Transcript Transitions to Higher Education for Students with Disabilites

College Accommodations for
Students with Disabilities
M A R I A N N E B A LTO N A C S W
NOVEMBER 15, 2012
Summary of Differences in K-12 vs. College
K-12 - IDEA
College - ADAAA and 504
IEP Team
Student
Individualized instruction
Accommodations
Curricular modification
No curricular modification
Parents participate in IEP process
Parents excluded
Schools recruit students for services
Students self advocate to request services
IEP plan is mandatory
Accommodations are recommended
School psychologist evaluation
Physician/Psychiatrist or PhD
IDEA/IEP = graduation
ADAAA/504 = equality of access
Teachers trained in various methods
Professors/adjunct no training
Success = school responsibility
Success = student responsibility
Definition of Disability Used in Higher Education
 Section 504 of the Rehabilitation Act 1973
 Americans With Disabilities Act of 1990 (ADA)
 The Americans With Disabilities Act Amendments Act of 2008
(ADAAA)
“An impairment that substantially limits or restricts a major life
activity such as hearing, seeing, speaking, walking, breathing,
performing manual tasks, caring for oneself, learning, or working.”
“Having a record of such an impairment”
“Being regarded as having such an impairment”
US Department of Justice, 2002
ADAAA 2008
Expands definition of “major life activities” to include:
“Caring for oneself, performing manual tasks, seeing, hearing, eating,
sleeping, walking, standing, lifting, bending, speaking, breathing,
learning, reading, concentrating, thinking, communicating,
working.”
Adds new category – "major bodily functions“ to include:
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Functions of the immune system
Cell growth
Digestive, bladder, and bowel functions
Neurological and brain functions
Respiratory and circulatory functions
Endocrine functions
Reproductive functions
US Department of Justice, 2008
ADAAA 2008
 Determining whether a condition “substantially limits a major life
activity” must be made without regard to the use of mitigating
measures such as medication, medical equipment, prosthetics,
hearing aids, mobility devices, oxygen equipment, etc.
 If condition would qualify without aids, consider the person to have a
protected disability

Exception: Eyeglasses and contact lenses
 Impairment that is "episodic” or “in remission" is a disability even
when inactive "if it would substantially limit a major life activity
when active"
 Newly covered conditions: cancer, diabetes, epilepsy, and PTSD
Establishing Higher Education Guidelines
 No mechanism in Federal Department of Education to systematically
share information across offices or coordinate technical assistance to
colleges
(GAO Report, 2009)
 No standardized federal guidelines for service provision
 Most guidelines established by the Association for Higher Education and
Disability
 AHEAD - Professional organization of college disability service providers
for development of policy and provision of services for persons with
disabilities in higher education: http://www.ahead.org/about
 Public colleges must comply with ADAAA and 504 laws
 Schools use different approaches to individually define “reasonable
accommodations”
 Some but not all schools can afford to provide “enhanced services”
Eligibility for Disability Services
 Student must be “otherwise qualified” for admission to the university
 Student is expected to contact disability services office autonomously
 Student may request disability services after official admission
 Accommodations for placement exams and standardized tests
 Student is expected to contact disability services office autonomously
 Parents/advocates may participate if student agrees
 Provide “adult” documentation - No IEP or K-12 documentation
 Student works collaboratively with disability specialist
 Teamwork: Student. Faculty, Disability Services Provider
Reasonable Accommodations
“A reasonable accommodation is any action that helps to alleviate a
substantial disadvantage due to impairment or medical condition.”
(AHEAD)
 University administrations view accommodations in terms of costs
 Do not place an undue financial burden on the university
 Do not alter the curriculum standards
 Students have rights to equal access and reasonable accommodations
 Students have responsibility to play an active role in claiming that
right
 Students must self identify
 Counselor uses documentation to determine eligibility
 Students negotiate accommodations with disability service provider
Accommodations Determined Individually
 Extended exam time
 Distraction reduced environment
 Alternative formats for texts and handout materials
 Use of adaptive equipment
 Readers, notetakers or audiotaped class sessions
 Classrooms in accessible locations
 Accessible furniture
 Play video:
http://www.washington.edu/doit/Resources/postsec.html
What Colleges Provide
 On site assistive technology/software: JAWS, screen magnification software, CCTV
 Speech to text software: Dragon Naturally Speaking
 Kurzweil reading software
 Assistive listening device: FM system (on loan)
 University loans Daisy players for CD”s borrowed from Learning Ally
 Distraction free study/testing rooms
 Alternative media
 Limited number of accessible dormitory rooms
 Note takers, cart reporters, sign language interpreters
 Accessible parking
 Library adaptive work stations
What Colleges Do Not Provide
 Medical, psychiatric, or learning assessments
 Personal attendants
 Personal tutors
 Rehabilitation or case management services
 Behavioral aides, companions, or individual monitoring
 Progress reports to parents
 Legal services
 Personal use computers/laptops
 Wheelchairs, medical equipment, or service animals
Key Points for Parents
 Support autonomy in your adolescent
 Arrange IEP transition planning to build self-awareness, self-
identity, self-esteem, and self-determination skills
 Remember that college students are expected to navigate
independently as adults – do not be insulted if you are not included
 Remember that colleges differ in their approaches to providing
accommodations
 View individual college websites to learn about the full range of
disability services provided at a particular institution
 Procure updated disability assessments and documentation in
accordance with university guidelines
 A diagnosis of a disorder, condition, or syndrome in and of itself does
not automatically qualify an individual for accommodations
 Request a pre-enrollment consultation
Self Determination
“...attitudes, abilities, and skills that lead people to define
goals for themselves and to take the initiative to reach
those goals.”
Ward (1988, p.2)
“...ability to identify and achieve goals based on a
foundation of knowing and valuing oneself."
Field & Hoffman (1994, p. 8)
Student Self Determination Model
Field & Hoffman 1994
Know Yourself
Value Yourself
Plan
Act
Experience
Outcomes
&
Learn
Teach Self Determination
Becoming aware of personal preferences,
interests, strengths, and limitations
Differentiating between wants and needs
Revising future decisions accordingly
Setting and work toward goals
Self-advocacy
Making choices based on preferences,
interests, wants, and needs
Self-regulation
Considering multiple options
Self-evaluation
Anticipating consequences for decisions
Performing and adjust independently
Initiating and taking action when needed
Using negotiation, compromise, and
persuasion to reach goals
Evaluating decisions based on outcomes of
previous decisions
Striving for independence and recognizing
interdependence with others
Assuming responsibility for actions and
decisions
Persistence, self-confidence, creativity and
pride
Parents Role in Supporting Self Determination
 Walk the tightrope between protection and independence
 Allow your son or daughter to explore his or her world
 While there are obvious limits to this, all parents have to "let go,"
and it is never easy
 Encourage your son or daughter to ask questions and express
opinions
 Involvement in family discussions and decision-making sessions is
one way of providing this opportunity to learn
 Self-worth and self-confidence are critical factors in the
development of self-determination
 Model your own sense of positive self-esteem
Davis and Wehmeyer (1991)
Documentation Requirements
 Licensed physician, psychiatrist, or PhD psychologist
 Letter head stationary
 Clinician’s signature
 Current within three years for most conditions
 Current within one year for psychiatric/psychological conditions
 DSM-IV-TR or ICD-10 diagnosis
 Articulate functional limitations
 Articulate needed accommodations
Sample Guideline: Learning Disabilities

Testing must address the present impact of the student’s disability
on current academic functioning. The report must indicate how
the learning disability contributes to a significant impairment in
cognitive functioning.
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Report must clearly give a diagnosis of the specific learning
disorder and should use Diagnostic and Statistical Manual of
Mental Disorders, Fourth Edition (DSM IV-TR) or ICD-10
diagnostic codes. Vague terms such as "may have", "seems to
have" , and "suggests" are not acceptable as diagnostic.
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Report must specify test scores and equated rationale used to
determine the DSM-IV or ICD-10 diagnosis and suggested
accommodations.
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Report must include a history of the learning disability and
previous accommodations.
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Report must include recommendations for academic
accommodations. Address both the current level of functioning
and present need for accommodations.
Sample Guideline: ADHD

Address both the current level of functioning and present need for
accommodations.
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Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis.
Not all conditions listed in the DSM-IV-TR or ICD-10 are
disabilities or impairments for the purposes of ADA.
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Include a summary of assessment procedures used to make the
diagnosis.
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Describe present symptoms and fluctuation conditions/symptoms
in relation to the diagnosis.
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Describe current medications, including side effects.
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Describe functional limitations supported by the diagnosis and
diagnostic test scores.
Sample Guideline: Psychiatric/Psychological

Address current level of functioning and present need for
accommodations.
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Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis.
Not all conditions listed in the DSM-IV-TR or ICD-10 are
disabilities or impairments for the purposes of ADA.

Include a summary of assessment procedures used to make the
diagnosis.

Describe present symptoms and fluctuation conditions/symptoms
in relation to the diagnosis.

Describe current medications, including side effects.

Describe functional limitations supported by the diagnosis and
substantiated by test scores.
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When accommodations are requested based upon multiple
diagnoses, documentation for each disability must meet
documentation criteria for each disorder.
Sample Guideline: Physical Conditions

Include a clinical diagnosis, the date of original diagnosis, and the
date of last contact with the individual. The documentation should
be recent and address current levels of functioning.

Include a summary of assessment procedures and diagnostic test
data used to make the diagnosis and determine functional
limitations.
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If the impairment interferes with cognitive functioning, test scores
must substantiate a significant impairment to cognitive
functioning. All sub-test standard scores must be provided for all
tests reported.

Establish a clear link between the requested accommodations and
the substantiated functional limitations that are pertinent to the
academic/functional demands of the academic setting for which
the accommodations are being requested.
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Describe the expected progression or stability of the impact of the
disability over time.

Detail treatments, medications, assistive devices/services
currently prescribed or in use.
Sample Guideline: Hearing Impairments
 A clear statement of deafness or hearing loss, with a current
audiogram that reflects the current impact the deafness or hearing
loss has on the student's academic functioning.
 A summary of assessment procedures and evaluation instruments
used to make the diagnosis and a narrative summary of evaluation
results, if appropriate.
 Medical information relating to the student's needs, the status of the
individual's hearing (static or changing), and its impact on the
demands of the student’s academic program.
 A statement regarding the use of hearing aids (if appropriate).
 A description of the student’s functional limitations supported by the
diagnostic data, and how they would relate to a significant
impairment** in academic functioning.
Sample Guideline: Blindness and Low Vision

A clear statement of the diagnosis with supporting numerical
description of vision limitations that is within five (5) years.
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A summary of the present symptoms used to meet the criteria for
diagnosis of the specific condition.

A summary of assessment procedures and evaluation instruments
used to make the diagnosis, including a summary of evaluation
results.

Current medical information relating to the student’s needs and
the status of the student’s vision (static or changing) including the
use of corrective lenses and ongoing visual therapy.

A description of the student’s functional limitations supported by
the diagnostic data, and how they would relate to a significant
impairment** in academic functioning.
Sample Guideline: Traumatic Brain Injury

Include a clinical diagnosis including the date of original
diagnosis of the traumatic brain injury and the date of last contact
with the individual.

Include a summary of assessment procedures used to make the
diagnosis and determine functional limitations.

Identify the major life activities affected by the student’s
traumatic brain injury that will affect the student in an academic
setting.

Include test scores that substantiate a significant impairment in
academic functioning as it relates to the student’s traumatic brain
injury. All sub-test standard scores must be provided for all tests
reported.

Address both the current level of functioning and present need for
accommodations, including an assessment of the individual’s
cognitive abilities, including processing speed and memory.
Resources
7 Steps for Success: High School to College Transition Strategies for Students With Disabilities
http://www.cec.sped.org/ScriptContent/Orders/ProductDetail.cfm?section=CEC_Store&pc=P6041
Office of Civil Rights: Transition Guide for High School Educators
http://www2.ed.gov/about/offices/list/ocr/transitionguide.html
Office of Civil Rights Guide for Students: Know Your Rights and Responsibilities
http://www2.ed.gov/about/offices/list/ocr/transition.html
National Center on Secondary Education and Transition: IEP and Transition Planning
http://www.ncset.org/topics/ieptransition/default.asp?topic=28
AHEAD – Transition Resources A-Z
http://www.ahead.org/students-parents/transitions
DOIT: Disabilities, Opportunities, Internetworking, and Technology
http://www.washington.edu/doit/Brochures/overview.html