Michigan Association on Higher Education and Disability presents - - PowerPoint PPT Presentation

Michigan Association on Higher Education and Disability

presents…

Accessing Disability Support Services at the Post Secondary Level

Federal Mandates

 Individuals with Disabilities Education Act (IDEA),

Re-authorized 2005

 Entitlement Act

 Vocational Rehabilitation Act, 1973 Section 504

 Civil Rights Act

 Americans with Disabilities Act (ADA), 1990

 Civil Rights Act

Entitlement vs. Civil Rights

 The institution is

responsibile to find, assess and remediate disabling conditions

 The implications of an

entitlement act result in a broader range of services and equipment

 IDEA  The key to Civil Rights is

equal access (leveling the playing field)

 The responsibility is

shifted to the individual

 Services are aimed at

equal opportunity and access to programs

 504 and ADA

IDEA

Individuals with Disabilities Education Act

 The law that provides for students with disabilities

in the K-12 system emphasizing special education and related services…to prepare for further education, employment, and independent living.

 Retains the major provisions of earlier federal laws

in this area, including: FAPE, LRE, due process, procedural safeguards.

 Ends when students exit secondary education.  Entitlement Act

Section 504

 No otherwise qualified individual with disabilities in the

United States...

 shall, solely by reason of his/her disability, be excluded

from the participation in,

 be denied the benefits of, or be subjected to discrimination

under any program or activity receiving federal financial assistance.

 504 plan from High School does not carry over to higher

education.

 Civil Rights

“Otherwise Qualified” and “Qualified”

 Student must be able to meet technical and academic

standards of program regardless of disability. (504)

 Means an individual with a disability who, with or without

reasonable accommodation, can perform the essential functions of the employment position that such individual holds or desires. (ADA)

 Institutional “student code of conduct” applies regardless of

disability.

 Disability status does not excuse violation of unacceptable

behavior in regard to SCC.

The Americans with Disabilities Act

 The Americans with Disabilities Act of 1990 is

modeled after the Civil Rights Act of 1964 and Title V of the Rehabilitation Act of 1973.

 Its purpose is to establish a clear and

comprehensive prohibition of discrimination on the basis of disability... to extend to people with disabilities civil rights similar to those now available to people without regard to race, color, sex, national origin or religion.”

 Civil Rights

Individual with a Disability

Is regarded as having such an impairment; Has a physical or mental impairment that substantially limits a major life activity; Has a history or record of such impairment;

Understanding the transition

(K-12 vs. College)



School must assess



Once diagnosed the students must receive services (entitlement)



Parents can receive information about their children



Parents can initiate communication with teachers



Students receive assistance with technology



Student must disclose



Student must provide acceptable current documentation before becoming eligible for services



Parents cannot receive information about their children (FERPA)



Students must initiate communication with instructors



Students must know how to use technology

Reasonable

Effective: producing the intended or expected effect

 reasonable vs. preferential

Reasonable Accommodation

Any modification or adjustment that will assure equal opportunity to rights and privileges of all programs and services offered by a post secondary institution.

Reasonable Accommodations Examples

Academic adjustments such as extended time to complete tests, or graduation  Recording of classes  Alternative textbooks, such as e-text  Note taking assistance Alternative testing and evaluation

Academic Adjustments NOT Required

If it would fundamentally alter the nature of the program When the academic requirements are essential to a program of study or to meet licensing requirements If it would be an undue burden significant difficulty or expense

Auxiliary Aids and Services Examples

Qualified interpreters note takers real time transcription services written materials assistive listening systems closed captioned decoders  open and closed captioning TTY

NON Examples

Attendants individually prescribed devices (glasses, canes, wheelchairs, hearing aids, computers, etc.)  readers for personal use or study other devices of a personal nature

Student Obligations

Self identify that he or she has a disability Indicate the need for accommodation Provide appropriate documentation at the student’s expense to establish the existence of the disability and the need for accommodation

Institutional Obligations

Provide reasonable accommodations for the student’s known disabilities Afford him/her an equal opportunity to participate in the institution’s programs, activities, and services (including extracurricular activities) May not discriminate based on disability Provide auxiliary aids and services

Issues to Consider When Choosing a College

Are there people on campus who have experience with your type of disability? Disability services office Financial aid Academic advising Health center Academic support services Is there a separate admissions process?

Choosing a college, cont.

Are there separate programs and are there additional charges? How sensitive are faculty? Are there specialized tutoring programs and what are the costs?

Specific considerations

based on disability…

Issues Learning Disabilities and Attention Deficit Disorders

 Can a student take a

reduced course load and still be considered full time?

 Can a student obtain a

substitution or a waiver for a course?

 Does the school have

guidelines or criteria for documentation of LD/ADD?

 Classroom

accommodations such as extended time, note takers, quiet room, etext.

 Assistive technology

Issues Mobility Disabilities

 Housing  Transportation  Mobility on

campus

 Personal

assistance

 Wheelchair repair

referrals

 Building

accessibility

 Health Center

Issues Blindness and Visual Impairments

 Classroom

accommodations such as

• verheads, board

work, labs, test format, videos

 Alternate format

for textbooks

 Assistive

technologies

 Availability and

type of computer programs

 Funding sources  Housing  Transportation  Campus mobility

Issues Deaf and Hard of Hearing

 Note taking

assistance

 Adapted housing  Interpreters  Captioned videos  Real time

captioning

 Assistive listening

devices

 TDD availability

Issues Psychiatric Disabilities

Availability of local treatment Funding sources Disclosure issues Support groups Absences Classroom accommodations e.g., extended time, note takers, separate testing location

Goal: Equal Access

Benefits, aids and services, to be equally effective, are not required to produce the identical result or level of achievement. Accommodations must afford equal

• pportunity to obtain the same result or to

reach the same level of achievement.

Eight Ways College is Different than High School

One…

 Academic Environment

• More competitive – In four-year schools

especially, the majority of students have taken college preparatory classes in high school.

• More work – more reading, writing, and

larger assignments. Less extra credit.

• Quicker and Less flexible deadlines.

Two…

 Grading

• May be based on tests only.
• You may receive a grade in the course with

fewer tests and papers (but longer). There may be several chapters of material on each test.

• Requires self-monitoring. Often must calculate

yourself as the semester progresses.

Three…

 Knowledge Acquisition

• There is more reliance on note taking and

reading comprehension.

• Text and materials may be assigned but not

taught in class.

• Test items often includes material not taught or

reviewed in class.

• There is an expectation that students can “self

teach”.

Four…

 Support

• The overall amount is significantly less.
• The relationship with instructors is

more impersonal and distant.

• The student is responsible for contact

and requesting the accommodations needed throughout the semester.

Five…

 Responsibility

• The responsibility is on the student.
• No other person monitors homework completion.
• No one to “check in” and see how you’re doing.

Six…

 Stress

• Significantly more stress due to the previous

academic factors.

• Time management issues, such as work,

homework, residential living, family obligations.

• Prioritizing commitments.

Seven…

 Distractions

• College social life—more opportunities to

socialize, more adult activities, more appealing activities than the classroom.

• Residence halls--more to do, more

people, more noise, potentially less rest.

Eight…

 The student is responsible for finding the appropriate office on campus for accommodations BEFORE the start of the semester.  The student must make an appointment to register and request accommodations.  The student must have current documentation that supports the accommodation requests.