Transitioning to Post-Secondary Education: What You Need to Know

Transitioning to Post-Secondary Education: What You Need to Know

The Law

In high school, students are covered by IDEA, which mandates a free appropriate public education to all students and focuses on educational outcomes. IDEA has a list of 13 disability classification areas.
In college, students are coved by ADA, which are civil rights mandates that ensure opportunity, equal access, and prevention of discrimination. Under ADA, a disability is defined as a physical or emotional impairment (diagnosis), a history of such an impairment, or regarded as having an impairment, which substantially limits one or more major life activities.
In college, eligibility is based upon significant functional limitations caused by the condition. A clinical diagnosis is not synonymous with a disability. Evidence sufficient to render a clinical diagnosis might not be adequate to determine that an individual is substantially limited in a major life activity.
Some individuals who received services in high school may not qualify for services in college – for example, colleges are not required to address Gifted/Learning Disabilities.
Assessments for Postsecondary - Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. This may mean that you have to pay or find funding to pay an appropriate professional for an evaluation. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you.
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities http://www2.ed.gov/about/offices/list/ocr/transition.html#reproduction

Purpose and Type of Documentation

To establish protection from discrimination – if the student does not have documentation, the student is not entitled to protection. If the student is regarded as having a disability, the student is protected from discrimination, but not given accommodations.
To determine the accommodations to which the individual may be entitled – Functional limitations in academic adjustments, auxiliary aids, and services
Documentation must include
Qualifications of evaluator
Statement of presenting problems
History – Symptoms – Development – Family – Medical – Academic – Accommodations
Testing – description of the diagnostic methodology, complete intellectual assessment (not an abbreviated format) with age based standard scores and percentiles, comprehensive academic achievement battery in reading, mathematics, and writing
Diagnostic statement using the DSM-IV
Functional limitations of a major life activity
Stability of disability
Accommodations need to include a rational for requested accommodations and how the accommodations mediates the symptoms of the disability

Levels of Support in College

Specialized Colleges

The college is associated with a specific disability
Few if any “average” students attend the college
Students may need a specific Diagnosis to attend

Structured Programs

Specific programs for students with disabilities
Paid staff
Additional fees may apply
Students agree to participate in the program
Disability considered in the admission process

Coordinated Services

Specific supports
Services provided as needed
Students request services
Students voluntarily participate
Often includes preparatory program

Support Services

All colleges that receive federal funds are required to have support services
These programs comply with the federal mandate
Accommodations only
Faculty and staff support students
Relationship with Disabilities Services Coordinator is important

Interventions in College

Non-academic services are limited to accessibility and nondiscrimination (OT, PT, Speech, etc are not covered).
There are not modifications to the curriculum
Students are with their peers
Students structure themselves
Graduation requirements are set by the college and they do not vary for students with disabilities
Waivers of essential courses are not permitted
Colleges/departments determine appropriate substitutions
Accommodations are not made for inappropriate behavior
Professors/instructors may deny accommodations if they believe it affects the essential portions of the course
Students must inform each professor of their needs in person and have them sign the agreement to gain adaptations for each course, every semester

Accommodations

Extended time for tests
Assistive technology for taking tests
Tape recording of lectures
Textbooks on CD/MP3
Textbooks in alternate format
Use of calculator when appropriate
Modifications of attendance requirements
Extended time to complete in-class or short-term assignments

Colleges will not:

Modify test items
Provide more tests covering less material
Decrease course content
Unlimited time to take tests
Testing the same way the material was taught
Any change that alters the essential elements of the course

Auxiliary Aides and Services

Reaching device for library use
Closed caption decoders
Voice synthesizers
Specialized gym equipment
Note takers
Interpreters
Readers

Unacceptable Auxiliary Aides and Services

Any auxiliary aide or service that substantially changes the curriculum
Personal aides, devices, and services – Personal care (bathing, dressing, and eating), Academic activities outside of the classroom (tutors or help with individual study time)

What Parents Can Do

Discuss long-term goals with daughter/son
Help daughter/son determine the level of support needed
Help daughter/son identify appropriate postsecondary institutions
Research Disability Services for the postsecondary institution in which daughter/son is interested
Accompany daughter/son to the intake appointment with Disability Services
Ask difficulty questions for daughter/son
Understand that once your daughter/son enters college, your child is an adult and must advocate for her/him. Colleges do not / will not discuss anything with parents.

On-line Resources

ADA Information Online http://www.ada.gov/
Association of Higher Education and Disabilities http://www.ahead.org/
Disability Rights and Defense Fund http://www.dredf.org/
HEALTH Resource Center http://www.heath.gwu.edu/
College Preparation Resource for Students http://www.washington.edu/doit/Resources/college_prep.html
LD Online http://ldonline.org/indepth/college

Printed Resources

The K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder
Colleges that Change Lives: 40 Schools You Should Know About Even if You’re Not a Straight-A Student
Coaching College Students with ADHD
Colleges for Students with Learning Disabilities or ADD (Peterson)
Postsecondary Education and Transition for Students with Learning Disabilities
Success for College Students with Learning Disabilities

Websites with Studying Strategies