1. Amy Wilms, Assistant Dean of Academics and Student Life Ruben Robles, Associate Dean of Student Life

2.  Private Liberal Arts College, Southern California  2300+ Students, College of Arts & Sciences, Undergraduate, Graduate Music & Communicative Disorders, and Geographic Info. Systems (GIS)  School of Business, School of Education Teaching Credential, Masters, and Ed.D programs

3.  Why? Education, Awareness, and Access  What? Collaboration and Support for Student Success  How? The Following Presentation

4. High School (IDEA) IEP504 College (ADAAA) ADAAA504

5. IDEA Educational Statue HIGH SCHOOL School is responsible for “identifying and evaluating” the students - SUCCESS Provide services, at no cost to the parents, up to the age of 21 while in a secondary school program Cover students with educational disabilities that require special services from specially trained teachers Educational decisions and accommodations are done by IEP team and parents Transfer of parental rights to the student at age 18 504 Non-Discrimination Statue Establish “level playing field” (access) and prevent discrimination based on disability Applies to all Schools and Institutions that receive Federal funds Applies to all “qualified” persons, regardless if they received accommodations in elementary or secondary school, as long as they meet the requisite standards Elem/HS- Educational decisions and accommodations are done by IEP team and parents ADAAA Non-Discrimination Statue COLLEGE Strengthens 504 plan and extends to employment, and private institutions, agencies and organizations. Assessment and Documentation Students must self-identify, provide documentation of the disability and updates/new documentation are done at the student’s expense. Accommodations are determined on a case-by-case basis by the ASDS Office. New 504 plan is needed for post secondary institution. Developed with the student and Disability Services Office on campus.

6. ADAAA 2008 CHANGES  Lower threshold.  Expanded definition: “learning, reading, concentration, thinking”.  Mitigating measures are not to be included in disability determination BUT can be used when looking at accommodations.  Episodic or in remission is a disability.  No “cherry picking” documentation. UNIVERSITY OF REDLANDS “ YES WHEN WE CAN – NO WHEN WE HAVE TO” Scott Lissner  Testing less than 3 years & Mental Health is case-by-case  Evaluator is qualified to make the diagnosis  Evaluation clearly indicates a disability covered under ADA  Test scores are included  Evidence to support claim of disability  Documentation and explanation supports why or why not – accommodations  Documentation has: ED./Med./ Dev./Soc./Fam. Hx. – relevant

7. ETS -GUIDELINES  Qualifications of Evaluator  Recency of the Documentation  Basic Testing Accommodations  Extensive Testing Accommodations  Document Update  Appropriate Clinical Documentation to Support the Disability  Evidence to Support Rationale for Accommodation Need  Supplemental Sources of Info ETS - ACCOMMODATIONS  Basic Testing Accommodation  Time and a half  Additional rest breaks  Extensive Testing Accommodations  Double time  Reader  Scribe or keyboard entry aid  Separate room for testing  Calculator  Assistive technology

8.  Colleges remotely resemble the HS system. IEPs and 504s expire at graduation.  The student is responsible for the entire disability process and accommodations.  Colleges are basically required to provide access to their programs.  Colleges are not to discriminate on the basis of having a disability.  The law allows colleges to decide what their documentation and eligibility requirements are.  Emphasize that colleges are not required to raise the student’s academic performance to that of their peers.  Colleges cannot offer accommodations that fundamentally alter the academic program.  Colleges are not required to provide personal accommodations.  Parents are not allowed to make the accommodation request for their student.

9. FERPAADAAA HIPAA/ Confidentiality

10.  Privacy vs. Confidentiality  Attorney  Medical (e.g., psychological)  Clergy  Spouse  News Reporter (source)  Educational Records  Exemptions  Parent notification  HIPAA – Confidentiality  Electronic  Doctor – to – Doctor  FERPA vs. HIPAA  All or nothing

11.  Universal Design  Initially seen in architecture, a concept that designing inclusively will positively affect all.  Goes beyond accommodating the person with the disability by providing greater access to all.  Example of Universal Design in the physical environment:  Curb cuts for bikes, strollers, shopping carts, and rolling suitcases.  Example of Universal Design in the learning environment:  Providing information in multi-modal formats (print, orally, electronically, etc).

12.  Academic Affairs & Student Life  Accommodations Committee  Admissions  Behavior Assessment Team  Ad Hoc Committee – Disability  Academic Review Board  Registrar’s Council

13.  Public Safety  Admissions  Residence Life  First Year Seminars  Department Chairs (Faculty Retreat)

14.  Amy Wilms (909.748.8108) or amy_wilms@redlands.edu  Ruben Robles (909.748.8053) or ruben_robles@redlands.edu  The ADA Coordinator’s Guide to Campus Compliance. LPR publications, 2 nd edition (2005).  Association on Higher Education and Disability  http://www.ahead.org  Information about laws, resources, jobs, etc:  http://www.disability.gov  http://www.ncd.gov/  http://www. justice.gov  Educational Testing Service  www.ets.org/disabilities