Identifying and Overcoming Barriers to Postsecondary Success for Students with Disabilities

1. Identifying and Overcoming Barriers to Postsecondary Success for Students with Disabilities Ann Deschamps Transition Liaison Fairfax County Public Schools And Carol J. Sweetser Counselor, Disability Services Northern Virginia Community College, Annandale Campus Sweetser/Deschamps

2. Eligibility vs. Entitlement Sweetser/Deschamps

3. Life While in High School IEP meetings goals and objectives Special classes and/or programs Disability (IDEA) Self-determination self-advocacy skills Accommodations Sweetser/Deschamps

4. Life After High School • No IDEA, no IEP • ADA and 504 • World of work • reasonable accommodation • disclosure • Post-secondary education • documentation • academic adjustments • auxiliary aids and services • testing accommodation Sweetser/Deschamps

5. Life After High School World of work Reasonable accommodations Postsecondary education Support services Individual Self-determination self-advocacy skills Recreational and leisure activities Sweetser/Deschamps

6. High School Highly Structured Courses less demanding Student is a “child”, the parent is responsible Grades given to parents Teachers call parents for a conference Grades might reflect effort School creates social and cultural activities to enhance education College More flexible Courses more demanding Student is considered to be an adult Grades given to student Professors have no parental contact Grades reflect performance Student must find campus activities and organizations Differences Between High School and College Sweetser/Deschamps

7. High School Identification and evaluation of disabilities Resource room; small classes; basic skills instruction Teacher monitors progress Student sees teacher 3 –5 times per week College Student must self identify and provide current documentation of disability No special program for students; larger classes Student self-monitors and seeks help when needed Student may only see professor once a week Sweetser/Deschamps

8. High School Adjust programs/Waivers Parental advocacy and intervention Provision of personal services Goal: To complete high school College Compensatory strategies, but no elimination of requirements Self advocacy/no parental intervention No obligation to provide personal services unless available to general student population Goal: Employment/Transfer to four year university Sweetser/Deschamps

9. POST SECONDARY CONSIDERATIONS Sweetser/Deschamps

10. Documentation of a Disability in the Post Secondary Setting • ADA and Section 504 don’t specify age of documentation or nature of documentation. • Most schools have adopted the AHEAD policy to identify what is appropriate to demonstrate impact of disability on adult learning. In general colleges want documentation of a disability to be no more than 3 years old. • Important to check w/ each individual college to find out their exact requirements. • In all cases, provision of documentation is the responsibility of the student and not that of the college or the public school system. Sweetser/Deschamps

11. ACCESSING DISABILITY SUPPORT SERVICES • Few schools have special programs • All schools have some type of disability support services program • Important to check with the individual school to learn about their specific services and procedure for applying for services Sweetser/Deschamps

12. FREQUENT STUMBLING BLOCKS • Entitlement versus Eligibility • Provision of documentation • Denial of a disability • Self advocacy and independence Sweetser/Deschamps

13. WHAT CAN WE DO? • Educate families early on requirements • Educate students about their disabilities • Promote self-advocacy skills • Discuss real world view of disability Sweetser/Deschamps