Transition So many questions…. So few answers!

Department of Public Instruction Goals for Transition Planning To arrange for opportunities and services which will support quality adult living. To prevent interruption of needed services. To avoid institutionalization. To maximize community participation, independence and productivity. Mary Anne Tharin, 1998

Post-Secondary Goals for Transition Demonstrate self-advocacy. Request services in a timely manner. Follow established procedures. Seek out campus resources. Be able to explain how disability impacts learning. Be able to discuss accommodations with faculty.

High School Vs. College IDEA = Entitlement - Student has right to a free and appropriate public education. - Emphasis on success (standards may be modified) ADA = Eligibility - Attending college is a privilege. Students must be eligible. - Emphasis on equal access (standards are NOT modified)

Who is addressing transition? Not I, said the student… Not I, said the public school… Not I, said the college… ….then Ill do it myself ! said the parent.

Using our listening skills… BLAH BLAH BLAH BLAH

Something to think about… K-12 has encouraged and supported parents involvement. Parents have access to student records. Parents have often been only advocate. Parents are often the best source of information! Parents ARE the support system. Student is likely 3-5 years developmentally behind peers in maturation.

Ideas to Bridge the Gap Create information to share with local/feeder high schools. Include appropriate public school personnel on advisory boards. Offer to make presentations to high school students/parents. Maintain close relationship with college recruiter.

Ideas continued… Ask to be involved in college days at high schools. Have checklists available for parents and students. Establish and maintain dialogue with local secondary schools. Establish relationships with local agencies. Create an orientation for students with disabilities.

DOCUMENTATION

Use and Purposes of Documentation Definition of Disability Non-discrimination Accommodations

Documentation Best Practices 1. The credentials of the evaluator(s). 2. A diagnostic statement identifying the disability. 3. A description of the diagnostic methodology used. 4. A description of current functional limitations.

5. A description of the expected progression or stability of the disability. 6. A description of current and past accommodations, services and/or medications. 7. Recommendations for accommodations adaptive devices, assistive services, compensatory strategies, and/or collateral support services. (taken from AHEAD website) Documentation Best Practices

Reviewing Documentation and Determining Accommodations Should be reviewed on individual, case-by- case basis Determination of a disability doesnt require the use of any specific language Can be augmented through interview Determination of accommodations is an interactive process Documentation of a specific disability dose not translate into specific accommodations

Documentation Continued…. Disability documentation should be treated in a confidential manner and shared only on a need-to-know basis Information on the individuals disability is only one component of providing access (universal design)

The ideal distance learner is able to answer these questions positively! Are you self-motivated? Do you work well independently? Do you manage your time well? Can you establish a regular weekly schedule? Do you have enough time? Are you willing to communicate frequently with instructor? Are you computer and web literate? Are you proficient in using assistive technology?

Questions for DAS providers to ponder… How do we know students are registered for DL class? How might documentation requirements change for someone in a DL class? How are DL faculty notified? What about accessibility? (both at home and in campus computer labs) Who is responsible for DL accommodations?

Pat Bunge, LPC disAbility Access Services Guilford Technical Community College