1. Collaboration, Advocacy and Success in Post Secondary Education
October 10, 2016
ED 479
Linda Brooks Williams

2. Student Must Be Self Advocate Increased Work Load
Top Adjustments for High School Students with Disabilities Transitioning to College
Differences in the Law
Student Must Be Self Advocate
Increased Work Load
Less Structured Environment

3. Top Adjustments for High School Students with Disabilities Transitioning to College
Differences in the law
Success is not guaranteed and must be earned
Accommodations rather than modifications

4. Legal Differences between High School and College
IDEA (Individuals with Disabilities Education Act)
Section 504, Rehabilitation Act of 1973
IDEA is about Success
COLLEGE
ADA (Americans with Disabilities Act of 1973)
Section 504, Rehabilitation Act of 1973
ADA is about Access

5. Need for student to advocate for him/herself
Top Adjustments for High School Students with Disabilities Transitioning to College
Need for student to advocate for him/herself
Student must ask for assistance when needed
Parent role decreases

6. Differences in Self Advocacy
Student is identified by the school and is supported by parents and teachers
Primary responsibility for advocacy and accommodations belongs to the school
Teachers approach students if they believe assistance is needed
Parents advocate for the student
Student must self-identify to Disability Services and present current documentation
Primary responsibility for advocacy and accommodations belongs to the student
Professors are helpful but will expect student to initiate contact for assistance
Student advocates for self

7. How Can You Help Your Students Prepare for This?
Elementary school?
Middle school ?
High school ?

8. Making Life Choices – 2 Mindsets
Victims
Creators

9. Creators’ Beliefs about Themselves
Creators believe their choices create the outcomes and experiences of their lives.
They are responsible for their own behaviors, results and feelings.
They work hard to make their goals and dreams a reality.

10. Victims’ Beliefs about Themselves
Victims believe that external forces determine the outcomes and experiences of their lives.
Other people and bad luck are responsible for their problems.

11. Inner Voices Victim’s Voices
Inner Critic – judges us, blames us, complains about us
“It’s all my fault”
Inner Defender – Judges others, blames others, complains about them, demeans them.
“It’s all your fault”

12. Examples of Inner Critic’s The internal voice that judges us as inadequate.
I’m dumb.
I’m a failure.
I’m worthless.
I can’t learn math.
I’m a lousy friend.
No one will like me.
I can’t remember stuff.
If I ask a question, I’ll look like a jerk.

13. Examples of Inner Defender’s The internal voice that judges others.
People are always mean to me.
People don’t treat me right; they’re rotten.
People don’t agree with my ideas because they’re too stupid to understand them.
Life isn’t fair; I never get an even break.
Teachers always have their favorites and those students get all the breaks.
No one knows what they’re doing.
Life stinks.

14. Inner Voices Creator’s Voice Inner Guide Am I on course or off course?
If I am off course, how can I get back on course?
Accepts Responsibility
Seeks Solutions
Focuses on How to Improve
Turns Complaints into Requests
Seeks Help from Those More Skilled

15. What can I do to get back on course?
Examples of Inner Guide The wisest internal voice that seeks to make the best of any situation.
What can I do to get back on course?
I’ll take detailed notes on everything I read.
I’ll find a way
There’s always something I can do
I’ll keep going
I’ll start a study group.
I’ll record lectures, listen a little at a time and take notes.

16. Self Talk Types of Self-Talk 1) Problem solving 2) Affirmation
3) Gremlin (self-sabotage)

17. Increased Work Load Large amounts of reading Major writing assignments
Top Adjustments for High School Students with Disabilities Transitioning to College
Increased Work Load
Large amounts of reading
Major writing assignments
Comprehensive tests based on mastery of concepts rather than memorization

18. Differences in Instruction
Teachers may modify curriculum and alter pace of assignments and deadlines
Students are expected to read short assignments that are then discussed and often re-taught in class
Teachers take attendance, may check notebooks, put information on the board and directly impart knowledge or facts.
Professors are not generally required to modify assignments or alter deadlines
Students are assigned substantial amounts of reading and writing which may not be directly addressed in class.
Professors may not teach from the text book, may lecture non stop, and students must acquire knowledge/facts from reading and research

19. Differences in Grades and Tests
IEP or 504 plan may include modifications to test format and/or grading
Tests are frequent and cover small amounts of material
Tests focus on regurgitation of facts and knowledge
Teachers often take time to remind students of assignments and due dates
Grading and test format changes are generally not available. Accommodations as to HOW tests are given are available when supported by disability documentation
A course may have only 2-3 exams and be cumulative covering large amounts of material
Tests focus on deep understanding or application of concepts
Professors expect students to read and consult course syllabus for assignments and due dates

20. How Can You Help Your Students Prepare for This?
Elementary school?
Middle school ?
High school ?

21. Less structured environment More freedom
Top Adjustments for High School Students with Disabilities Transitioning to College
Less structured environment
More freedom
More responsibility to manage self and time

22. Differences in Study Responsibilities
Tutoring and study support may be a service provided as part of IEP or 504 plan
Student’s time is structured by others and teachers and parents help minimize distractions that might hinder student’s success
Teachers break down assignments into step by step tasks
Students may study outside class as little as 1-5 hours per week
Tutoring DOES NOT fall under Disability Services. Students must seek out the tutoring resources provided to all students
Students must mange their own time and distractions including parties, social media, video games, internet surfing, drinking , road trips and hanging out
Instructions are less specific and students complete assignments independently on their own time
Students will need to spend at least 2-3 hours per day in out of class study for every hour spent in class (30-48 hrs per week)

23. How Can You Help Your Students Prepare for This?
Elementary school?
Middle school ?
High school ?

24. Examples of Accommodations in College
Test Taking
Extended time, distraction limited environment, reader, scribe, no scantron, use of word processor
Note taking
Recorder, Live scribe pen, use of word processor, note taking assistance
Reading
Access to screen reading software, foreign language substitution
Writing
Access to voice recognition software
Study and Organizational Support
Optional support may be available as well as priority registration

25. How to Request Accommodations and Services
After the student has been accepted to the university, contact the office of Disability Services, make an appointment to speak with them and arrange to send a copy of the documentation to their office. Each school will have documentation guidelines to share with you. A copy of the psycho educational testing is very helpful.
At the appointment, the student should ask about the accommodations and services that are available, discuss what accommodations were helpful in high school and discuss the accommodations that are likely to be needed at the college level.

26. Qualities Common to all Successful College Students
Commitment
Register with Disability Services
Understand the Disability – functional limitations
Be a Good Self Advocate
Take Fewer Classes

27. Qualities Common to all Successful College Students
Become Familiar with Campus Environment
Learn How to Study
Stay Organized
Go to Class
Get Help