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UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES Staff: Lisa E. McGill, Director Contact Information: North Classroom Bldg, #2514.

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Presentation on theme: "UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES Staff: Lisa E. McGill, Director Contact Information: North Classroom Bldg, #2514."— Presentation transcript:

1 UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES Staff: Lisa E. McGill, Director Contact Information: North Classroom Bldg, #2514 Phone: Fax: TTY:

2 Individuals w/ Disabilities Education Act IDEA is an entitlement statute that assures eligible elementary and secondary students a free, appropriate, public education in the least restrictive environment. Emphasizes the child, not the disability. Outcome – positive.

3 Americans w/ Disabilities Act ADA is a civil rights statute, requiring postsecondary institutions to guarantee nondiscriminatory treatment and equal access to programs and services. Must be disabled to be protected: significant impairment... substantially limits... major life activity. Outcome – neutral.

4 Rehabilitation Act of 1973, Section 504 Civil rights statute, designed to prevent discrimination against a protected group “individuals with disabilities”. Provides a comprehensive plan for providing rehabilitation services to all eligible individuals, regardless of their disability and its severity.

5 WHO IS CONSIDERED DISABLED? A person who: -has a physical or mental impairment which substantially limits a major life activity -has a record of such an impairment -is regarded as having such an impairment

6 Key Concepts Access vs. Success Personal Services vs. Accommodations College/University Policies, i.e, course substitutions, curriculum modification Who is qualified – a moving target. Student must maintain otherwise qualified status No special education in higher ed

7 Determining Eligibility Two part process: intake interview and review of current documentation  What is the diagnosed disability?  What are the functional limitations?  What is the impact of these functional limitations in an academic environment?  Applies ADA eligibility analysis.

8 Typical Accommodations Alternative Testing: extra time, reader, scribe, computer Alternative Formats (text and exams): Braille, enlarged, scanned Notetakers Interpreters, Real- Time Captioning, Assistive Listening Devices Special Furniture

9 Postsecondary Responsibilities Protect student’s right to privacy and confidentiality Provide access to programs and services Review & evaluate verifying documentation Determine whether students are otherwise qualified

10 Postsecondary Responsibilities Inform students of their rights and responsibilities Provide reasonable accommodations for eligible students Mediate between faculty and student for disagreement of reasonable accommodations

11 Student Responsibilities Self identify to the designated office for disability services Provide current documentation to disability services Discuss accommodation needs with faculty Arrange for personal services, i.e. attendants, tutoring, advising

12 Common Mistakes of Students Expect the curriculum to be modified Expect courses to be waived Don’t know assistive technology Don’t know how to state disability and it’s impact Don’t self identify until in academic trouble Use block scheduling Think on-line courses are easier Don’t plan finances for 5- 6 years Don’t plan enough time for studies

13 PSYCHOEDUCATIONAL EVALUATIONS Critical tool in determining eligibility for accommodations Evaluator qualifications (licensed) Diagnostic Interview (determine current need for accommodation) Assessment: aptitude, achievement, information processing Specific Diagnosis

14 PSYCHOEDUCATIONAL EVALUATIONS (cont.) Test Scores: A) Standard scores and percentiles provided for all normed measures. B) Tests used should be reliable, valid and standardized for use with an adolescent/adult population. C) Test findings should document both the nature and severity of the learning disability.

15 PSYCHOEDUCATIONAL EVALUATIONS (cont.) Clinical Summary Recommendations for Accommodations - Reason why accommodation is recommended; support with specific test results or clinical observations Confidentiality Release & Re-release of records

16 Recommended accommodations may be denied: Student may have cat with her in classes to decrease anxiety Student should have copies of professor’s lecture notes Student should have foreign languages and/or math classes waived. Student should have classroom material reviewed 1:1 by instructor prior to each class

17 Transition Issues: Secondary to Post-secondary Students & especially parents are not prepared for the differences from secondary to postsecondary (see enclosed article) No absolute right to accommodation Emerging litigation Impact of IDEA Reauthorization: IDEIA RTI Model proposed for secondary ed.

18 RESOURCES Transition Issues for the Postsecondary setting -Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities by U.S. DOE -http:www.ed.gov/ocr


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