1. Supporting Students with Disabilities
High School through the College Transition and Beyond

2. Let’s start with the differences
IDEA
Section 504
ADAAA
Discuss comparison chart
The Individuals with Disabilities Education Act (IDEA) is a federal law that requires schools to serve the educational needs of eligible students with disabilities.
Schools must evaluate students suspected of having disabilities, including learning disabilities.
HX 504-Section 504 of the Rehabilitation Act states that “no qualified handicapped person shall, on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity which receives Federal financial assistance” (34 C.F.R. Part 104.4). The major difference between Section 504 and the ADA is that the former only applies to entities that receive federal financial assistance whereas the ADA covers most institutions whether privately owned or assisted with state and/or federal funds. If a college or university is in compliance with Section 504, in most instances it is in compliance with the ADA. However to the extent that the ADA provides greater protections to individuals with disabilities, the college/university must comply with the ADA.
Let’s start with the differences

3. Biggest impact……. The responsibility shifts to the student
Most difficult in the first year
So importanty for student to know the difference between high school and college, parents have long been their advocates
Biggest impact…….

4. Student is responsible for submitting documentation of a disability.
Must answer the question, “How is the student currently limited?”
We collect multiple sources of information to do a “limitation based” review (not an accommodation based)
Introduce the notion that the IEP or 504 plan does not carry on to college
Including student self report, history of receiving accomms, objective based information, clinician observations
Do not do review based on what type of accomms a student can receive, determine areas of substantial limitation and approve accomm that will remove barriers
The process begins

5. Helping with transition
First phase of any transition is to reflect on past experiences.
Questions to consider:
Can the student name their disability? Strengths and weakenesses, academic interests and aversions?
Can the student identify the accoms they have received and do they know when they are most useful?
Can the student identify academic and EF strategies that have helped them earn success?
Can they identify their current study environment?
Is the student aware of what he/she does to maintain wellness including sleep, exercise, stress management and medication?
What are the factoros that maintain and/or interfere with motivation?
Does the student know who have been his/her supporters and how effective has that support been?
Helping with transition

6. Gathering information
The college environment
How does the student turn what made him/her a successful high school student, into successful college experience?
Some more questions to consider….
Gathering information

7. Gathering Information Cont’d
How will college be different from high school?
What accommodations will he/she use in college?
How will he/she manage medication in college?
Where can he/she create an effective college study environment?
What academic resources can he/she use in college? And what wellness resources can he/she use in college?
What technology can he/she use in college?
Have he/she gathered the information they need?
Can the student identify any key differences between college and high school?
Can a student identify accomm that have been approved by a college’s DDS office? What strategies can replace accomms not available or not approved?
Can the student get refills?
Can the student identify elements that support and detract from studying? It will be important for a student to identify other places to study besides the roo,.
Important to be aware of campus resources, academic and health
Technology on campus?
Gathering Information Cont’d

8. Let’s talk scenarios

9. Reluctant to Disclose Scenario Sarah
Students are reluctant to disclose or request accommodations because:
Cut ties to special education
Be just like peers
think they have acquired the skills
Discuss “Barriers” article
Reluctant to Disclose

10. What is Self Advocacy? Scenario Jack
Awareness of differences between high school and college
Advocating for the first time
Ask what do you think Self-Advocacy is ( eg assertive, proactive self-determined), key to success in transitioning to college, likely not taught in high school, college is first time students find themselves responsible for accessing accommodations etc, therefore they need to learn their disability and the availability of accommodations.
What is Self Advocacy?

11. Last thoughts Must learn about resources
With an increase of students with disabilities entering higher education there should be an increase in transition programs and awareness
START EARLY
Lack of knowledge and understanding their rights and responsibilities is consistent factor contributing to difficulty for students with disabilities
video
Last thoughts

12.
about-childs-rights/how-idea-protects-you-and-your-child
Barrows, M., Newton, J., Collins, E. (2015). Beyond Transition, An interactive workbook for college-bound students with LD and ADHD. Huntersville, N.C. Association of Higher Education and Disability.
Lyman et al, “What Keeps Students with Disabilities from Using Accommodations in Postsecondary Education?” Journal of Postsecondary Education and Disability. 29(2),
Vance, Mary Lee et al. (2014). Beyond the Americans with Disabilities Act. Washington D.C. National Association of Student Personnel Administration.
References