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Why SAR ? (Support for ACCOMMODATIONS Request)

Why SAR ? (Support for ACCOMMODATIONS Request) . Needed Bridge from High school to Higher Education for students with IEPs. Enhanced communication/ consistent process Collaborative Solutions. Context for Developing SAR. The environment Non-categorical , k-12

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Why SAR ? (Support for ACCOMMODATIONS Request)

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  1. Why SAR ?(Support for ACCOMMODATIONS Request) • Needed Bridge from High school to Higher Education for students with IEPs. • Enhanced communication/ consistent process • Collaborative Solutions

  2. Context for Developing SAR • The environment • Non-categorical, k-12 • Categorical/designation—Higher Education • Differing criteria • Lack of consistencybetween disability services providers of higher education

  3. UNDERSTANDING DIFFERENCES Higher Education Considerations Entitled Individual – Secondary Individuals birth-21 who are determined through an individualized evaluation conducted by a team, including the parent, to beeligibleand in need of specially designed instruction.

  4. UNDERSTANDING DIFFERENCES Higher Education Considerations EligibleIndividual – Higher Education • The disability must have a demonstrated impact on the individual’s ability to perform academically. • The individual must be otherwise qualified for the program meeting, including meeting university admission requirements.

  5. UNDERSTANDING DIFFERENCES Higher Education Considerations Who makes the decision? High School • Individuals are determined entitled by the IEP team based upon a preponderance of data from multiple sources. Higher Education • Individuals are determined eligible by the service provider using documentation provided by outside sources.

  6. UNDERSTANDING DIFFERENCES Higher Education Considerations Who must “prove” disability? Secondary • School are required to identify students who need assistance. • Laws govern how to document the need. Higher Education • Individuals are required to self-identify and show “proof” of their disability. • Laws do NOTprovide guidance for documenting a disability.

  7. Elements in the Form • Eligibility/Diagnostic Statement • Formal Diagnosis/Date (when available) • Basis for Determination • Current Functional Impact • Response to Instructional Intervention • Progression/Stability of the disability

  8. Elements in the Form • History of Accommodations • 9th-12th Grade • Suggested Accommodations • Signature • Name, Title, Organization, Telephone • Authorization for Release of Information • Student Statement of Goals • 3-5 sentences describing hopes to accomplish

  9. Benefits for All • Comprehensive • Dates—eligibility, assessment, intervention • Basis for determination • History—intervention, accommodations • Current functional impact • Student Involvement/Insight

  10. Benefits For the Student • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  11. Benefits for Higher Education • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  12. Benefits for Secondary • Relevant • Summarizes relevant information • Provides perspective on what has worked • Student articulation/advocacy • Manageable/Portable

  13. Benefits • Consistent • Within agency • Across agency • Multi-agency • Alignment of expectations • Not consensus but uniformity

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