Getting Ready for CollegeGetting Ready for CollegeThe ADA role in a college setting stems The ADA role in a college setting stems

from earlier Civil Right Act of 1964. from earlier Civil Right Act of 1964. Laws were intended to eradicate Laws were intended to eradicate

discrimination and level the playing field discrimination and level the playing field so that everyone had the same access so that everyone had the same access

and opportunity, unhindered by and opportunity, unhindered by prejudiceprejudice

Difference between special Difference between special education mandates and the education mandates and the

ADAADA Entitlement vs. Civil RightsEntitlement vs. Civil Rights IDEA (1975) entitle children with disabilities to a IDEA (1975) entitle children with disabilities to a

free and appropriate education that allows for free and appropriate education that allows for achievement.achievement.

The anti-discrimination model (ADA) does not The anti-discrimination model (ADA) does not dictate that a student must pass exams or courses. dictate that a student must pass exams or courses. The institution is not responsible for guaranteeing The institution is not responsible for guaranteeing success.success.

ADA guarantees that individuals who are otherwise ADA guarantees that individuals who are otherwise qualified will not be denied access simply because qualified will not be denied access simply because of a disability. of a disability.

ADA is outcome-neutral in that it only ensures that ADA is outcome-neutral in that it only ensures that a person with a disability is not prevented from a person with a disability is not prevented from competing with others as long as he or she meets competing with others as long as he or she meets the same qualifications. the same qualifications.

The Process of Qualifying a The Process of Qualifying a StudentStudent

It involves (3) elementsIt involves (3) elements First, documentation must not be First, documentation must not be

more than 3 years old. This is more than 3 years old. This is because the date must reflect the because the date must reflect the need to establish current need to establish current impairment.impairment.

The impact of symptoms for any type The impact of symptoms for any type of disorder varies over time, and of disorder varies over time, and across conditions across conditions

Qualifying a student continuedQualifying a student continued

Second, evaluation must be Second, evaluation must be conducted by a qualified conducted by a qualified professional. The qualifying professional. The qualifying professional depends on the nature professional depends on the nature of the disorder and standards for of the disorder and standards for training in that specialized field. training in that specialized field.

ADA standards are quasi-legal ADA standards are quasi-legal undertakings that affect grades, undertakings that affect grades, licensure, testing procedures, etc. licensure, testing procedures, etc.

Qualifying a StudentQualifying a Student

TThird, the student must submit evidence that hird, the student must submit evidence that supports documentation, and must substantiate supports documentation, and must substantiate that the disorder/disability substantially limits a that the disorder/disability substantially limits a major life function, such as walking, learning, major life function, such as walking, learning, caring for oneself, etc. In a college setting the caring for oneself, etc. In a college setting the student becomes the advocate, adult, and student becomes the advocate, adult, and records become the ownership of that student. records become the ownership of that student.

Parents do not have access to their child’s Parents do not have access to their child’s records. records.

Guidelines for Type of Guidelines for Type of Documentation AcceptedDocumentation Accepted

(For cognitive challenges/LD)(For cognitive challenges/LD) Aptitude: WAIS-III, Woodcock-Johnson, Tests of Aptitude: WAIS-III, Woodcock-Johnson, Tests of

Cognitive Ability, Stanford-BinetCognitive Ability, Stanford-Binet Achievement: Current levels of functioning in Achievement: Current levels of functioning in

reading, math, written language. Acceptable reading, math, written language. Acceptable instruments include: Wechsler Individual instruments include: Wechsler Individual Achievement Test (WIAT), Scholastic Ability Tests Achievement Test (WIAT), Scholastic Ability Tests for Adults (SATA), WRAT (not acceptable)for Adults (SATA), WRAT (not acceptable)

Information Processing: (short/long-term memory, Information Processing: (short/long-term memory, auditory/visual perception/processing, processing auditory/visual perception/processing, processing speed) Can use WIAS-III, Woodcock-Johnson, speed) Can use WIAS-III, Woodcock-Johnson, Detroit Test of Learning Aptitude, etc. Detroit Test of Learning Aptitude, etc.

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Additional Information about Additional Information about documentationdocumentation

There must be clear and specific evidence of a There must be clear and specific evidence of a learning disabilitylearning disability

Actual test scores must be provided. Standard Actual test scores must be provided. Standard scores are required; percentile and grade scores are required; percentile and grade equivalents are not accepted unless standard equivalents are not accepted unless standard scores are includedscores are included

Tests used must be technically soundTests used must be technically sound A history of the disorder must be presentedA history of the disorder must be presented Any recommendation for accommodations must Any recommendation for accommodations must

be based on objective evidence of a substantial be based on objective evidence of a substantial limitation to learninglimitation to learning

A rationale for use of auxiliary aids/services must A rationale for use of auxiliary aids/services must be providedbe provided 77

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What happens when the disability What happens when the disability is psychological?is psychological?

The greatest challenge in this category is finding The greatest challenge in this category is finding the balance between a diagnosis and an actual the balance between a diagnosis and an actual functional impairment (the clinician must functional impairment (the clinician must differentiate between symptom severity and differentiate between symptom severity and functional impairment)functional impairment)

A diagnosis does not necessarily mean a person A diagnosis does not necessarily mean a person cannot function in an academic setting.cannot function in an academic setting.

It may only mean that under certain situations an It may only mean that under certain situations an impairment is manifested (e.g., test-taking)impairment is manifested (e.g., test-taking)

The documentation process is the same, and the The documentation process is the same, and the clinical impressions are critical as well as the clinical impressions are critical as well as the history of the person’s overall prior experiences. history of the person’s overall prior experiences.

How will the proposed accommodation remedy the How will the proposed accommodation remedy the disability?disability?

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

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Overview of Differences Between Overview of Differences Between High School and CollegeHigh School and College HIGH SCHOOLHIGH SCHOOL

IDEA-Student has right to an education, and IDEA-Student has right to an education, and the school is obligated by law to seek out, the school is obligated by law to seek out, and provider appropriate services (focus is and provider appropriate services (focus is on success)on success)

Evaluations are paid for by districtEvaluations are paid for by district District is required to create and IEPDistrict is required to create and IEP Curriculum modifications are encouragedCurriculum modifications are encouraged Section 504 allows for full participation of Section 504 allows for full participation of

students with disabilities in same program students with disabilities in same program and activities to all other studentsand activities to all other students

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CollegeCollege Student has no right to post-secondary education. Student has no right to post-secondary education.

They must meet admissions criteria (with or without They must meet admissions criteria (with or without accommodations), identify her/himself as a student accommodations), identify her/himself as a student with a disability, and provide documentation in with a disability, and provide documentation in order to request servicesorder to request services

Students Pay for EvaluationsStudents Pay for Evaluations No IEP (no resource room no special education)No IEP (no resource room no special education) Students must maintain the same academic Students must maintain the same academic

standards standards Section 504: colleges must allow full Section 504: colleges must allow full

participation to students with disabilities (who participation to students with disabilities (who are otherwise qualified) in the same programs are otherwise qualified) in the same programs and activities available to all other students. and activities available to all other students.

ADA: Individuals shall not be discriminated ADA: Individuals shall not be discriminated against because of their disability, and equal against because of their disability, and equal opportunity must be affordedopportunity must be afforded 1111

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Facilitating Self-AdvocacyFacilitating Self-Advocacy Six Attributes Necessary For Success Six Attributes Necessary For Success Self-awareness: How does your situation/disability Self-awareness: How does your situation/disability

affect your life academically?affect your life academically? Proactivity-Can you take responsibility for both Proactivity-Can you take responsibility for both

positive and negative decisions that you make, positive and negative decisions that you make, and do you believe that you can control (to some and do you believe that you can control (to some extent) the outcome of your life?extent) the outcome of your life?

Perseverance- Can you continue to purse goals Perseverance- Can you continue to purse goals despite possible roadblocks?despite possible roadblocks?

Emotional Coping-Have you developed ways to Emotional Coping-Have you developed ways to deal with stress, frustration, and adversity?deal with stress, frustration, and adversity?

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Teaching Self-advocacyTeaching Self-advocacy Goal Setting: Have you practiced the art of goal Goal Setting: Have you practiced the art of goal

setting? Do you know when to adjust or modify a setting? Do you know when to adjust or modify a goal to meet a changing demand or situation?goal to meet a changing demand or situation?

Use of Effective Support Systems- Have you created Use of Effective Support Systems- Have you created and cultivated support people that are guides, and cultivated support people that are guides, encouragers, reinforcers, and feedback providers encouragers, reinforcers, and feedback providers who really believe in you?who really believe in you?

Can you answer the question, “Can you tell me about Can you answer the question, “Can you tell me about your disability and how it may impact you at school?”your disability and how it may impact you at school?”

Can you talk about your disability and describe what Can you talk about your disability and describe what works and what doesn’t?works and what doesn’t?

Do you know what Do you know what psychological/Academic/Achievement tests you have psychological/Academic/Achievement tests you have taken, and what the results mean?taken, and what the results mean?

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Assistive Technology: Learning Assistive Technology: Learning ways to stay an independent ways to stay an independent

learnerlearner Kurzweil (3000)-for written language and reading. Kurzweil (3000)-for written language and reading.

Words printed on the screen can be read out loud to Words printed on the screen can be read out loud to the student. Students can hear what they have the student. Students can hear what they have written and self edit. (written and self edit. (www.kurzweiledu.comwww.kurzweiledu.com))

Dragon Naturally Speaking-a voice recognition Dragon Naturally Speaking-a voice recognition software that allows the student to write, email, software that allows the student to write, email, edit reports through talking. The student must train edit reports through talking. The student must train the software to recognize the voice. the software to recognize the voice. http://www.dragontalk.comhttp://www.dragontalk.com

Inspiration- a tool that allows a student to organize Inspiration- a tool that allows a student to organize thoughts when writing thoughts when writing www.inspiration.comwww.inspiration.com

Key to Access (Premier)- a portable mp3 player. Has Key to Access (Premier)- a portable mp3 player. Has 10 downloads including talking dictionary, 10 downloads including talking dictionary, calculator, recorder, etc. calculator, recorder, etc. www.premier.com/www.readingmadeez.com www.premier.com/www.readingmadeez.com 1414