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Disability Resource Center Transition Workshop Deborah Fairchild, Assistant Director, DRC.

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Presentation on theme: "Disability Resource Center Transition Workshop Deborah Fairchild, Assistant Director, DRC."— Presentation transcript:

1 Disability Resource Center Transition Workshop Deborah Fairchild, Assistant Director, DRC

2 Agenda Welcome Student Panel: Learning from the experts DRC Mission Students served Services available Documentation guidelines Accommodations Admissions (quick overview) Areas of distinction Q & A

3 SCSU Student Panel The Experts

4 High School Versus College Nothing but the mainstream in college 6 hours per day, 5 days a week vs. 4 to 5 classes meeting 50 minutes 3 times a week for 16 weeks Daily homework vs. long term and implied studying Frequent test vs. 2 to 3 a semester Passing moves you along vs. a minimum of a C

5 High School Versus College Teachers impart explicit information vs. Professors who require high level thinking skills Structured time vs. more freedom and autonomy Teachers are aware of your disability vs. college is only ability-related

6 College Expectations Bigger work loads, larger classes Lecture style classes Rapid pace Independent work and long term assignments More writing and reading Applying critical thinking skills Retention of material More distractions Autonomy

7 What Can You Do Now? Understand your disability Practice role playing and explaining your needs Take responsibility for your actions Learn compensatory strategies Know your learning style

8 What Can You Do Now? Learn your strengths and weaknesses Become an active learner and critical thinker Learn time management and goal setting strategies Become motivated Become a good consumer

9 Mission Statement …to ensure educational equity for students with disabilities. We provide assistance and information on issues of access to ensure the full participation of students with disabilities at Southern.

10 Office Staffing Director Assistant Director Learning Specialist Secretary 2 University Assistants (part-time) 1 Graduate Intern Math Tutor(s) for Designated math classes Student Workers

11 Examples of the types of disabilities served… Specific learning disability Attention deficit disorders (ADD/ADHD) Mobility/Orthopedic limitations Blind or visual impairments Hearing loss or deafness Chronic health-related disabilities Psychiatric disabilities Speech impairments Head injuries Autism spectrum disorders

12 Services Available Course selection and registration assistance Identification and provision of course and test accommodations Support from DRC Specialists – time management, study skills, identifying strengths and weaknesses, and other compensatory strategies Access to assistive computer technology and alternative formats ( Thru CAT lab) Liaison between faculty and university departments Advocacy and self advocacy information and training

13 Services Available Continued… Referral to campus, community, and state services Accessibility information Assistance in arranging for sign language interpreters, peer note-takers, etc. Designated courses in math ( 095, 102,103, 107)

14 Documentation Requirements Documentation of a disability is required under the Americans with Disabilities Act and Section 504 of the Rehab Act in order to determine eligibility for services Documentation should be current and reflect a present need for accommodations All documentation that is sent to the DRC is confidential

15 Documentation Requirements continued… A diagnostic statement identifying the disability Current functional impact of the condition(s) The expected progression or stability of disability over time Any treatments, medications, accommodations/auxiliary aids, or services that are currently prescribed or in use Please refer to DRC Doc Guidelines (

16 Accommodations Students should have current documentation that supports the need for accommodation. Accommodations cannot change the technical standards of a program or a course. Accommodations are determined on an individual basis and may change over time.

17 Examples of Accommodations Extended time for exams & quizzes Alternate format: Braille, e-text, large print Auxiliary aids and services: sign language interpreters, recorders, calculators, etc. Accessibility: classrooms, residence halls, field trips, computer labs, etc. Assistive technology in classrooms and labs

18 Admissions: A Quick Overview Matriculated Students Apply through the admissions office Meet the University’s admissions requirements For more information about admissions to SCSU, please visit the admissions website at:

19 Residence Life Housing is given on a first-come-first-serve basis If there is a disability related need for housing, documentation must support that need and you must contact the DRC and Residence Life with your housing request when first applying for housing If there is a medical related need for housing, documentation must support that need and you must contact Health Services and Residence Life with your housing request when first applying for housing. Students must put their request in writing All decisions are made on a case-by-case basis and depend upon availability of housing

20 Areas of Distinction Weekly half hour appointments with DRC Specialists Designated sections of math 95, 102, 103, & 107 Focus on self determination Focus on career development Students serve as role models and mentors Center for Adaptive Technology

21 Center For Adaptive Technology Kurzweil Inspiration Co-Writer Jaws Alpha Smart To see the complete list of software and to learn more visit:

22 Wrap Up Questions and Answers To download a copy of this PowerPoint, please visit: and click on the link for prospective students then transition workshop PowerPoint.

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