Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education

1. Empowerment, Independence, and Equal Access: Students with Disabilities in Postsecondary Education Emily Cheng, MHS, CRC Academic Advisor/Advisor to Students with Disabilities OSU-Oklahoma City

2. Postsecondary Education Settings • Colleges • Universities • Vocational/Technical Schools

3. Differences in High School and College Settings High School College Students self-identify disability status to college Must provide their own disability documentation Student is primary decision-maker • Schools identify and evaluate students with disabilities • Parents generally involved in placement decisions

4. Differences in High School and College Settings High School College College not required to waive, reduce, or modify any essential requirements of a course or program • Schools may modify educational programs for students with disabilities

5. Differences in High School and College Settings High School College Student owns rights to their records (FERPA) Full inclusion • Parent owns rights to student records • May have separate special education classes

6. Differences in High School and College Settings High School College No standardized educational modification plan; disability accommodations determined course-by- course • IEPs, 504s

7. Common terms and guiding principles for students with disabilities in college. BASIC DISABILITY SERVICES POLICIES IN POSTSECONDARY EDUCATION

8. Functions of Disability Services in College • To provide students with disabilities equal access to educational opportunities in college • Encourage student self-advocacy skills • Confidence builder!

9. Three Common Terms • “Equal Access” • “Reasonable Accommodations” • “Otherwise Qualified”

10. Equal Access • Postsecondary education settings are required to provide equal access to educational programs and services for students with disabilities. • Provide same opportunities for success (or failure) as non-disabled students

11. Reasonable Accommodations • Adjustments that allow an otherwise qualified student with a disability to demonstrate their knowledge and mastery of course material without: • making a substantial change in essential course or degree requirements • posing a direct threat to the health or safety of others • posing an undue financial or administrative burden

12. “Otherwise Qualified” Students with Disabilities • Those who, with or without reasonable accommodations, meet the same academic, professional, technical, and behavioral standards of their chosen course/degree program as their non-disabled peers.

13. Putting it all Together… Postsecondary education settings are required to provide otherwise qualified students with disabilities equal access to programs and services.

14. …This is accomplished by providing reasonable accommodations to these students.

15. How postsecondary schools provide equal access to otherwise qualified students with disabilities. REASONABLE ACCOMMODATIONS

16. Commonly Requested Reasonable Accommodations • Extended time on exams/quizzes • Typically used for timed evaluations (e.g., a 60-minute exam) • Time-and-a-half or double-time options

17. Commonly Requested Reasonable Accommodations • Note -Taking Assistance • Philosophies vary among disability services offices • Policies and procedures may vary at each school • Student with disability may be required to take own notes as well

18. Commonly Requested Reasonable Accommodations • Use of a tape recorder in classroom • Students prohibited from sharing/publicizing recordings • Sign language interpreters/captioning services • Access to assistive technology • Physical accommodations-raised table heights, accessible classrooms, etc.

19. Other Possible Accommodations • Flexibility in policies regarding attendance policies, make-up work, and make-up exams • Reasonableness and degree varies greatly depending on course and academic program • Specific boundaries usually set (example: an extra 24 hours to complete an assignment)

20. Technology used by individuals with disabilities to improve and enhance their functional capabilities. ASSISTIVE TECHNOLOGY

21. Types of Assistive Technology • Listening Devices • Amplifiers • Captioning • Cognitive Aids • Reading software • Visual Aids • Screen readers • Magnification aids • Augmentative Communication • Speech-to-text programs

22. What postsecondary education settings use to evaluate students’ functional capabilities. DISABILITY DOCUMENTATION

23. Functions of Disability Documentation • Opens dialogue with student on their perceptions of strengths and weaknesses • Helps disability services office determine appropriate accommodations

24. Each college and university determines what is considered appropriate disability documentation.

25. General Documentation Guidelines • Reflect individual’s current level of functioning • Address functional impact of the disability • Should support need for accommodation(s) requested

26. General Documentation Guidelines • Prepared by professional qualified by training and practice to diagnose and treat the disability • Adult psychological/psycho-educational evaluation preferred

27. Elements of Quality Documentation • Credentials of the evaluator(s) • Should be performed by someone who is properly trained and/or licensed to diagnose the disability • No personal relationship with the student • Diagnostic statement identifying the disability

28. Elements of Quality Documentation • Functional limitations associated with the disability • How the disability impacts major life activities (e.g., reading, speaking, thinking) • Expected progression/stability of the disability

29. Elements of Quality Documentation • Description of diagnostic methodology used • Evaluation methods and results • Summary or narrative helpful • Current medications, treatments, and/or side effects as applicable • How effective are the treatments?

30. Elements of Quality Documentation • Recommendations for accommodations or other helpful services • Helpful in decision-making process

31. Of the student and the college. RIGHTS AND RESPONSIBILITIES

32. Student Responsibilities • Self-identify/disclose disability to college if requesting accommodations • Provide documentation of disability supporting need for accommodations • Provide own transportation arrangements • Act as independent adults

33. Student Responsibilities • Arrange for and obtain any tutoring, personal care attendants, or individually fitted assistive technologies • Follow all disability services reasonable policies and procedures at the college

34. Student Responsibilities • Fulfill same academic, technical, professional, and behavioral standards as non-disabled students • Manage own personal schedules to complete assignments on time • Participate in disability accommodations decision-making process

35. College Responsibilities • Provide equal access to programs and services through reasonable accommodations • Inform students of disability services office location, procedures for requesting/receiving accommodations • Observe student privacy and confidentiality rights (FERPA)

36. College Responsibilities • Provide equally effective accommodation if student’s preferred method of accommodation is unavailable • Engage student in decision-making process

37. College Responsibilities • Provide accommodations within reasonably prompt timeframe • Inform students of rights and responsibilities • Provide options for grievance procedures

38. Encouraging growth and building self-confidence. EMPOWERING INDEPENDENCE

39. Key Strategies • “Weight watchers” vs. “buffet” approach to accommodations • Re-evaluate accommodations at end of each semester • Change in amount of accommodations needed?

40. Key Strategies • Encourage direct communication with instructors, school officials →self-advocacy! • Promote skill development • Note-taking • Successful test-taking • Time management

41. Key Strategies • Try classes without accommodations for first few weeks? • Work with peers to form study groups • Use college’s tutoring services (usually free!)

42. How to bridge the gap for students with disabilities. FACILITATING SMOOTH HIGH SCHOOL TO COLLEGE TRANSITIONS

43. Transition Strategies High School College Consider using IEPs, SOPs, 504s as disability documentation? Offer information sessions for parents • Encourage empowerment, independence • Wean students?

44. Transition Strategies High School College Education, outreach for high school students Communicate with high school special education professionals • Update psychoeducational evaluations before graduation? • Facilitate meetings w/ colleges before graduation

45. Helpful Resources • University of Central Oklahoma (UCO) Counseling Psychology Clinic • (405) 974-5477 • University of Oklahoma (OU) Counseling Clinic • (405) 325-2914

46. Helpful Resources • Oklahoma Association on Higher Education and Disability (OK-AHEAD) • http://www.ok-ahead.org • U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education • http://www.ed.gov/about/offices/list/ocr/ transition.html

47. Contact Information Emily Cheng Academic Advisor/Advisor to Students with Disabilities OSU-Oklahoma City Office: (405) 945-3385 emilytc@osuokc.edu