –Documentation requirements –Availability of special programs –Types of services provided on campus –Provision of reasonable accommodations Vess, 2002
Pre-College Programs Campus disability support providers report that students who receive some preview of the college experience can better manage their first year. Heath Resource Center, 2014 Disabilities, Opportunities, Internetworking & Technology (DO-IT) University of Washington http://www.washington.edu/doit/Brochures/Programs/scholars.html
Programs for Students Scholars Pals AccessSTEM http://www.washington.edu/doit/Programs/students.html
Interventions & Activities Technology access Hands-on STEM & mentoring Self-determination skill-building College & career preparation Bridges between academic levels & careers Work-based learning & research experiences Preparing educators, employers, & stakeholders http://www.washington.edu/doit/Programs/students.html
Free Online Videos “Working Together: People with Disabilities and Computer Technology” “Building the Team: Faculty, Staff, and Students Working Together” Other Examples –Student Profile Videos Success, determination, and stories of transition to college –Technology Assistive Tech, Accessible web design,... http://www.washington.edu/doit/Video
How to start Before starting your search Determine your goals Know yourself Understand the difference between K-12 and higher education
Develop a target list Work with guidance counselor, IEP team, and/or college advisor to develop a list of postsecondary opportunities Visit local campuses and meet with disability service office staff Use resources such as: Peterson’s Colleges for Students With Learning Disabilities or ADHD Collegeboard.org
Disability Services Research Chart Special programs? DS contact name Office address on campus Assistive technology available? Common accommodations Other resources for support Documentation requirements Disability Services Interview Form What are the procedures for requesting accommodations and services? Are most student who apply for services found eligible? What are some commonly approved accommodations? Do students have to notify professors themselves? Do students have to make their own arrangements for accommodated testing? What forms of adaptive technology are available? Are there special testing or study spaces for students with disabilities? Accommodation Request Preparation Form Basic Information My name is: I’m apply to: My disability is: Compensation strategies: Diagnosis/Documentation I have testing reports or medical diagnosis; report date: _______ I had an IEP in high school 1.Accommodation 1 2.Accommodation 2 I have other anecdotal evidence 1.Example 2.Example Requested Accommodations I am requesting: 1.X 2.X Alternative Accommodations What other accommodations does the college offer for my disability? 1.X 2.X Student Interview Forms Hamblet, 2011
Disability services Practically every postsecondary campus must have a person—sometimes known as a Section 504 Coordinator, ADA Coordinator, or Disability Services Coordinator—who coordinates the school’s compliance with Section 504,Title II, or both laws. This person or office should be contacted for information about disability services. U.S. Dept. of Education, Office of Civil Rights
Disability friendly? What are the procedures for requesting accommodations & services? Are most students who apply for services eligible? What are some commonly approved accommodations? Do students who are approved have to notify professors themselves?
Disability friendly? Do students make their own arrangements for accommodated testing? What forms of adaptive technology are available (ask to see them)? Are there special testing or study spaces available? Hamblet, 2011
Accommodations Institutions of higher education (IHE) may set reasonable standards for documentation. An Individualized Education Program (IEP) or Section 504 plan may help identify services. A school official should indicate in a timely manner what additional documentation is needed. Neither the high school nor the postsecondary school is required to conduct or pay for a new evaluation. Student may qualify for a no-cost evaluation if eligible for services through state vocational rehabilitation agency. U.S. Dept. of Education, Office of Civil Rights
Higher education overview Four-year Community college Transfer Apprenticeship Technical or Vocational
Community Colleges 34 Washington community & technical colleges Ability to live at home while adjusting to college Technical and academic course of studies Transfer opportunities Lower tuition and fees Open admission
4-Year Institutions Vary in size, admissions criteria, academic standards, course offerings, student population, location & cost Sometimes large and harder to access services, can be more expensive, admissions often selective Heath Resource Center, 2014
Apprenticeships “A blended learning model combining college articulated education with applied learning employment” Washington State Labor Council, 2012 Washington State Department of Labor & Industries www.Apprenticeship.Lni.wa.govwww.Apprenticeship.Lni.wa.gov www.Exploreapprenticeship.wa.govwww.Exploreapprenticeship.wa.gov – Industry apprenticeships in Washington K12wa.us –Washington State Office of the State Superintendent of Public Instruction- Career Technical Education department links to schools, programs and supports http://www.k12.wa.us/CareerTechEd/default.aspx http://www.k12.wa.us/CareerTechEd/default.aspx EducationWorkSuccess
Jobs Corps Job Corps is a free 2-year education and career training program that helps low-income young people learn a career, earn a high school diploma or GED, and find a good job. 10 regional centers in the PNW, 4 in Washington Accommodations provided Must be between 16-24 ages & income eligible If on a 504 or IEP in high school, family’s income not counted for admission- based only on student’s income With documented disability, upper age limit can be waived More info from Amanda Sanchez, Admissions Counselor- (206) 622-6593 x15 http://www.jobcorps.gov/cdss.aspx http://www.jobcorps.gov/cdss.aspx
City Year & AmeriCorps Monthly stipend for City Year City Year only in King County- AmeriCorps statewide 2014-15 educational award of $4,725 for year of service Opportunity to gain job skills and work experience To apply for National Civilian Community Corps (NCCC), City Year or AmeriCorps check www.americorps.gov for applications and eligibility criteria www.americorps.gov
Career Vocational or Technical Education In addition to public two-year institutions, there are many private for-profit options such as schools of cosmetology & technical institutes Certificate or degree granting, accreditation varies Minimal admissions requirements All classes relate to skills needed for jobs in a particular occupational area Heath Resource Center. 2014 Beware of predatory practices such as pressure into high interest loans and misleading job prospects http://www.consumerfinance.gov/newsroom/cfpb-sues-for-profit-college-chain-itt- for-predatory-lending. http://www.consumerfinance.gov/newsroom/cfpb-sues-for-profit-college-chain-itt- for-predatory-lending
Intellectual Disabilities http://achieve.highline.edu/ ACHIEVE at Highline Community College includes credit and non-credit classes, intensive advising, involvement in campus life, community-based internships, and job placement services. Students must want a job, be able to navigate the college campus alone, and take public transportation Retrieved from: http://achieve.highline.edu/ http://achieve.highline.edu/
Visual Impairments Washington State School for the Blind Students enter the Learning and Independence for Today and Tomorrow (LITT) residential program at WSSB. Assistance with how to work with DSO offices and navigate a college campus. Many graduates attend Clark Community College. http://www.wssb.wa.gov/Content/oncampus/r esidential.asp
Deaf & Hard of Hearing Students may attend until age 21 Postsecondary option at the Washington Career Academy for the Deaf (WaCAD) until age 22 Students prepared for employment and transition to nearby Clark Community College or other IHE http://www.wsd.wa.gov/about/mission.aspx
Specific Learning Disabilities Student to self-identify to gain accommodations from campus DSO. Self-advocate to take advantage of on-campus supports through DSO. Some colleges offer specific academic or life skills programs for students with learning disabilities such as: Landmark College, VT & Beacon College, FL. Cantu, 2002
Summary Start planning early Develop self-advocacy & self determination skills while in high school Integrate postsecondary planning into IEP including goals and interagency linkages Consider using the Summary of Performance document Understand differences between K12 & higher ed. Research campus options Visit campuses and meet disability service officers
Questions and Answers? Thank you for participating!
Resources Access Technology Center, University of Washington, http://www.washington.edu/itconnect/learn/accessible/atc/ http://www.washington.edu/itconnect/learn/accessible/atc/ Serves UW community, allowing full use of campus computing resources. ATC hardware and software provides braille, alternate document formatting and magnification for blind/low-vision users, keyboard/mouse alternatives, speech-input software, and more. ATC staff provides consultations and instructions in hardware and software basics. Manager: Dan Comden, firstname.lastname@example.org Voice/TTY: 206-685-4144 email@example.com@firstname.lastname@example.org George Washington University HEATH Resource Center http://heath.gwu.edu/http://heath.gwu.edu/ The GWU HEATH Resource Center Clearinghouse provides information on transition to higher education including information about disability support services, policies, procedures, accommodations, and financial assistance. The Heath Guidance and Career Counselor Toolkit provides extensive resources. ThinkCollege! http://www.thinkcollege.net/index.phphttp://www.thinkcollege.net/index.php This website provides resources for students, families, and professionals supporting youth with intellectual disabilities exploring postsecondary education options University of Washington DO-IT (Disabilities, Opportunities, Internetworking and Technology) http://www.washington.edu/doit/ DO IT serves to increase the success of people with disabilities in challenging academic programs and careers. The website provides extensive college planning resources including a list of scholarships by disability. DO-IT produces: Preparing for College: An Online Tutorial: http://www.washington.edu/doit/Brochures/Academics/cprep.html http://www.washington.edu/doit/Brochures/Academics/cprep.html
Resources United States Department of Education, Office of Civil Rights http://www2.ed.gov/about/offices/list/ocr/transition.html The USDE Office of Civil Rights has many resources and publications to support students, families and professionals explore options for transitioning to postsecondary education. Examples of publications: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. U.S. Dept. Of Education Office of Civil Rights brochure: Auxiliary Aids and Services for Postsecondary Students with Disabilities: Higher Education’s Obligations Under Section 504 and Title II of the ADA. http://www.ed.gov/ocr/docs/auxaids.html. http://www.ed.gov/ocr/docs/auxaids.html Phone: 1-800-421-3481 TDD: 1- 877-521-2172 Email: email@example.com Web site: firstname.lastname@example.org/ocr Colleges with Structured Support Programs or Structured Support Services for Students with Learning Disabilities, ADHD, and / or Other Disabilities A website that provides information about specific programs within U.S. colleges and universities that specifically students with learning disabilities. http://collegeacademicsupport.com/programs-a-c.html http://collegeacademicsupport.com/programs-a-c.html
Helpful Books Kochhar-Bryant, C. A., Bassett, D., & Webb, K. W. (2008) Transition to Postsecondary Education: Strategies for Students With Disabilities. Thousand Oaks, CA: Corwin Press. Kravets, M. & Wax, I. (2012). The K&W guide to college programs & services for students with learning Disabilities or attention deficit/hyperactivity disorder. New York: Random House. Pope, L. (2000). Colleges that change Lives: 40 schools you should know about even if you’re not a straight- A student. New York: Penguin. Seghers, L. & Schwartz, J. C. (Eds.) (2007). Colleges for Students With Learning Disabilities or ADD. United States of America: Peterson’s.
References Cantu, C. O. (2002, 2009). Education 2002: Higher education options for young adults with learning disabilities. The Exceptional Parent, 32, 36-38. Retrieved from http://search.proquest.com/docview/223493717?accountid=28598 Hamblet, E. C., & Council for Exceptional Children. (2011). 7 steps for success: High school to college transition strategies for students with disabilities. Arlington, VA: Council For Exceptional Children. Heath Resource Center at the National Transition Center. (2014). 2014 Summer Pre-College Programs for Students with Disabilities. George Washington University: Washington D.C. Heath Resource Center. (n.d.). Awareness of Postsecondary Options. Retrieved December 2, 2014 from http://heath.gwu.edu/awareness-postsecondary-options http://heath.gwu.edu/awareness-postsecondary-options HEATH Resource Center. (2006). Guidance and career counselor's toolkit. Advising high school students with disabilities on postsecondary options. Washington, DC: The George Washington University National Clearinghouse on Postsecondary Education for Individuals with Disabilities. U. S. Department of Education, Office for Civil Rights. (2004). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved March 1, 2005 from www.ed.gov/about/offices/list/ocr/transition.html