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Getting Ready for College

Getting Ready for College. The ADA role in a college setting stems from earlier Civil Right Act of 1964. Laws were intended to eradicate discrimination and level the playing field so that everyone had the same access and opportunity, unhindered by prejudice.

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Getting Ready for College

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  1. Getting Ready for College • The ADA role in a college setting stems from earlier Civil Right Act of 1964. Laws were intended to eradicate discrimination and level the playing field so that everyone had the same access and opportunity, unhindered by prejudice

  2. Difference between special education mandates and the ADA • Entitlement vs. Civil Rights • IDEA (1975) entitle children with disabilities to a free and appropriate education that allows for achievement. • The anti-discrimination model (ADA) does not dictate that a student must pass exams or courses. The institution is not responsible for guaranteeing success. • ADA guarantees that individuals who are otherwise qualified will not be denied access simply because of a disability. • ADA is outcome-neutral in that it only ensures that a person with a disability is not prevented from competing with others as long as he or she meets the same qualifications.

  3. The Process of Qualifying a Student • It involves (3) elements • First, documentation must not be more than 3 years old. This is because the date must reflect the need to establish current impairment. • The impact of symptoms for any type of disorder varies over time, and across conditions

  4. Qualifying a student continued • Second, evaluation must be conducted by a qualified professional. The qualifying professional depends on the nature of the disorder and standards for training in that specialized field. • ADA standards are quasi-legal undertakings that affect grades, licensure, testing procedures, etc.

  5. Qualifying a Student • Third, the student must submit evidence that supports documentation, and must substantiate that the disorder/disability substantially limits a major life function, such as walking, learning, caring for oneself, etc. In a college setting the student becomes the advocate, adult, and records become the ownership of that student. • Parents do not have access to their child’s records.

  6. Guidelines for Type of Documentation Accepted • (For cognitive challenges/LD) • Aptitude: WAIS-III, Woodcock-Johnson, Tests of Cognitive Ability, Stanford-Binet • Achievement: Current levels of functioning in reading, math, written language. Acceptable instruments include: Wechsler Individual Achievement Test (WIAT), Scholastic Ability Tests for Adults (SATA), WRAT (not acceptable) • Information Processing: (short/long-term memory, auditory/visual perception/processing, processing speed) Can use WIAS-III, Woodcock-Johnson, Detroit Test of Learning Aptitude, etc.

  7. Additional Information about documentation • There must be clear and specific evidence of a learning disability • Actual test scores must be provided. Standard scores are required; percentile and grade equivalents are not accepted unless standard scores are included • Tests used must be technically sound • A history of the disorder must be presented • Any recommendation for accommodations must be based on objective evidence of a substantial limitation to learning • A rationale for use of auxiliary aids/services must be provided 7

  8. What happens when the disability is psychological? • The greatest challenge in this category is finding the balance between a diagnosis and an actual functional impairment (the clinician must differentiate between symptom severity and functional impairment) • A diagnosis does not necessarily mean a person cannot function in an academic setting. • It may only mean that under certain situations an impairment is manifested (e.g., test-taking) • The documentation process is the same, and the clinical impressions are critical as well as the history of the person’s overall prior experiences. • How will the proposed accommodation remedy the disability?

  9. Types of Accommodations • Extended time on tests • Testing in a distraction-reduced setting • Interpreting services • FM Sound (mild-moderate hearing loss) • Screen Magnifier (low vision) • Tests Read/Taped • Oral Test Responding • Note-takers (unpaid) • Modified seating/preferential seating • RFBD (Books on CD using a DAISY player) 9

  10. Overview of Differences Between High School and College • HIGH SCHOOL • IDEA-Student has right to an education, and the school is obligated by law to seek out, and provider appropriate services (focus is on success) • Evaluations are paid for by district • District is required to create and IEP • Curriculum modifications are encouraged • Section 504 allows for full participation of students with disabilities in same program and activities to all other students

  11. College • Student has no right to post-secondary education. They must meet admissions criteria (with or without accommodations), identify her/himself as a student with a disability, and provide documentation in order to request services • Students Pay for Evaluations • No IEP (no resource room no special education) • Students must maintain the same academic standards • Section 504: colleges must allow full participation to students with disabilities (who are otherwise qualified) in the same programs and activities available to all other students. • ADA: Individuals shall not be discriminated against because of their disability, and equal opportunity must be afforded 11

  12. Facilitating Self-Advocacy • Six Attributes Necessary For Success • Self-awareness: How does your situation/disability affect your life academically? • Proactivity-Can you take responsibility for both positive and negative decisions that you make, and do you believe that you can control (to some extent) the outcome of your life? • Perseverance- Can you continue to purse goals despite possible roadblocks? • Emotional Coping-Have you developed ways to deal with stress, frustration, and adversity? 12

  13. Teaching Self-advocacy • Goal Setting: Have you practiced the art of goal setting? Do you know when to adjust or modify a goal to meet a changing demand or situation? • Use of Effective Support Systems- Have you created and cultivated support people that are guides, encouragers, reinforcers, and feedback providers who really believe in you? • Can you answer the question, “Can you tell me about your disability and how it may impact you at school?” • Can you talk about your disability and describe what works and what doesn’t? • Do you know what psychological/Academic/Achievement tests you have taken, and what the results mean? 13

  14. Assistive Technology: Learning ways to stay an independent learner • Kurzweil (3000)-for written language and reading. Words printed on the screen can be read out loud to the student. Students can hear what they have written and self edit. (www.kurzweiledu.com) • Dragon Naturally Speaking-a voice recognition software that allows the student to write, email, edit reports through talking. The student must train the software to recognize the voice. http://www.dragontalk.com • Inspiration- a tool that allows a student to organize thoughts when writing www.inspiration.com • Key to Access (Premier)- a portable mp3 player. Has 10 downloads including talking dictionary, calculator, recorder, etc. www.premier.com/www.readingmadeez.com 14

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