Presentation on theme: "Preparing Students with Disabilities for Post-Secondary Education: It’s More Than Just the Diploma… Sharon deFur College of William and Mary email@example.com."— Presentation transcript:
1 Preparing Students with Disabilities for Post-Secondary Education: It’s More Than Just the Diploma… Sharon deFurCollege of William and Mary
2 Based on your observations as GRASP advisor…What is one critical concern or question that you have as a GRASP advisor for students with disabilities applying for financial support for post-secondary education?What are critical “competencies” youth with disabilities or their families need to be successful applicants for post-secondary education and for scholarship applications?How might GRASP advisors collaborate with the IEP transition team to maximize youth with disabilities’ participation in post-secondary education?
3 Research in the last decade found that… 1/11 college freshmen reported having a disability up from 1/33 20 years ago (Mott, 2004)There is an increasing percent of full-time college freshman with disabilities reporting a learning disability% % % 2002 (VA follow-up) majority of students who completed high school with a diploma engaged in work or post-secondary educationNTLS2 data report that 47% of all SWD indicate post-secondary education as a transition goal; 14% of age-eligible youth are taking college entrance examsInterestingly, all students with disabilities were more likely to be Caucasian males and enrolled in two year collegesStudents with LD were more similar in age to typical peers; were more likely to receive remedial courses in college than other peers with disabilities; NTLS2 shows that >60% of SWD are > 3 grade levels behind in both reading and mathFewer students with disabilities complete their post-secondary studies within 5 years of high school than non-disabled peers (12% vs 18%)
4 Key policies that influence planning for participation in post-secondary education… Individuals with Disabilities Education Improvement Act (IDEA)Americans with Disabilities Act (ADA)Section 504 of the Rehabilitation Act (504)Family Education Rights and Privacy Act (FERPA)
5 A reminder --- according to IDEA, transition services--- Are designed with a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities …… including post-secondary education, …Beginning not later than the IEP to be in effect when the child is 16, (in VA this begins at age 14) and updated annually thereafter…the IEP shall include:Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skillsThe transition services (including courses of study) needed to assist the child in reaching these goals
6 Transition Services (cont.) In a State that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student’s IEP must include a statement that the student has been informed of his or her rights under Part B or the Act, if any, that will transfer to the student on reaching the age of majority, consistent with Section
7 IDEA TRANSITION SUMMARY REQUIREMENT … students with disabilities leaving the secondary school will receive a summary of their accomplishments and transition needs along with their report cards…
8 Rights your graduating student(s) need to understand
9 ADA & 504Forbid post-secondary institutions from discriminating against otherwise qualified individuals with disabilities in the programs and services they offerPrograms and services include recruitment, admissions, financial aid, housing, transportation, the classroom, extra-curricular activities, student employment, etc.Programs and services, not necessarily facilities, must be accessibleInstitutions are required to provide appropriate, reasonable accommodations that ensure students with disabilities have the access needed to enjoy the full benefits of a college experience
10 Under 504, a College or University May Not: Limit the number of students with disabilities admittedMake pre-admission inquiries as to whether or not an applicant has a disabilityUse admission tests or criteria that inadequately measure the academic level of applicants with disabilities because special provisions were not made for themExclude a student with a disability from any course of study solely on the basis of his/her disabilityCounsel students with disabilities toward a more restrictive career than students without disabilities, unless such counsel is based on strict licensing or certification requirements in a professionMeasure student achievement using modes that adversely discriminate against students with disabilitiesInstitute prohibitive rules (such as barring of tape recorders or other auxiliary aids) that may adversely affect the performance of students with disabilities
11 Accessing services What documentation is required? Based on your day at “say yes to college” and the presentation … what do you conclude? Go to the AHEAD website and identify what you need to make sure is in place for students going to post-secondary education…
12 Issues in Post-Secondary Education Admissions – students must meet the essential, academic, and technical standards of the IHEDocumentation of a disabilityFaculty perspectives on accommodationsEthical concernsWhat is a reasonable accommodation?
13 College? University? OR Not Choosing a career goalPlanning a course of studyMatching career goals and post-secondary options
14 Transition Timeline Pre-high school Remediate basic skills deficits Take preparatory classesDevelop study skills and strategiesPlan for high school classesStart saving moneyIdentify the course of study in the IEPRemediate basic skills deficits
15 HS Freshman Year GoalsDevelop a clear understanding of the nature of disabilityPrepare academicallyExplore career optionsDevelop academic independenceParticipate in extra-curricular activitiesContinue to remediate basic skill deficits
16 Sophomore Year Goals Continue academics, remediation, etc. Identify interests aptitudes, etc.Meet with guidance counselor to discuss colleges and college requirementsTake the PSAT with or without accommodationsAttend college fairsVisit colleges and other post-secondary education training options
17 Junior Year Goals Continue as above Focus on matching interests and abilities and career goals to appropriate post-secondary education choiceIdentify services that would be appropriate for post-secondary education setting of choiceTake the SAT or ACT, if requiredEstablish a tentative career goal
18 Junior Year (cont.)Take courses or participate in groups that promote skills in time management, study skills, assertiveness training, stress management, and exam preparationGather information about college programs and about disability services offeredIdentify people to write recommendations
19 Senior Year Goals Strengthen self-advocacy skills Prepare a transition packet that includes evaluation reports, transcripts, test scores, current IEP, medical records, a writing sample, and letters of recommendationRole-play interviewsEvaluate the services offered by the college or post-secondary training institution and determine whether these settings match individual needs and goalsTalk with students who are receiving support services at the colleges and other post-secondary education training settings about their experiencesPrepare applicationCheck with DRS to see if eligible for DRS services
20 Family needsCosts What are the costs for tuition? Rooms? Meals? Are different plans available? Payment schedule? Down payment? When?Financial aid What financial aid programs does the college have? How many students receive financial aid? -- What are the requirements? Does the college place students in jobs on or off campus?
21 Questions to Think About What are 3 new ideas that you got from this presentation?What surprised you? Excited you? Made you nervous?How will you use the ideas that you got today?What recommendations would you have for GRASP advisors?