Sweetser/Deschamps Identifying and Overcoming Barriers to Postsecondary Success for Students with Disabilities Ann Deschamps Transition Liaison Fairfax County Public Schools And Carol J. Sweetser Counselor, Disability Services Northern Virginia Community College, Annandale Campus

Sweetser/Deschamps Eligibility vs. Entitlement

Sweetser/Deschamps Disability (IDEA) IEP meetings goals and objectives Special classes and/or programs Self- determination self-advocacy skills Accommodations Life While in High School

Sweetser/Deschamps Life After High School  No IDEA, no IEP  ADA and 504  World of work reasonable accommodation reasonable accommodation disclosure disclosure  Post-secondary education documentation documentation academic adjustments academic adjustments auxiliary aids and services auxiliary aids and services testing accommodation testing accommodation

Sweetser/Deschamps Individual World of work Reasonable accommodations Postsecondary education Support services Self- determination self-advocacy skills Recreational and leisure activities Life After High School

Sweetser/Deschamps Differences Between High School and College  High School  Highly Structured  Courses less demanding  Student is a “child”, the parent is responsible  Grades given to parents  Teachers call parents for a conference  Grades might reflect effort  School creates social and cultural activities to enhance education  College  More flexible  Courses more demanding  Student is considered to be an adult  Grades given to student  Professors have no parental contact  Grades reflect performance  Student must find campus activities and organizations

Sweetser/Deschamps  High School  Identification and evaluation of disabilities  Resource room; small classes; basic skills instruction  Teacher monitors progress  Student sees teacher 3 – 5 times per week  College  Student must self identify and provide current documentation of disability  No special program for students; larger classes  Student self-monitors and seeks help when needed  Student may only see professor once a week

Sweetser/Deschamps High SchoolHigh School  Adjust programs/Waivers  Parental advocacy and intervention  Provision of personal services  Goal: To complete high school  College  Compensatory strategies, but no elimination of requirements  Self advocacy/no parental intervention  No obligation to provide personal services unless available to general student population  Goal: Employment/Transfer to four year university

Sweetser/Deschamps POST SECONDARY CONSIDERATIONS

Sweetser/Deschamps Documentation of a Disability in the Post Secondary Setting  ADA and Section 504 don’t specify age of documentation or nature of documentation.  Most schools have adopted the AHEAD policy to identify what is appropriate to demonstrate impact of disability on adult learning. In general colleges want documentation of a disability to be no more than 3 years old.  Important to check w/ each individual college to find out their exact requirements.  In all cases, provision of documentation is the responsibility of the student and not that of the college or the public school system.

Sweetser/Deschamps ACCESSING DISABILITY SUPPORT SERVICES  Few schools have special programs  All schools have some type of disability support services program  Important to check with the individual school to learn about their specific services and procedure for applying for services

Sweetser/Deschamps FREQUENT STUMBLING BLOCKS  Entitlement versus Eligibility  Provision of documentation  Denial of a disability  Self advocacy and independence

Sweetser/Deschamps WHAT CAN WE DO?  Educate families early on requirements  Educate students about their disabilities  Promote self-advocacy skills  Discuss real world view of disability