Post-Secondary Education: Making the Transition Easier

1. Post-Secondary Education: Making the Transition Easier Hollie Coon, Ph.D. Coordinator, Program Development/Disability Services Title IX/Gender Equity Officer

2. Just a Little Humor

3. Okay…Only One More

4. K-12 Special Education • Students with disabilities are covered by IDEA 2004 & Section 504 • Least Restrictive Environment (LRE) • Free & Appropriate Public Education (FAPE) • Students are entitled to special education services • Modifications and accommodations are provided to ensure success

5. K-12 Special Education • Transition Services • Services are provided for students at no cost • School is responsible for assessment and identification • Medical issues are taken care of • Paraprofessionals may be assigned to one student

6. K-12 Special Education • A continuum of services and placements are available • Residential, day treatment programs may be appropriate • IEP team meets once a year • Very supportive for the student • IEP team works hard to ensure student success

7. Post-Secondary Education • Students must have a disability as defined by the Americans with Disabilities Act (ADA) and be eligible to receive services • ADA was amended in 2008; we now refer to the ADA and The ADA Amendment Act of 2008 • Actually widens the number of individuals “covered” by the ADA; however, individuals must still prove eligibility

8. Post-Secondary Education • A Psychologist or physician administers a formal assessment to diagnose a disability • A Psychologist or physician recommends accommodations • A history of accommodations may be provided (SAR form) • No Special Education is available; Special Education is terminated upon graduation • Reasonable accommodation are provided to eligible students to access courses already in existence

9. Post-Secondary Education • Specific accommodations may be provided to minimize the limitations imposed by the students’ diagnosed disability • Students must self-identify and provide documentation concerning their disability • No modification of curriculum is permitted- ALL students are expected to meet the essential course requirements

10. Post-Secondary Education • No personal aides or assistants are provided at the college level • ADA ensures that students have equal access to courses and that they have the same opportunity to be successful as the other students in the course • Success is not guaranteed

11. What is Required? • Formal Application for Services (most colleges/universities have an application process) • Professional Documentation from a Physician or Psychologist with diagnosis and recommendation of accommodations • IEP and 504 Plans? Difference between Community Colleges and Four-Year Private Colleges and Universities and what they accept • SAR Form (most Iowa colleges and universities will accept and consider the SAR form) • Not all items are required

12. Student Responsibility • Responsibility now shifts to the student to self-identify and to disclose disability related information • Disability Services Coordinator grants the formal accommodations • Students then are responsible for speaking to their instructors regarding their accommodations

13. Student Responsibility • Students are responsible for communicating with the Disability Services Coordinator if they are not receiving granted accommodations • Students are responsible for asking for additional support if needed • Students are responsible for visiting with the Disability Services Coordinator each semester to coordinate their services

14. Accommodations are made for students on an individual basis based on their disability. The more specific the documentation is, the better the Disability Services Coordinator can individualize accommodations Examples may include: Extended test time Testing in a distraction-free space Assistive Technology Note-taker Scanned/Taped textbooks Sign Language Interpreter Sample Accommodations

15. Biggest Points • Students and their parents need to understand the key differences between services at the high school level compared to the college level • Students need to be prepared and confident to speak to other individuals • Students need to know about their disability and what accommodations they have used that have been helpful

16. QUESTIONS? Contact Information: Hollie Coon, Ph.D. Coordinator, Program Development/Disability Services Title IX/Gender Equity Officer 2006 S. Ankeny Blvd., Bldg. 6, Room 10-b Ankeny, IA 50023 E-mail: hlcoon@dmacc.edu Office Contact Information: DMACC Disability Services Office 515-964-6234 www.dmacc.edu/student_services/disabilities/Pages/welcome.aspx