Upload
octavia-lloyd
View
215
Download
0
Tags:
Embed Size (px)
Citation preview
MARIANNE BALTON ACSW
NOVEMBER 15, 2012
College Accommodations for Students with Disabilities
Summary of Differences in K-12 vs. College
K-12 - IDEA
IEP Team
Individualized instruction
Curricular modification
Parents participate in IEP process
Schools recruit students for services
IEP plan is mandatory
School psychologist evaluation
IDEA/IEP = graduation
Teachers trained in various methods
Success = school responsibility
College - ADAAA and 504
Student
Accommodations
No curricular modification
Parents excluded
Students self advocate to request services
Accommodations are recommended
Physician/Psychiatrist or PhD
ADAAA/504 = equality of access
Professors/adjunct no training
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:
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/aboutPublic colleges must comply with ADAAA and 504 lawsSchools 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 timeDistraction reduced environmentAlternative formats for texts and handout materialsUse of adaptive equipmentReaders, notetakers or audiotaped class sessionsClassrooms in accessible locationsAccessible furniturePlay 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
Making choices based on preferences, interests, wants, and needs
Considering multiple options
Anticipating consequences for decisions Initiating and taking action when needed
Evaluating decisions based on outcomes of previous decisions
Striving for independence and
recognizing interdependence with others
Revising future decisions accordingly
Setting and work toward goals
Self-advocacy
Self-regulation
Self-evaluation Performing and adjust independently Using negotiation, compromise, and
persuasion to reach goals
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.
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.
Report must specify test scores and equated rationale used to determine the DSM-IV or ICD-10 diagnosis and suggested accommodations.
Report must include a history of the learning disability and previous accommodations.
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.
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 diagnostic test scores.
Sample Guideline: Psychiatric/Psychological
Address current level of functioning and present need for accommodations.
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.
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.
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.
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.
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