1 / 20

Preparing Students with Disabilities to be Successful in Post-Secondary Settings

Preparing Students with Disabilities to be Successful in Post-Secondary Settings. Andrea Burch, Psy D Michael Perrone , MA Elizabeth Shea, MA Alfred University. Special Academic Services (SAS) at Alfred University. Academic consultation model Over 10 years experience

omar-owen
Download Presentation

Preparing Students with Disabilities to be Successful in Post-Secondary Settings

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Preparing Students with Disabilities to be Successful in Post-Secondary Settings Andrea Burch, PsyD Michael Perrone, MA Elizabeth Shea, MA Alfred University

  2. Special Academic Services (SAS) at Alfred University • Academic consultation model • Over 10 years experience • ACT Early Orientation Program • High retention and graduation rates

  3. What does “self-advocacy” mean to you?

  4. Knowledge of Self Knowledge of Rights S E L F - A D V O C A C Y Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

  5. Developing “Knowledge of Self” “To realize that you do not understand is a virtue; not to realize that you do not understand is a defect.” - Lao Tzu Understanding Attributes of Disability Details of disability Knowledge of terminology Effect on learning Support needs Identification of appropriate accommodations Responsibilities as a student with disabilities……  Promoting self-awareness • Brainstorming strengths • Identifying interests • Setting goals • Recognizing motivations

  6. SAS Strategies • Intake Interview • Student Plan • Referral to Career Development Center • Strengths Inventory • Career Counseling • Review of pre-existing documentation and/or psycho-educational evaluation with student

  7. Case Example • “Shawn” • Background Information • Knowledge of Self • Goals and Aspirations • Pitfall of special education system • Students getting “lost” in the process • Considerations for School Psychologists/Special Education Professionals

  8. Knowledge of Self Knowledge of Rights S E L F - A D V O C A C Y Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

  9. Knowledge of Rights:What students should know… • Disability Law in Higher Education • 504/ADA vs. IDEA • Responsibility for Disclosure of Disability • Responsibility to request accommodations • Diversity of Disability Support Services • Instructors/ Professors in Higher education • Documentation • AHEAD Guidelines • Useful information

  10. SAS Strategies: • Campus Visits/ open houses/ transition meetings • Early Orientation Program • Education about campus policies and procedures • Individual problem-solving and discussion • Parent Advocacy to Student Advocacy • Partnerships • Acting as liaisons

  11. Promoting Knowledge of Rights • Be explicit about differences in laws and service provision at the post-secondary level • Involvement in college search process • Communicate with the institution about documentation needs • Facilitate awareness and use of resources • Agency/ Scholarship Support • Assistive Technology

  12. Knowledge of Self Knowledge of Rights S E L F - A D V O C A C Y Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

  13. Communication: What are the issues? Use of Assistive Technology Listening Persuasion Compromise “Learning how to communicate information effectively with others through negotiation, assertiveness, and problem solving in individual and group situation is critical to self-advocacy” (Test et al., 2005). • Assertiveness • Negotiation • Articulation • Body Language

  14. SAS Strategies Go to meetings with students Create list of points to cover when meeting with faculty member Meet the students where they are at! What communication skills do they already have? What skills are they lacking? • Role-Playing • Facilitate writing of emails • Normalize fears and anxieties

  15. Fostering Communication Skills • Explicitly practice communication skills: • Practice writing emails to professors asking for accommodations. • Role-play various scenarios specific to the student’s needs. • Truly involve students in the decision making process. • Some simple things to teach: • Rehearsing what to say • appropriate eye contact • Awareness of body language • Compromise • Rephrase what is heard to ensure understanding.

  16. Knowledge of Self Knowledge of Rights S E L F - A D V O C A C Y Communication Leadership A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

  17. Leadership Subcomponents: • Knowledge of group’s rights • Advocating for others or for causes • Political action • Knowledge of resources • Organizational participation

  18. Case Examples: • Carrie • Leadership capstone project • Coordinated a half-day event designed to educate campus about learning disabilities/ ADHD • Included a student panel to discuss experiences • Seth • Student frustrated by lack of accessibility on campus • Partnered with AU’s Diversity Coordinator to hold a focus group

  19. Expanding the Role of the School Psychologist: Balancing Theory and Practice  Post-Secondary School Psychology Increased involvement in the transition process A theoretical framework to guide self-advocacy development in students

  20. Questions?? Contact: Andrea Burch, Psy.D. Director, Special Academic Services at Alfred University Burcha@alfred.edu

More Related