ACT Now Students Workbook - Berks County Transition ...berkstransition.org/.../uploads/2012/02/ACT_NowStudentWorkbook.pdf · Student Workbook. MODULE 1 Transition ... This student

ACHIEVING COLLEGE TRANSITIONS NOW

Developed by Northampton Community College

Funded by FIPSEFund for the Improvement of Postsecondary Education

Student Workbook

MODULE 1Transition Planning — What is That Anyway?

1

WHY ARE YOU HERE? STUDENT SURVEY

College experiences can be challenging for students with disabilities. Students must KNOW and DO a number of things to be successful in college. Put an “X” in the box that describes YOU for each statement.

YES MAYBE NOTSURE NO

I can discuss my disability.

I can discuss how my disability affects my academic performance.

I can ask my high school teachers for accommodations when I need them.

I know how to participate in my IEP/504 meeting and transition plan.

I know how to discuss my disability and my academic needs with disability services staff at the college level.

I know what documentation I need to provide to receive accommodations at the college level.

I know what accommodations are available for me in college.

2

PREPARE FOR LIFE AFTER HIGH SCHOOL

Unemployment Rate Education & Training Pay — 2007 Median Weekly Earnings

2.0% AdvancedDegree $1220

2.1% Bachelor’sDegree $1014

3.5% Associat’e Degree or Some College $704

4.4% High SchoolGraduate $597

7.7% Some High School,No Diploma $440

*Notes: Unemployment and earnings for workers aged 25 and older, by educational attainment for full-time and salaried workers.

Source: Bureau of Labor Statistics. www.bls.gov

3

PREPARE FOR LIFE AFTER HIGH SCHOOL

Education & Pay — 2007

Education & Unemployment — 2007

4

DISABILITIES SIMPLIFIED

A student with Asperger’s Syndrome:

Experiences problems with social interaction and may engage in limited or unusual behaviors and interests. This student does not typically experience any delay in language, intelligence, or learning in school but may have trouble with making and maintaining relationships.

A student with Attention Defi cit Hyperactivity Disorder:

Experiences diffi culty with the ability to pay attention or focus on a task because of a difference in the structure of the brain. This student can have trouble with attention and concentration, organization, following directions, sitting still, and competing work on time.

A student with Blindness or a Visual Impairment:

Experiences a full or partial loss of the ability to see or take in information through their eyes. This student may have diffi culty seeing regular-sized print if visually impaired. If blind, this student will have diffi culty with mobility as well as learning using standard materials.

A student with Deafness or a Hearing Impairment:

Experiences a full or partial loss of the ability to detect or understand sounds and language. This student may have so severe a loss that they cannot understand what is being said even with a hearing aid and may use sign language to communicate with others.

A student with a Learning Disability:

Experiences diffi culty with academic skills and cognitive processing even though they have average to above-average intelligence. This student has diffi culties that can impede learning to read, write or do math, or memorize and recall information because their minds process words or information differently.

A student with a Physical or Systemic Disability:

Experiences limitations due to defi nite physical causes or illnesses that affect one or more of the human body’s systems. This student may experience problems with learning, movement, and other major life activities.

A student with a Psychological/Psychiatric Disability:

Experiences a persistent emotional or mental illness that results in educational, vocational and social diffi culties. This student may experience diffi culty learning, building or maintaining relationships with peers or teachers, and may demonstrate inappropriate types of behavior or feelings in school. This student may also experience depression and anxiety.

A student with Traumatic Brain Injury:

Experiences problems directly related to an injury to the brain. This student may experience trouble with thinking, memory, reasoning, problem solving, information processing and speech all directly related to open or closed head injuries.

5

WHAT IS MY DISABILITY?

Questions to ask yourself …

What are some post-secondary options I am considering (trade school, college, military, etc)?

What are some careers I might be interested in?

What is my disability? Describe it in your own words.

What have I done so far to get ready for my transition to a post-secondary experience?

1.

2.

3.

4.

6

YOUR ROLE IN THE TRANSITION

Questions to ask yourself …

Have I been at an IEP/504 meeting?

Did I pay attention and really understand what was being discussed at the meeting?

Did I really understand my role at that meeting?

Did I verbally participate in a discussion about my plan?

Did I offer ideas or suggestions or discuss needs I had?

Did I suggest specifi c classes I wanted to take?

Did I suggest accommodations or modifi cations I might need?

Is post-secondary education listed as a goal on my transition plan?

What might I do differently at my next IEP/504 meeting?

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MODULE 2Who Are You? Knowing your Strengths and Weaknesses

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HIGH SCHOOL …

High School ClassesHonors/AP

College Prep

General/Applied

Vocational-Technical

Special Education

… AND YOU

Am I enrolled in Honors or AP classes? Yes No

Current Honors/AP classes: Previous Honors/AP classes:

Am I enrolled in College-Prep classes? Yes No

Current College-Prep classes: Previous College-Prep classes:

Am I enrolled in General/Applied classes? Yes No

Current General/Applied classes Previous General/Applied classes

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Am I enrolled in Vocational-Technical classes? Yes No

Current Vocational-Technical classes Previous Vocational-Technical classes

Am I enrolled in Special Education classes? Yes No

Current Special Education classes Previous Special Education classes

I am doing well in these classes:

I am having some trouble in these classes:

10

DO YOU KNOW SOME BASIC COLLEGE FACTS?

At most colleges, a course load of 12 credit hours equals a full-time status.

Most courses are three credit hours each — and equal three hours in class each week.

A typical college semester is 15 weeks long.

An academic year at the college level generally consists of two semesters.

Many colleges offer two summer sessions. Each session consists of fi ve to six weeks of classes.

Specialized diplomas and certifi cates can be earned at a community college and some four-year institutions; credits will vary and are typically less than 60 credits.

An Associate’s Degree can be earned at a community college; this typically represents completion of 60-65 credits in program courses. This is an undergraduate degree.

A Bachelor’s Degree can be earned at a four-year college or university; this typically represents completion of 120-130 credits in program courses. This is also an undergraduate degree.

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COLLEGE …

CLASSES

High SchoolStandard schedule

180-day school year

Class attendance is required

Classes generally have no more than 30 students

1.

2.

3.

4.

CollegeVariable schedule

Typically two 15-week semesters

Attendance policies vary

Classes may have more than 100 students

1.

2.

3.

4.

… AND YOU

Rate your “skills for success”

A B C

o I can pay attention in a large class without any trouble.

o I have some trouble paying attention in a large class.

o I cannot pay attention in a large class.

o Attendance is not a problem for me.

o Attendance is sometimes a problem for me.

o Attendance is a big problem for me.

o I can easily follow a variable schedule.

o I have some trouble following a variable schedule.

o I cannot follow a variable schedule.

I have college-ready skills in:

o Attention o Attendance o Following a schedule

I need to improve my college-ready skills in:

o Attention o Attendance o Following a schedule

12

COLLEGE …

INSTRUCTORS

High SchoolTeachers have been trained in teaching methods

Teachers focus on textbook material

Often write information on board or overhead to be copied for notes

1.

2.

3.

CollegeProfessors are often “experts” in their fi eld but may not be trained as teachers

Lectures may not directly follow information in the textbook

May lecture nonstop; notes must be independently taken from lecture

1.

2.

3.

… AND YOU


A B C

o I am able to effectively learn in class regardless of how the teacher presents information.

o I have some trouble learning in class depending on how the teacher presents information.

o I have a lot of trouble learning in class because of how the teacher presents information.

o I am able to learn textbook material without a teacher’s explanation.

o I have trouble learning textbook material without a teacher’s explanation.

o I am unable to learn textbook material without a teacher’s explanation.

o I am able to take good notes in my classes.

o I am able to take “ok” notes in my classes.

o I am unable to take good notes in my classes.


o Classroom learning o Textbook learning o Notetaking


o Classroom learning o Textbook learning o Notetaking

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COLLEGE …

STUDYINGHigh School

Study time outside of class may vary (may be as little as one to three hours per week)

Instructors may review class notes and text material regularly in class

Students are expected to read short assignments that are discussed again in class

1.

2.

3.

CollegeGenerally need to study at least two to three hours outside of class for each hour in class

Students must independently review class notes and text material regularly

Substantial amounts of independent reading and writing may be assigned and not addressed in class

1.

2.

3.

… AND YOU


A B C

o I am self-motivated to study and can follow a study plan.

o I need someone to push me to study and have trouble following a study plan.

o I avoid studying whenever possible and do not have a study plan.

o I am able to independently review and learn information for classes and tests.

o I have trouble independently reviewing and learning information for classes and tests.

o I am unable to independently review and learn information for classes and tests.

o I am able to independently read my textbooks.

o I have some trouble independently reading my textbooks.

o I am unable to independently read my textbooks.


o Self motivation o Independent learning o Effective reading


o Self motivation o Independent learning o Effective reading

14

COLLEGE …

TESTING

High SchoolFrequent, assessing small amounts of material

Retests are often available

Test dates can be arranged to avoid confl icts with other events

1.

2.

3.

CollegeInfrequent (two to three times a semester), assessing large amounts of material

Retests are seldom an option

Scheduled tests are without regard to other academic or personal demands

1.

2.

3.

… AND YOU


A B C

o I have a great deal of experience taking comprehensive mid-term and fi nal exams.

o I have some experience taking comprehensive mid-term and fi nal exams.

o I have no experience taking comprehensive mid-term and fi nal exams.

o I did not rely on retests or make-up tests.

o I sometimes rely on retests or make-up tests.

o I always rely on retests and make-up tests.


o Taking comprehensive exams o Not utilizing re-tests


o Taking comprehensive exams o Not utilizing re-tests

15

COLLEGE …

GRADESHigh School

Homework grades may assist in raising overall grade when test grades are lower

Extra credit options are often available

Graduation requirements may be met with a grade of D or better

1.

2.

3.

CollegeTests and papers provide the majority of the grade

Extra credit options are not generally available

Student must meet program and graduation requirements (typically C or 2.0 GPA)

1.

2.

3.

… AND YOU


A B C

o My test grades are generally good.

o My test grades are not always good.

o My test grades are often poor.

o I usually pass classes without homework grades.

o I sometimes pass classes without homework grades.

o I would not pass a class without homework grades.

o I do not rely on extra credit assignments to pass a course.

o I sometimes rely on extra credit assignments to pass a course.

o I usually rely on extra credit assignments to pass a course.

o I always complete my homework even if it is not graded by a teacher.

o I have diffi culty completing my homework when it is not graded by a teacher.

o I do not complete my homework when it is not graded by a teacher.


o Performing well on tests o Completing assignments o Not needing extra credit


o Performing well on tests o Completing assignments o Not needing extra credit

16

COLLEGE …

INDEPENDENCE

High SchoolTeacher monitors student progress and recommends needed adjustments

Parents are members of the IEP team

Parents monitor/manage medication and health needs

1.

2.

3.

CollegeStudent monitors academic progress and requests assistance as needed

Student responsible for meeting with professors or staff regarding reasonable accommodations

Student monitors/manages ongoing medications and health needs

1.

2.

3.

… AND YOU


A B C

o I always track my progress and grades in my classes.

o I sometimes track my progress and grades in my classes.

o I do not track my progress and grades in my classes.

o I actively participate on my IEP team along with my parents.

o I sometimes participate on my IEP team along with my parents.

o I never participate on my IEP team.

o I typically take my medications without reminders from adults.

o I sometimes take my medications without reminders from adults.

o I don’t take my medications unless I am reminded by adults.


o Tracking my academic progress o Taking my medication o Participating on my IEP team


o Tracking my academic progress o Taking my medication o Participating on my IEP team

17

INDIVIDUAL APPOINTMENT WORKSHEET

I would like to talk about some of these things with my teacher, counselor or special education case manager …

o What my disability is/means

o The types of classes I am currently in

o Getting ready for my transition to a college experience

o Getting ready to attend my IEP meeting

Look back at your ratings on the “Skills for Success” activity. Select three areas you need to improve and want to discuss at your individual appointment. During your individual appointment, identify strategies to assist you improving these skills.

Skill 1: _________________________________________________________________________________________________

Strategies to Improve:

Skill 2: _________________________________________________________________________________________________


Skill 3: _________________________________________________________________________________________________


a.

b.

c.

a.

b.

c.

a.

b.

c.

18

A DIFFERENT VIEWPOINT …

Your parents and teachers may view your skills differently. It may be benefi cial, as you learn more about yourself, to ask another person to answer these questions about you.

_________________________________Student Name

Describe his/her study habits.

Can the student pay attention in class for the entire class period or does he/she get distracted?

Do you feel the student’s attention depends on his/her level of interest in the class material?

Does the student take good notes? Does the student take any notes?

Is the student an organized person?

Does the student complete assignments on time or is he/she always turning work in late?

What types of tests are best for the student? Multiple choice, essays? Project-based testing?

Is the student able to study and complete their assignments independently?

MODULE 3You and College: You Mean I Have To Do It?

20

WHOSE JOB IS IT ANYWAY?

High School

1. Who initiates meetings to discuss your disability?

2. Who notifi es teachers of the accommodations you need?

3. Who makes sure that you get your reasonable and appropriate accommodations?

4. Who provides your accommodations?

5. Who pays for your accommodations?

21

WHOSE JOB IS IT ANYWAY?

College

1. Who initiates meetings to discuss your disability? YOU

2. Who notifi es teachers of the accommodations you need? YOU

3. Who makes sure that you get your reasonable and appropriate accommodations? YOU andCOLLEGE

4. Who provides your accommodations? COLLEGE

5. Who pays for your accommodations? COLLEGE

22

COMMUNICATION PREFERENCES

Read all of the statements fi rst. Then circle the 10 statements that describe you best.

I understand most of the things that I read.

I like reading in my free time.

I like to write down my ideas before I say them.

I recopy information I want to remember or understand better.

I read magazines, newspapers, & books on a weekly or daily basis.

I would rather read a book or magazine than watch a movie.

I like to write letters as a way of keeping in touch with people.

I express myself by writing poetry, short stories, and by keeping a journal.

I feel that reading is relaxing.

I read the instructions on my video games in order to play well.

Writing in a planner, or calendar helps me organize & learn.

I write emails, text messages or IM on a regular basis.

I prefer reading things like picture captions, to learn about a story.

I prefer reading email, IM, or text messages from friends rather than talking by phone.

I rely on written lists & notes as reminders about events, dates & appointments.

I am such a good note-taker that friends ask if they can copy mine.

Hearing other people discuss things helps me form ideas.

I keep music or TV on for company and relaxation.

I learn better if I read out loud rather than reading silently.

I learn well by discussing my ideas with others.

I like to close my eyes and listen to the sounds around me.

I prefer listening to audio books rather than reading them.

I enjoy speaking and answering questions in class.

I like to spend time talking on the telephone.

I remember almost everything I hear.

I enjoy listening to people tell stories.

I am comfortable asking questions for information or to boost understanding.

I enjoy taking part in conversations with teachers, friends, and family.

I learn to do things by listening to directions.

I prefer talking on the phone rather than text messaging, email or IM.

I have successfully talked my way out of a bad situation more than once.

Wherever I go, I can easily meet new people and strike up a conversation.

I prefer to receive information by ______________________________________________

I prefer to send information by ______________________________________________

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Í Í

23

SELF ADVOCACY

A self advocate is:

A person who knows what he/she wants or needs and will speak up for himself/herself in order to meet his/her needs. Knowing and using your communication preferences will assist you becoming a self advocate.

To be a good self advocate, you must:Know yourself

Understand your disability

Be able to make decisions

Set goals

Communicate effectively

Developing Self Advocacy

I’m justlearningthis skill

I sort ofhave this

skill

I’m reallygood at this skill

I can identify problems at home or school

I can discuss possible solutions to problems

I can talk about my abilities

I can talk about my disability

I can talk about accommodations I need

I can talk about my IEP and/or 504 plan

I can communicate and advocate for myself with friends

I can communicate and advocate for myself with parents

I can communicate and advocate for myself with teachers

I can communicate and advocate for myself with employers

I can ask for help in school

I can discuss ideas or goals important to me

How do you self-advocate?

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MODULE 4What Do I Do Now? Self Identification and Documentation

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COLLEGE …

WHY THE CHANGE? THE LAWS SIMPLIFIED

High SchoolIDEA 2004

Entitlement

Success

IEP

Section 504

Eligibility

504 Plan

1.

−

−

−

2.

−

−

CollegeADA

Access

Reasonable, appropriate accommodations

Section 504

Eligibility “Otherwise Qualifi ed”

Reasonable, appropriate accommodations

1.

−

−

2.

−

−

… AND YOU


o I have an IEP o I have a 504 plan o I don’t know what I have

Because the laws have changed, you must change. You must now self-advocate in order to access accommodations in college.

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DETERMINING ELIGIBILITY FOR ACCOMMODATIONS

Contact and self-identify to the Disability Services Offi ce. This offi ce may be housed in Student Affairs, Health Center, Counseling Center or as a separate Offi ce of Disability Services.

Follow the college’s procedures to register with Disability Services.

Complete any necessary forms or paperwork.

Schedule a personal interview, if required.

Provide documentation of disability.

1.

2.

3.

4.

5.

27

DOCUMENTATION SIMPLIFIED

Documentation Reports:

Verify your disability currently affects a major life activity, such as learning

Are your “proof” or “ticket” to receive accommodations at that post-secondary institution

Documentation Reports must be:

Completed by qualifi ed professional

CURRENT, typically within the last three years

Typed on letterhead

Signed

Dated

Documentation Reports Should Include:

Clearly stated diagnosis (name) of disability

Results of any current testing

Discussion of the results of your evaluation

A need for accommodations in an academic environment based upon current level of functioning

Documentation may be found in the following types of reports:

Evaluation Report (ER)

Psycho-educational evaluation

Audiogram

Medical report

Information … Not Documentation

This may seem confusing, but there are also things that are not generally accepted as documentation of disability:

IEP

504 Plan

State-mandated standardized test reports

Summary of Performance (SOP)

Medical information written on a prescription pad

Documentation that follows these standards “Makes The Grade”

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DOES THIS DOCUMENTATION MAKE THE GRADE? BE A DOCUMENTATION DETECTIVE

Directions:

Using the documentation criteria provided on the following worksheet, identify three key documentation elements in the sample report that are incorrect.

Sample Report — Attention Defi cit Hyperactivity Disorder (ADHD)

John Smith, MDPediatric Psychiatrist

123 Main Street, Anywhere, USA 00000

Name: John Doe

Date: September 16, 2004

DSM-IV Diagnosis:314.00 Attention-Deficit Hyperactivity Disorder, Inattentive Type

Level of Severity (check one):Mild _____ Moderate _____ Severe _____

Date of Diagnosis: January 17, 2003

List procedures and results to assess/diagnose ADHD. 1)Connors Parent Rating Scale2)Connors Teacher Rating Scale3)Clinical Interview

Describe symptoms which meet the criteria for this diagnosis and this student’s functional limitations in an education setting.Student demonstrates some difficulty with attention and concentration; is forgetful in daily activities in the home setting; has some difficulty with organization. No significant functional impairment is seen in the academic environment.

List measures used to assess current educational achievement.A review of the student’s high school grades was conducted. Grades are in the average to above average range. No other measures were used.

Recommendations regarding reasonable and appropriate accommodationsNone.

Provide a medication history related to this disability.Ritalin, 10mg, 2x daily

John Smith, MD Signature:___________________________________________________

1.

2.

3.

4.

5.

6.

7.

8.

X

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DOCUMENTATION GUIDELINES

Attention Defi cit Hyperactivity Disorder (ADHD)A clearly stated diagnosis of ADHD, date of diagnosis and last contact with student

A description of current symptoms, including evidence of ongoing behavior that signifi cantly impairs academic functioning over time

Clinical instruments and procedures used to determine the diagnosis

Qualifi ed Professionals to Diagnose ADHD include:Psychiatrist

Neurologist

Licensed psychologist

Relevantly trained physician

Does This Documentation for ADHD Make the Grade?

CRITERIA YES NO

Is my documentation current? (within the last three years)1.

Is my documentation prepared by a qualifi ed professional?2.

Does my documentation clearly state what my disability is?3.

Does my documentation include results of current testing and a discussion of the results?

4.

Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning?

5.

Is my documentation typed and on letterhead?6.

Is my documentation signed by the professional?7.

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2.

3.

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DOES THIS DOCUMENTATION MAKE THE GRADE?BE A DOCUMENTATION DETECTIVE

Directions:


Sample Report — Learning Disability

Anywhere School District123 Main Street, Anywhere, USA 00000

John Doe II, 17, resides with his parents and brother. He is the product of an uncomplicated delivery and pregnancy. John is considered by parents and teachers to be a pleasant young man and works hard at his schoolwork. He receives tutoring to help with his academic difficulties. He does exhibit frustration at the amount of time he needs to spend reading in school. He has difficulty in memorizing mathematical concepts and equations. Dr. Marvin Hill, his ear, nose and throat physician, administered the Wechsler Adult Intelligence Scale-III (WAIS) and the Wechsler Individual Achievement Test-II (WIAT).John was administered 14 subtests of the Wechsler Adult Intelligence Scale on May 1, 2000.

In summary, John is a 17 year old who has exhibited academic difficulties from the time he was in middle school. His overall cognitive ability on the WAIS-III, by the Full Scale IQ (109), falls in the Average Range. John’s overall reading skills as indicated on the WIAT-II were performed in the Average range. In the mathematical portion of the WIAT-II, he is in the Below-Average range. A review of John’s errors revealed that he has not mastered even the basic math skills, including multiplication, division, decimals, fractions, and multi-step problems. John’s achievement on the WIAT-II compared to his WAIS, as estimated by the full scale IQ of 109, indicate his achievement scores in mathematics are not consistent with his demonstrated ability.

Diagnosis: This student has a weakness in math.

Recommendations for John in an academic environment include:

Unlimited time on all testsOral directionsUse of a notetaker

Signature: _______________________________________________________

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Learning DisabilityResults of an individually administered intelligence test such as:

Wechsler Adult Intelligence Scale (WAIS)

Wechsler Intelligence Scale for Children (WISC)

Woodcock Johnson: Tests of Cognitive Abilities

Results of individually administered achievement tests in reading, mathematics, and written language such as:

Woodcock Johnson Tests of Achievement

Wechsler Individual Achievement Test (WIAT)

A statement that the learning disability substantially limits functioning in an academic environment

Qualifi ed Professionals to Diagnose a Learning Disability include:Licensed psychologist

School psychologist

Learning disability specialist

Does This Documentation For a Learning Disability Make the Grade?

CRITERIA YES NO





4.


5.



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a.

b.

c.

2.

a.

b.

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DOES THIS DOCUMENTATION MAKE THE GRADE?BE A DOCUMENTATION DETECTIVE

Directions:


Sample Report — Hearing Impairment

Name: John DoeDate of Birth: 1/11/89Grade: ElevenSchool: Anywhere High SchoolDate: 9/1/05

Type of Plan:INITIal _______ Re-evaluaTIoN _______ CoNTINuING _______

Disabling Conditions:Hearing Impairment

Determination as a Qualified Individual:A medical evaluation, dated 1/1/01, by Dr. Hard Rock, indicated John Doe has a permanent hearing loss in his left ear. John’s hearing acuity in his right ear is mildly impaired. He does not use hearing aids.

educational Impact:John Doe has difficulty hearing educational material that is presented verbally. The reduced hearing sensitivity negatively affect John’s academic achievement. John has residual hearing in his right ear and does not use hearing aids nor an interpreter.

Necessary accommodations:*Preferential seating*Assistance with note-taking, provide copies of notes*Continue development of multi-sensory approach to learning to maximize skills

Test Procedures Modifications/Administration Modifications (as needed):*Additional time for testing*Allow student to focus on examiner-Repeat, clarify or reword directions

Test Results:

Committee/Plan Participants:Name SIGNaTuRe TITle

Jan Smith ________________ 504 Coordinator/Guidance CounselorGale Johnson ________________ 11th TeacherJane Doe ________________ ParentJohn Doe ________________ Student

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II.

III.

Iv.

v.

vI.

vII.

vIII.

X

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Deafness or Hearing ImpairmentA clear statement of deafness or hearing loss

Current audiogram

A statement about how the deafness or hearing loss impacts functioning in an academic environment

A statement regarding the use of hearing aids, sign language interpreters and other recommendations for accommodations

Qualifi ed Professionals to Diagnose Deafness or Hearing Impairment include:Otologist

Audiologist


Does This Documentation for Deafness/Hearing Impairment Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

4.

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DOES MY DOCUMENTATION MAKE THE GRADE?

Request copies of your documentation from your school, qualifi ed professional, or parents.

Evaluate your documentation using the “Does MY Documentation Make the Grade?” worksheet that applies specifi cally to your disability/disabilities.

If you would to discuss your documentation in greater detail, meet with your teacher, case manager or parent.

If your documentation does not make the grade:

Meet with your teacher to discuss an updated evaluation.

OR

Discuss an updated evaluation from a qualifi ed professional with your parents.

If your documentation makes the grade:

Research the documentation requirements at each college that interests you because requirements can vary from institution to institution.

Evaluate your documentation based on each college’s criteria.

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Attention Defi cit Hyperactivity Disorder (ADHD)A clearly stated diagnosis of ADHD, date of diagnosis and last contact with student

A description of current symptoms, including evidence of ongoing behavior that signifi cantly impairs academic functioning over time

Clinical instruments and procedures used to determine the diagnosis

Qualifi ed Professionals to Diagnose ADHD include:Psychiatrist

Neurologist



Does MY Documentation for ADHD Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

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Asperger’s SyndromeA specifi c diagnosis including DSM code

History and current functional limitations on major life activities resulting from the disorder including communication or language skills, social interactions, restricted, repetitive and/or stereotyped patterns of behavior, sensory function and sensitivity to environmental conditions, and motor planning

Results of an individually administered intelligence test such as:


Woodcock Johnson Tests of Cognitive Abilities

Results of an individually administered academic achievement test such as:


Wechsler Individual Achievement Test

Qualifi ed Professionals to Diagnose Asperger’s Syndrome include: Licensed psychologist

Neuropsychologist

Psychiatrist


Does MY Documentation for Asperger’s Syndrome Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

a.

b.

4.

a.

b.

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Blindness or Visual ImpairmentA clear statement of disability with supporting numerical description that refl ects the current impact of the blindness or vision loss has on the student’s functioning

Present symptoms and assessment procedures

Medical information relating to the student’s needs, vision status and impact on the demands in an academic environment

Information regarding the student’s functional limitations, use of corrective lenses and related supports

Qualifi ed Professionals to Diagnose Blindness or Visual Impairment include:Ophthalmologist

Optometrist


Does MY Documentation Make the Grade For Blindness or Visual Impairment?

CRITERIA YES NO





4.


5.



1.

2.

3.

4.

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•

38


Deafness or Hearing ImpairmentA clear statement of deafness or hearing loss

Current audiogram

A statement about how the deafness or hearing loss impacts functioning in an academic environment

A statement regarding the use of hearing aids, sign language interpreters and other recommendations for accommodations

Qualifi ed Professionals to Diagnose Deafness or Hearing Impairment include:Otologist

Audiologist


Does MY Documentation for Deafness/Hearing Impairment Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

4.

•

•

•

39


Learning DisabilityResults of an individually administered intelligence test such as:


Wechsler Intelligence Scale for Children (WISC)

Woodcock Johnson Tests of Cognitive Abilities

Results of individually administered achievement tests in reading, mathematics, and written language such as:


Wechsler Individual Achievement Test (WIAT)

A statement that the learning disability substantially limits functioning in an academic environment

Qualifi ed Professionals to Diagnose a Learning Disability include: Licensed psychologist

School psychologist

Learning disability specialist

Does MY Documentation For a Learning Disability Make the Grade?

CRITERIA YES NO





4.


5.



1.

a.

b.

c.

2.

a.

b.

3.

•

•

•

40


Physical and Systemic DisordersA clear statement of the medical diagnosis of the orthopedic, mobility, physical disability or systemic illness

Information assessing the current impact the disability has on the student’s functioning in an academic environment

A description of present symptoms and information regarding the impact of medication on the student’s ability to meet academic demands

Qualifi ed Professionals to Diagnose Physical and Systemic Disorders include: Neurologist

Physiologist


Does MY Documentation for Physical and Systemic Disorders Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

•

•

•

41


Psychological and Psychiatric DisordersA clear statement of the disability, including DSM diagnosis and a summary of present symptoms

Clinical instruments and procedures used to determine the diagnosis, including results from cognitive and achievement assessments

Information assessing the current impact the disability has on the student’s functioning in an academic environment

Medical information relating to the student’s needs, including the impact of medication on the student’s ability to meet the demands of the post-secondary environment

Qualifi ed Professionals to Diagnose Psychological and Psychiatric Disorders include:


Psychiatrist

Neurologist

Licensed clinical social worker

Does MY Documentation for Psychological and Psychiatric Disorders Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

4.

•

•

•

•

42


Traumatic Brain InjuryA clear statement of the traumatic brain injury including onset and severity of injury

Medical measures used to diagnose onset and current severity of injury

Results of cognitive and achievement testing used to assess level of functioning and the impact of such in the academic environment

Qualifi ed Professionals to Diagnose Traumatic Brain Injury include: Neurologist

Rehabilitation specialist

Psychiatrist


Does MY Documentation for Traumatic Brain Injury Make the Grade?

CRITERIA YES NO





4.


5.



1.

2.

3.

•

•

•

•

43



o Gathering my documentation

o Completing the “Does MY Documentation Make the Grade?” worksheet

o Requesting an updated evaluation, if necessary

o Accessing disability services at colleges

o Investigating specifi c documentation requirements at different colleges

During your individual appointment, identify steps you can take to get your documentation college ready.

Steps:

44

COLLEGE SCREENING TOOL

Students will fi nd it helpful to investigate schools as thoroughly as possible before participating in college visits. In addition to gathering general information about that college, students with disabilities also need to look for specifi c information regarding disability support services as a key component in their college selection process.

College Web sites provide a good source of information for students. In addition, phone conversations with appropriate staff can provide valuable information for students.

You can use this College Screening Tool as a guide for gathering and organizing information about the colleges you are investigating.

Refer back to the “Researching College Web sites” activity and use this information to go to a college’s Web site. Use this information to complete as much of the information as possible on the following pages.

While researching the college’s Web site, be sure to write down the college’s important phone numbers.

Before you make a phone call to screen a prospective post-secondary institution, place in front of you:

Paper and pencil to take notes about your phone call

College Screening Tool Worksheet (following page)

Here is a script to guide your conversation with the Offi ce of Disability Services:

“Hi, I am _____________. I am in the _____ grade and am interested in attending your college. I have a number of questions I would like to ask you about your disability services. To whom should I talk?”

When you have been connected to the correct staff, continue:

“I am a student with (a) _____ disability. I am interested in discussing services and accommodations at your college. I have a number of questions I would like to ask you.”

Use your handout to ask questions. After your questions are answered, be sure to thank your sources for their time!

•

•

45

COLLEGE SCREENING TOOL

Record the information learned through research. Make notes on the lines provided, as appropriate.

College/University: ____________________________________________________________________________________

Vocational, Trade or Technical School: __________________________________________________________________

Two-year program: _____________________________________________________________________________________

Four-year program: ____________________________________________________________________________________

General Information

Academic Competitiveness: o High o Moderate o Open Enrollment

Average class rank of current freshman class: __________________________________________________________

Average GPA of current freshman class: ________________________________________________________________

Size of College: o Large o Medium o Small

Clubs or organizations of interest: ______________________________________________________________________

Sports (varsity, intramural, etc): _______________________________________________________________________

Other: _________________________________________________________________________________________________

Getting There/Getting Around

Distance from home: __________________________________________________________________________________

Public transportation available: o Bus o Train o Plane o None

Access to:

Community Services: __________________________________________________________________________________

Fitness Facilities: ______________________________________________________________________________________

Health Care/Support Services: _________________________________________________________________________

Recreation: ____________________________________________________________________________________________

Shopping/Laundry: ____________________________________________________________________________________

Religious facilities: _____________________________________________________________________________________

Residence Hall availability: ______________________________________________________________________________

Financial Considerations

Tuition fees: _______________________________________ Payment schedule available: ______________________

Room and board: __________________________________ Scholarships available: ___________________________

Financial aid available: ______________________________ Work study jobs available: ________________________

Cost of books (estimate): ___________________________ Other fees: ______________________________________

46

Admission Requirements

Minimum GPA: _____________________________________ Minimum ACT/SAT score of: _____________________

My SAT Scores: My ACT Scores:

Verbal SAT Scores: _________________________________ Verbal ACT Scores: _______________________________

Mathematics SAT Scores: __________________________ Mathematics AC Scores: _________________________

Writing SAT Scores: ________________________________ Writing ACT Scores: _____________________________

o Open admission o Waived ACT/SAT Scores

o Admissions interview o Required Essay

o Recommendations from high school faculty o Foreign language

o Math o Other specifi c requirements

Are students assigned academic advisors? ______________________________________________________________

Housing

Freshman housing requirements

Residence halls/dining halls on campus

Co-ed or theme designated halls

o

o

o

Quiet fl oors for study

Study rooms

Off-campus housing

Single-occupancy rooms

o

o

o

o

Internet access in rooms

Computers in residence hall

Cooking facilities available

o

o

o

Support Services

Does the college offer specialized assistance such as:

o Student Advisors o Career counselors

o Financial advisors o Personal counselors

o Health-care providers o Other:

Disability

How does a student with disabilities apply for services and accommodations? _____________________________

Is an interview or meeting required to receive accommodations? ________________________________________

How many staff members support the disability services program? _______________________________________

How many students are served in the DS program? _____________________________________________________

o Day hours o Evening hours

o Assistive technology o Specialized advising

o Priority registration o DS clubs or support groups

o Individualized study skills support o Extra tutoring

o Remedial/Developmental courses o Other: _________________________________________

47

WHO’S RESPONSIBLE?

High School Post secondary

Individuals with Disabilities Improvement Act (IDEA 2004)

Section 504 of the Rehabilitation Act of 1973

1. Americans with Disabilities Act (ADA)

Section 504 of the Rehabilitation Act of 1973

1.

School attendance is mandatory; parents are responsible for their children’s school attendance until age 16. Students are entitled to a free and appropriate education

2.Students are responsible for attendance attend and responsible for tuition

2.

Districts are responsible to assess and identify students with disabilities

3. Students are responsible to self disclose and submit current documentation to Offi ce of Disability Services

3.

School districts are responsible for providing special education and related services to address needs based on a student’s identifi ed disability

4.

Special education services are not available4.

School districts are responsible for services, including individually designed instruction, modifi cations and accommodations

5. Colleges are responsible for providing reasonable and appropriate accommodations, guaranteeing equal access and participation

5.

School districts are responsible for monitoring progress toward IEP goals and communicating with the parent(s) and/or the student

6. Students are responsible for monitoring their own progress and communicating their needs to professors and staff

6.

MODULE 5How Do I “Do” College? Requesting Reasonable Accommodations

49

NOW THAT YOU ARE ELIGIBLE FOR ACCOMMODATIONS …

You have ...

R Contacted and self-identifi ed to the Disability Services Offi ce

R Followed the college’s procedures to register with Disability Services

R Completed any necessary forms or paperwork

R Completed a personal interview if required

R Provided appropriate and complete documentation

You are done now, right?

NO!Your job as a self advocate is not done. You have more to do.

Your next step:

o Request reasonable and appropriate accommodations

50

REASONABLE AND APPROPRIATE ACCOMMODATIONS

Reasonable and appropriate accommodations, also referred to as auxiliary aids and services, ARE:

Changes or adaptations that allow a qualifi ed person with a disability to participate fully in a program, course or activity

Designed to “level the playing fi eld” by allowing students with disabilities to circumnavigate the effects of a disability in an academic environment

Provided based upon student request, but sometimes effective alternatives may be substituted

Determined on a case-by-case basis and begin following approval of request

Based upon current level of functioning in an academic environment as noted in your documentation

Reasonable and appropriate accommodations ARE NOT: Designed to change the standards of learning, essential functions of a course, nor to lower expectations of performance of students with disabilities

Guarantees of equal outcomes for students

Modifi cations — change in the course content to be covered or evaluated

Related services — developmental, corrective, and other services required to assist a student with a disability to benefi t from special education

Designed to provide an unfair advantage over another student

Retroactive, in that they do not apply to any previously competed tests and/or assignments

•

•

•

•

•

•

•

•

•

•

•

51

ACCOMMODATIONS SIMPLIFIED

In high school and college, reasonable and appropriate accommodations may include but are not limited to:

Enlarged print

Books in alternate format (on tape, digital format)

Taping of lectures

Notetaker/note taking assistance — volunteer or paid

Classroom scribe/typist

Test accommodations:

extended test time, reader, scribe, distraction limiting environment

Assistive technology: screen readers, dictation software, graphic organizers

Captionist

Sign Language Interpreter

FM listening systems

Seating access for wheelchair user

Service animals

Housing accommodations:

Wheelchair-accessible room, visual fi re alarm, single room request

MODIFICATIONS AND RELATED SERVICES, NOT ACCOMMODATIONS

High school students may receive the following modifi cations and related services provided by the school district. However, modifi cations and related services are not considered reasonable and appropriate accommodations in college.

Check the boxes of the accommodations, modifi cations and related services that you currently use.

o Adapted materials o Individualized instruction

o Shortened assignments o Behavior support plans

o Word banks for tests o Weekly progress notes

o Modifi ed tests o Waiver of Code of Conduct

o Unlimited time on tests o Transportation

o Prompting/cueing on tests o Speech therapy

o Sample problem/math toolbox for test o Psychological services

o Retesting o Orientation and mobility services

o Modifi ed curriculum o Communication devices

o Altered course standards o Personal care aides

o Course waivers o Instructional aides

o Copies of teacher notes o Learning support assistance

o Individualized study guides o Other _____________________

•

•

•

•

•

•

−

•

•

•

•

•

•

•

−

52

COLLEGE ACCOMMODATIONS

Reasonable accommodations typically fall into the following categories:Classroom/Testing

Technological

Residence Life

List the reasonable and appropriate accommodations you feel you might request in college.

Classroom/Testing

Technology

Residence Life

If you are currently receiving a number of modifi cation and related services, consider scheduling an individual appointment to discuss a plan to reduce your reliance on these supports.

•

•

•

53

ACT NOW-COLLEGE VIDEO

You have seen other students answer these questions on the video. How would you identify yourself and request accommodations from the Offi ce of Disability Services at Anywhere College, U.S.A.?

What is your disability? Tell me a little bit about your disability.

What documentation will you be providing?

What accommodations do you think you will need?

54



o Identifying all of the accommodations, modifi cations and related services I currently use

o Developing a plan to reduce my dependence on modifi cations and related services that will not be available to me in college

o Identifying the reasonable and appropriate accommodations I might need to request in college

o Requesting accommodations

55

ROLE-PLAY ACTIVITY — SCRIPT 1

Scene One Script: ADHD — John Doe I

Interviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College.

John Doe I: Hello.

Interviewer: I understand you have come for this Disability Services interview because you are a student with a disability and will be requesting accommodations and services. Please tell me about your disability.

John Doe I: I have ADHD and need extra time for tests and I need to take tests in a place where I won’t be distracted.

Interviewer: Ok. I am going to ask you some questions to help me learn more about you and your disability. We will also discuss accommodations you may be requesting. When did you fi nd out that you had a disability?

John Doe I: I found out three years ago. I always had trouble paying attention in school and so I missed a lot of things that the teacher would discuss in class.

Interviewer: What kind of accommodations are you receiving in school?

John Doe I: Well, I am in all college-prep classes. I am taking some medicine now that helps me pay better attention in school and so my grades have improved a lot. For my tests, I go to the learning support room and take them with extra time. It is also quieter there and so I can concentrate better.

Interviewer: Did you bring any documentation with you today?

John Doe I: Yes. I have a letter from my doctor about my ADHD and the kind of medication I am taking. He just wrote it last week when I had an appointment in his offi ce. Is this information going to be in my college fi les? I’m kind of worried about that.

Interviewer: No, John! None of this information is included in any of your college records except the fi le kept here in the Disability Services. Your medical information as well as the information I write down on this Student Interview Form is confi dential and is not shared with anyone without your permission.

John Doe I: Good. I do not really want a lot of people knowing this information about me.

Interviewer: I understand. What kind of accommodations do you think you will you be requesting when you begin your classes?

John Doe I: I think that I probably will still need extended test time and I will need to take my tests in a place that lets me concentrate better than the classroom. I am not sure if I will need anything else.

Interviewer: Ok. Those are both considered reasonable accommodations at our school. After I review your documentation, we will be able to confi rm that these are reasonable accommodations. I will also encourage you to meet with our staff when you begin to discuss any other college supports or accommodations you might need next semester.

John Doe I: I am also going to live on campus but I don’t need anything in that area.

Interviewer: Great. Do you have any other questions for me right now?

John Doe I: No. But I will call if I think of anything else.

Interviewer: Ok. Thanks for coming in today. I look forward to working with you.

56


Scene Two Script: LD — John Doe II

Interviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College.

John Doe II: Hello.


John Doe II: I have trouble listening and remembering information. I can’t read too good. I hate reading. I also have trouble with math. That’s why I take my classes in learning support.

Interviewer: Do you know the name of your disability? Has it been called a learning disability?

John Doe II: I don’t know anything about that. I have an IEP that says I go to the learning support for extra help. I can’t write either.

Interviewer: Do you mean you cannot physically write or do you mean that you have trouble thinking of sentences when writing a paper or report?

John Doe II: I mean I can’t think of nothing to say. And, even if I think of something, I can only write a few sentences because I can’t think of nothing else to say.

Interviewer: So it seems that you have trouble in reading, math, and writing.

John Doe II: I can’t read good. I can’t write paragraphs, no way can I write stories. I don’t remember anything I just read. Even if I could read the book, I can’t understand what they are even talking about. And Math? Forget math!

Interviewer: Tell me about the services you received for your disability in school.

John Doe II: Ever since I was little, I went to special classes to learn how to read and do math and stuff. That went on until I was in middle school. Then I went to learning support for some subjects and stayed in class for the others. I was in the low class. Mrs. B would come into the class and help us with our work when we asked. She pretty much helped us all the time. In high school, I went to the learning support for English, Math and all the rest of my major subjects.

Interviewer: What kind of accommodations are you receiving in school?

John Doe II: I don’t know. Whatever you’re talking about, it didn’t work! My worst was anything that involved reading. My best was gym class. We could do stuff like play basketball and volleyball or just hang out with our friends.

Interviewer: Did you bring any documentation with you today?

John Doe II: I don’t really know what you’re talking about. You should call my mom about that.

Interviewer: I will give you a paper that will list the documentation reports we will need. You will need to discuss this with your mom and guidance counselor. In order to receive accommodations, you will need to provide us with this information.

John Doe II: Ok, I will try to remember to give it to them. Sometimes, I have trouble remembering things like this.

Interviewer: What do you want to major in at our school?

John Doe II: I don’t really want to go to school. But, my mom says I have to be a student to keep my medical benefi ts, so here I am!

57


Scene Three Script: HI — John Doe IIIInterviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College.

John Doe III: Hello.


John Doe III: I have a hearing impairment due to a problem in my left ear. I was born without an ear canal. There is only bone where there should be the opening. I’m not deaf in that ear, though. I can hear some sound but it is very distorted. Understanding speech is a lot harder.

Interviewer: So, you have some hearing in that ear but hearing speech is diffi cult. Is hearing in your right ear impaired in any way?

John Doe III: Actually, I am lucky that my right ear is “normal.” I can hear as well as anyone else in that ear which really helps a lot.

Interviewer: How does your hearing impairment affect you in school?

John Doe III: It depends. For the most part, I do “ok” academically. Sometimes, when I have a cold or ear infection, I have trouble hearing in class. At these times, even when people are facing me, I know I miss a lot of information. If the teacher is talking while writing on the board, I won’t be able to hear him or her at all. Depending on where I sit in a classroom, I can’t hear anything that is said by any students who are sitting in front of me. It is not quite as bad when I’m feeling ok.

Interviewer: Tell me about the services you received for your disability in school.

John Doe III: Ever since I was little, I have worked with Ms. B as a “504” student. She has gone with me to teachers to set up the classrooms and to explain what people need to do for me to hear. Sometimes people just misunderstand what I need.

Interviewer: I am curious about what you just said about people misunderstanding. Can you explain that to me?

John Doe III: Sure. People often think that because you are hearing impaired, you always need to sit right by the source of sound. What they don’t get is that during a class lesson, it may be great for me to sit close to the teacher. But, at other times, like when we watch a fi lm, the closer I sit, the more distorted the sound becomes. During these times, I need to be able to move further away from the sound in order to hear. They just need to let me move to the right place.

Interviewer: It is important for you to share this type of information with me and your professors so that we are aware of your needs. You sound like you are a good self-advocate.

John Doe III: Thanks. I’ve had to be since I was small.

Interviewer: Are there other accommodations or supports that you might be requesting when you come to campus?

John Doe III: The classroom seating fl exibility is very important. I also could use a copy of someone’s notes. There are times when I just don’t hear the information that is being discussed in class. Do you think it is a good idea to meet with my professors when I don’t hear everything? Just to make sure I understand what they are teaching.

Interviewer: That is something we encourage all students to do. Professors have offi ce hours available to meet with students. You can take advantage of that whenever you need that extra help. You can also get tutoring if you are struggling with a class.

John Doe III: Thanks. That is good to know and something I will probably need.

58

ROLE-PLAY ACTIVITY

Disability Services Interview Form Name: ___________________________________________

Identify and discuss your disability, including diagnosis and current status.

How does your disability impact on your academic performance?

Discuss the services you received to accommodate your disability. Discuss the general education, special education and learning support classrooms you attended.

When was the most recent evaluation/testing completed? Please share the results.

What do you consider an academic strength? An academic weakness?

1.

2.

3.

4.

5.

59

What accommodations have you recently used?

o Extended test timeo Test readero Test scribeo Separate test location

o Note takero Taped lectures o Interpretero Captionist o FM device

o Assistive technologyo Learning supporto Study guideso In-class supporto Altered standards

(tests or class work)

o Preferential seating o Specialized furnitureo Other:

What accommodations do you think you will need in college?

o Extended test timeo Test readero Test scribeo Separate test location

o Note takero Taped lectures o Interpretero Captionist o FM device

o Assistive technologyo Preferential seating o Specialized furnitureo Other:

Will you live in the residence hall?o Yes o No

Will you be requesting any accommodations in that situation?o Yes o No

If yes, what: __________________________________________________________________________________

Additional student comments:

6.

7.

8.

9.

MODULE 6College 101

61

ACCOMMODATIONS — NEXT STEPS

R Request reasonable and appropriate accommodations

o Discuss accommodations with professors and/or college staff

o Monitor effectiveness of your accommodations

o Request additional accommodations, if necessary

o Update request for accommodations each semester

OTHER ACADEMIC SUPPORTS

Students can also benefi t from the following academic supports that are available at most colleges. Check the boxes of the academic supports that you may consider using in college.

o Academic advising

o Individual appointments with staff

o Developmental courses

o Study skills development

o Time-management assistance

o Tutoring

o Writing assistance center

o Math lab

o Counseling

o Career Services

62

WHO STAYS IN POST-SECONDARY EDUCATION?

CATEGORY SUCCESSFUL STUDENTS UNSUCCESSFUL STUDENTS

Motivation Goal-oriented

Determination, perseverance

Self-discipline

Willingness to work

Lack of goals or career ideas

Immature

Procrastinates

Preparation Academic background

Strong study skills

Knowledge of learning style

Time-management skills

Using research tools

Computer Literacy

Lack of academic preparation

Lack of study skills

Lack of time-management skills

Disorganized

Lack of research skills

Lack of computer skills

Self-Advocacy Realistic expectations

Self-acceptance

Knowledge of laws, policies & resources

Assertiveness skills

Good communication skills

Problem-solving skills

Unrealistic expectations

Denial of disability, embarrassment

Lack of knowledge of legal rights

Lack of self-esteem & self-confi dence

Lack of effective communication

techniques

Lack of problem-solving skills

63

NAVIGATING THE SYSTEM

YOUR FIRST TEST …

Mark “T” for “True” or “F” for “False”

Because I have been accepted to a college, college is appropriate for me; I will no longer need any extra help, and I will be guaranteed to earn a degree.

1.

I attend all my classes, turn in my assignments and work very hard. Therefore, I will pass my classes.

2.

I might have to take one or more developmental courses in college before I am eligible to take college-level courses.

3.

My professors will often write information on the board to be copied in my notes. I only need to copy this information to be prepared for tests.

4.

Professors will frequently rearrange test and assignment dates to avoid confl ict with other tests I may have and with school events.

5.

I can behave inappropriately in class and in the residence hall because I have a disability that makes me “act out.” Therefore, I cannot be held accountable for my actions.

6.

My documentation states that because I have a problem with memory: I can use note cards when taking tests. I can take chapter tests, not a mid-term and a fi nal.

7.

College staff need my permission to speak with my parents about me or to share confi dential information about me with my professors.

8.

Class attendance does not really matter in college. Professors do not take attendance. 9.

My ability to succeed in college will be greater if I prepare for this transition while I am still in high school.

10.

64

LOOK HOW FAR YOU’VE COME! STUDENT SURVEY

Students must KNOW and DO a number of things to be successful in college. Are your prepared to ACT NOW? Put an “X” in the box that describes YOU for each statement

YES MAYBE NOTSURE NO

I can discuss my disability.

I can discuss how my disability affects my academic performance.

I can ask my high school teachers for accommodations when I need them.

I know how to participate in my IEP/504 meeting and transition plan.

I know how to discuss my disability and my academic needs with disability services staff at the college level.

I know what documentation I need to provide to receive accommodations at the college level.

I know what accommodations are available for me in college.

65

ACT NOW CROSSWORD PUZZLE

66

ACT NOW CROSSWORD PUZZLEWord Bank

ACCESSACCOMMODATIONSADAADVOCACYDOCUMENTATIONELIGIBLEENTITLEMENTFERPAIEPNOTETAKERPOSTSECONDARYSEMESTERSTUDENTTRANSITION

Across

Individualized Education Plan

Set of activities designed to prepare you for life after high school

Reasonable and appropriate ____________

Division of college’s academic year

In college, accommodations are designed to provide you with equal __________ to the educational environment, not guarantee success

Programs or curriculum after high school

Written verifi cation of a disability

Guaranteed right to receive accommodations and services specifi ed by IDEA 2004

Down

Law that protects the privacy of educational records in higher education

An individual whose responsibility is to take notes for a student with a disability

The ability to speak up for your needs is known as self ______________

Person responsible for contacting Offi ce of Disability Services in college

Americans with Disabilities Act of 1990

Colleges will decide if you are _____________ to receive accommodations based upon your submitted documentation

2.

4.

5.

7.

10.

11.

13.

14.

1.

3.

6.

8.

9.

12.

67

COUNTDOWN TO COLLEGE CHECKLIST

General Ongoing High School Goals

o Remediate/compensate for weaknesses in academic areas

o Develop understanding of your disability and its effect on learning

o Develop college success skills in time management, note taking, etc.

o Participate in sports and/or extra-curricular activities

o Participate in volunteer activities

o Develop list of career interests

o Evaluate documentation for current and appropriate information

o Request updated testing from school district if appropriate

Freshman Year Sophomore Year

o Begin to develop self-advocacy skills and understanding of disability

o Strengthen self-advocacy skills and discuss your disability with special education teachers

o Begin to identify the aids, services and tools you use in school

o Identify needed aids services and tools; begin to eliminate unnecessary supports

o Begin to recognize academic strengths and weaknesses o Take PSAT with or without accommodation

o Attend your IEP/504 Transition Planning meeting

o Participate in your IEP/504 Transition Planning meeting

Junior Year Senior Year

o Strengthen self-advocacy skills and discuss your disability with regular education teachers

o Strengthen self-advocacy skills and arrange for academic accommodations in classes

o Participate in academic classes if possible, and standard English, math and science sequences

o Continue participation in academic classes and standard English, math and science sequences

o Continue participation in volunteer, extra-curricular and work experiences

o Continue participation in volunteer, extra-curricular and work experiences

o Identify needed aids services and tools; begin to eliminate unnecessary supports

o Refi ne knowledge of needed reasonable and appropriate accommodations

o Take SAT/ACT tests with or without accommodations

o Take/retake SAT/ACT tests with or without accommodations



o Pursue updated documentation of disability o Make sure that all documentation of disability is “college ready”

o Begin exploration of college interests; visit college campuses

o Visit college campuses; contact Disability Services and provide documentation of disability

68

ACT NOW GLOSSARY

ACCESS – Providing entry to the educational environment; capable of being reached through academic accommodations and/or building adaptations, such as ramps and elevators.

ACCOMMODATIONS – (also referred to as reasonable and appropriate accommodations) Changes or adaptations that allow a qualifi ed person with a disability to participate fully in a program, course or activity, such as sign language interpreter, extended time on tests, and wheelchair accessible table.

AMERICANS WITH DISABILITIES ACT OF 1990 (ADA) – A civil rights law that guarantees equal opportunity for individuals with disabilities in employment, public accommodations, transportation, state and local government services, and telecommunications. Titles II and III of this Act are enforced in public and private colleges, universities, graduate and professional schools.

ASSISTIVE TECHNOLOGY – Products, devices or equipment used to maintain, increase or improve the functional capabilities of individuals with disabilities, such as screen readers, adapted keyboards, and dictation software.

BOOKS IN ALTERNATE FORMAT – Textbook content in Braille, enlarged font, or electronic format.

CAPTIONIST – A trained individual that provides written word-by-word accounts of lectures and/or course presentations.

COMPUTER LITERACY – The technological competency to manage communication, academic research, and document production.

DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS (DSM) – A guide that provides a classifi cation of mental disorders used by psychiatrists and psychologists to diagnose individuals.

DISABILITY – A physical or mental impairment that substantially limits one or more major life activities, including, but not limited to, walking, eating, speaking, breathing, working, standing or learning.

DOCUMENTATION OF DISABILITY – Written verifi cation from a qualifi ed professional indicating the presence of a disability.

ELIGIBLE – Criteria which determine the right to participate in a program or course of study.

ENTITLEMENT – Guaranteed right to receive accommodations and services specifi ed by IDEA 2004.

FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) – Law guaranteeing privacy of educational records in higher education.

INDIVIDUALIZED EDUCATION PLAN (IEP) – A yearly plan used to defi ne special education services for qualifi ed students utilized in the K-12 system.

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INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT OF 2004 (IDEA 2004) – Federal law that defi nes the responsibilities of public schools to provide a free and appropriate education for students with disabilities.

MODIFICATION – Changes in the course content to be covered or evaluated.

NOTE TAKER – An individual whose responsibility is to take notes for a student with a disability.

OFFICE OF DISABILITY SERVICES – The college department responsible for providing reasonable accommodations to eligible students with disabilities.

OTHERWISE QUALIFIED – An individual with a disability who meets the essential requirements for participating in a program or course of study.

POST SECONDARY – Any program or course of study after high school.

RELATED SERVICE – Developmental, corrective, and other services required to assist a student with a disability to benefi t from special education.

SECTION 504 OF THE REHABILATION ACT OF 1973 – Law that protects otherwise qualifi ed individuals with disabilities in both K-12 and higher education from discrimination and exclusion due to disability.

SECTION 504 PLAN – A plan used to document accommodations and services for eligible students in K-12.

SELF ADVOCACY – The ability to speak up for one’s needs.

SEMESTER – Division of college academic year; typically 15 weeks in length.

TRANSITION – A set of activities designed to successfully move from the K-12 academic environment to a post-school environment, such as college, vocational training, and employment.

Documents

ACT Now Students Workbook - Berks County Transition ...berkstransition.org/.../uploads/2012/02/ACT_NowStudentWorkbook.pdf · Student Workbook. MODULE 1 Transition ... This student