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Bridging the Gap: Understanding SAR for Students with IEPs Transitioning to Higher Education

This document explores the importance of Support for Accommodations Requests (SAR) for students with Individualized Education Programs (IEPs) transitioning from high school to higher education. It examines the differences in eligibility criteria between K-12 and college, emphasizing the need for better communication and collaboration among stakeholders. By highlighting the requirements for documentation, the decision-making process for disability services, and the role of student advocacy, this guide aims to create a more consistent and supportive environment for students with disabilities as they navigate their education.

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Bridging the Gap: Understanding SAR for Students with IEPs Transitioning to Higher Education

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Presentation Transcript

  1. Why SAR ?(Support for ACCOMMODATIONS Request) • Needed Bridge from High school to Higher Education for students with IEPs. • Enhanced communication/ consistent process • Collaborative Solutions

  2. Context for Developing SAR • The environment • Non-categorical, k-12 • Categorical/designation—Higher Education • Differing criteria • Lack of consistencybetween disability services providers of higher education

  3. UNDERSTANDING DIFFERENCES Higher Education Considerations Entitled Individual – Secondary Individuals birth-21 who are determined through an individualized evaluation conducted by a team, including the parent, to beeligibleand in need of specially designed instruction.

  4. UNDERSTANDING DIFFERENCES Higher Education Considerations EligibleIndividual – Higher Education • The disability must have a demonstrated impact on the individual’s ability to perform academically. • The individual must be otherwise qualified for the program meeting, including meeting university admission requirements.

  5. UNDERSTANDING DIFFERENCES Higher Education Considerations Who makes the decision? High School • Individuals are determined entitled by the IEP team based upon a preponderance of data from multiple sources. Higher Education • Individuals are determined eligible by the service provider using documentation provided by outside sources.

  6. UNDERSTANDING DIFFERENCES Higher Education Considerations Who must “prove” disability? Secondary • School are required to identify students who need assistance. • Laws govern how to document the need. Higher Education • Individuals are required to self-identify and show “proof” of their disability. • Laws do NOTprovide guidance for documenting a disability.

  7. Elements in the Form • Eligibility/Diagnostic Statement • Formal Diagnosis/Date (when available) • Basis for Determination • Current Functional Impact • Response to Instructional Intervention • Progression/Stability of the disability

  8. Elements in the Form • History of Accommodations • 9th-12th Grade • Suggested Accommodations • Signature • Name, Title, Organization, Telephone • Authorization for Release of Information • Student Statement of Goals • 3-5 sentences describing hopes to accomplish

  9. Benefits for All • Comprehensive • Dates—eligibility, assessment, intervention • Basis for determination • History—intervention, accommodations • Current functional impact • Student Involvement/Insight

  10. Benefits For the Student • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  11. Benefits for Higher Education • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  12. Benefits for Secondary • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  13. Benefits • Consistent • Within agency • Across agency • Multi-agency • Alignment of expectations • Not consensus but uniformity

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