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TRANSITIONING TO POSTSECONDARY EDUCATION

TRANSITIONING TO POSTSECONDARY EDUCATION. Putting the Pieces Together. POSTSECONDARY OPTIONS. Specialized Training Programs Tommy Nobis Center, Warm Springs Institute, Bobby Dodd Center Vocational/Technical Education Technical College System, private schools University Education

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TRANSITIONING TO POSTSECONDARY EDUCATION

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  1. TRANSITIONING TO POSTSECONDARY EDUCATION Putting the Pieces Together

  2. POSTSECONDARY OPTIONS • Specialized Training Programs • Tommy Nobis Center, Warm Springs Institute, Bobby Dodd Center • Vocational/Technical Education • Technical College System, private schools • University Education • University System, private schools

  3. Individuals with Disabilities Education Act (IDEA)and 94-142 Services to students with disabilities in the public education system are directed by the Individuals with Disabilities Education Act (IDEA) and Public Law 94-142.

  4. Americans with Disabilities Act (ADA) Postsecondary Education falls under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. The differing requirements between IDEA and the ADA mean that some policies and procedures may be different: requirements for documentation, determination of services and accommodations, and the student’s responsibilities are all different between public education and postsecondary education.

  5. COMPARISON OF RESPONSIBILITIES

  6. COMPARISON OF FUNCTIONS

  7. ADMISSIONS REQUIREMENTS Admission requirements vary by institution and program and may be higher than the system minimum. Contact the Admissions office of the institution of your choice for more information.

  8. UNIVERSITY SYSTEM OF GEORGIA • College Prep diploma • Minimum SAT/ACT scores (vary by institution) • Minimum high school grade point average • Other placement tests may be required Contact your school of choice for specific requirements

  9. Dept. of Technical and Adult Education • High School Diploma or GED • ASSET, ACT, or SAT scores • Have the capability to meet technical standards of the specific program • Some programs require interviews and other prerequisites Contact your school of choice for specific requirements

  10. Financial Aid • Pell Grant or other federal aid programs • HOPE scholarship/grant • Department of Labor, Office for Vocational Rehabilitation • Scholarships from organizations such as Recording for the Blind, United Cerebral Palsy, etc. Contact your school of choice for other possible financial aid options

  11. REGISTERING FOR ACCOMMODATIONS Self-identify to the designated disability services coordinator at the chosen institution. Provide adequate documentation of the disorder to the disability services office. Complete required registration with the disability services office and sign release form. Request accommodations each semester. Some institutions may have additional requirements to receive accommodations and services.

  12. REGENTS CENTERS FOR LEARNING DISORDERS • Provide specialized assessments for University System students • Review outside assessments for consistency with USG requirements • Serve as a resource in identifying appropriate accommodations to meet educational needs • Conduct research to increase knowledge about learning disorders

  13. REGENTS CENTERS FOR LEARNING DISORDERS • Specialized Assessments • Testing application packet from DSP • Cost - $500 • Time – approximately 2 months to complete process • BOR Official Guide for Students, Parents, Teachers, School Counselors and Psychologists • http://www2.gsu.edu/~wwwrld/officialguide.html

  14. DIAGNOSTIC REQUIREMENTS for LD • No more than three years old at time of application for assistance. • Specific learning disabilities must be stated. • One or more areas of specific academic deficits, a correlated cognitive deficit, and average intellectual ability. • Individually administered intelligence test. • Identification of cognitive processing strengths, weaknesses, and deficits: visual spatial abilities, memory, dexterity, executive functions, attention.

  15. Oral language skills assessed. • Social-emotional status assessed. • Achievement assessment in the following areas: • Written language • Reading • Mathematics • Assessed using age appropriate norms for high school seniors/college freshmen or older students; standard scores or percentile ranks based on published norms.

  16. DIAGNOSTIC REQUIREMENTS FOR ADHD • Symptoms reported before the age of seven. • Self report of at least three major behaviors from the DSM-IV. • Observations from two professionals evaluating working independently, under direction, and under time constraints. • Mandatory corroboration of behaviors by another adult with knowledge of client.

  17. Documentation on two rating scales of ADHD behaviors. • Schizophrenia, borderline personality disorder, autism or mental retardation notthe primary disability.

  18. DIAGNOSTIC REQUIREMENTS FOR ACQUIRED BRAIN INJURY Appropriate documentation includes: • Medical history related to injury • Identification of cognitive deficits and abilities related to academic functioning • Information on required medications and their effects

  19. DIAGNOSTIC REQUIREMENTS FOR PSYCHIATRIC DISORDERS Documentation must – • Be current • Be signed by a licensed professional (psychiatrist, licensed psychologist, neurologist) with expertise and training in psychiatric diagnosis • State a specific diagnosis • Provide relevant information regarding current treatment • Address the length and severity of impairment

  20. Discuss relevant information regarding medications and their anticipated impact • Define how disorder currently manifests in substantial limitations in academics • Include suggestions for appropriate accommodations with supporting rationale

  21. DIAGNOSTIC REQUIREMENTS FOR OTHER DISABILITIES These criteria may vary somewhat, but in general, the documentation should be: • Prepared by a professional, licensed clinician in the area of disability (i.e., licensed clinical psychologist, audiologist, medical doctor, speech/language pathologist, etc.) • Current (usually no more than 12 months old, or less). • State the specific diagnosis.

  22. Indicate the academic limitations imposed by the disability. • In some cases, include a prognosis or indication of possible future changes in the condition. • Explain possible side effects of medicationtherapy, if any.

  23. POSSIBLE ACCOMMODATIONS Each student is a unique individual with specific strengths and abilities and well as specific needs and deficits. An individual assistance plan may include some of the following accommodations or others not identified here. • Extended time for tests or in-class assignments • Separate, low-distraction testing environment • Frequent breaks during test • Enlarged/Braille/oral tests

  24. Use of a computer with spell check or other assistive devices for tests and written assignments • Preferential seating in class • Audio textbooks • Oral description of visual aids • Tape recorder in class • Accessible desk/chair • Sign Language interpreter • Assistive listening device • Assistance with identifying notetakers in class • Use of calculator for math • Use of electronic speller for writing

  25. Disability related absences/extensions when academically feasible • Adapted physical education • Appeal for substitution of foreign language requirement • Library/laboratory/registration assistance • Referral to tutoring/counseling/community resources • Adaptive computer equipment (voice input, screen reader, display magnification, adaptive input devices, word prediction software, etc.)

  26. Alternative Media Access Center (AMAC) • Text in alternate format • Audio, digital, Braille • Remote Real-time Captioning • Captioning of Media • Technology assessments/training www.amacusg.org

  27. SOME ISSUES OF CONCERN • Attendance • Behavior/conduct • Deadlines • Communication/self-advocacy • Living on campus • Academic policies (incompletes, repeat courses, etc.)

  28. Contact the Disability Services professional at your institution of choice for further information and assistance. GA-AHEAD Georgia Association on Higher Education and Disabilities http://www.ga-ahead.org/ List of region reps who can provide names and contact information for disability services professionals in their regions.

  29. WHAT SHOULD I BE DOING NOW? • Identify an area of interest for the student • Academic major, specialized training, employment interest • Check availabilityand requirements • Which schools offer this program? • What are the requirements to enter the program?

  30. WHAT SHOULD I BE DOING NOW? • Teach self-advocacy skills • Can the student explain his/her disability? • Can the student discuss specific accommodation needs? • Investigate and learn assistive technology • Student should function as independently as possible • Student must meet minimum program requirements

  31. WHAT SHOULD I BE DOING NOW? • Update documentation • Must meet requirements of the system entered • Explore financial aid options • Some aid must be applied for a year in advance • Residency requirements, income limitations etc.

  32. HELPFUL WEB SITES www.usg.edu University System of Georgia links to all University System institutions www.tcsg.edu/ Technical College System of Georgia links to all TCSG Technical Colleges http://gacollege411.org/ Georgia College 411 Helping students plan, apply, and pay for college www.gsfc.org/GA Student Finance Commission HOPE and other financial aid information

  33. Carol Pope, M.A. Asst. Dir. for disAbled Student Support Services cpope@kennesaw.edu 770-423-6443

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