College Accommodations for Students with Disabilities

1. College Accommodations for Students with Disabilities MArianneBalton ACSW November 15, 2012

2. Summary of Differences in K-12 vs. College K-12 - IDEA IEP Team Individualized instruction Curricular modification Parents participate in IEP process Schools recruit students for services IEP plan is mandatory School psychologist evaluation IDEA/IEP = graduation Teachers trained in various methods Success = school responsibility College - ADAAA and 504 Student Accommodations No curricular modification Parents excluded Students self advocate to request services Accommodations are recommended Physician/Psychiatrist or PhD ADAAA/504 = equality of access Professors/adjunct no training Success = student responsibility

3. Definition of Disability Used in Higher Education • Section 504 of the Rehabilitation Act 1973 • Americans With Disabilities Act of 1990 (ADA)   • The Americans With Disabilities Act Amendments Act of 2008 (ADAAA) “An impairment that substantially limits or restricts a major life activity such as hearing, seeing, speaking, walking, breathing, performing manual tasks, caring for oneself, learning, or working.” “Having a record of such an impairment” “Being regarded as having such an impairment” US Department of Justice, 2002

4. ADAAA 2008 Expands definition of “major life activities” to include: “Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, working.” Adds new category – "major bodily functions“ to include:   • Functions of the immune system • Cell growth • Digestive, bladder, and bowel functions • Neurological and brain functions • Respiratory and circulatory functions • Endocrine functions • Reproductive functions US Department of Justice, 2008

5. ADAAA 2008 • Determining whether a condition “substantially limits a major life activity” must be made without regard to the use of mitigating measures such as medication, medical equipment, prosthetics, hearing aids, mobility devices, oxygen equipment, etc.   • If condition would qualify without aids, consider the person to have a protected disability • Exception: Eyeglasses and contact lenses • Impairment that is "episodic” or “in remission" is a disability even when inactive "if it would substantially limit a major life activity when active"  • Newly covered conditions: cancer, diabetes, epilepsy, and PTSD

6. Establishing Higher Education Guidelines • No mechanism in Federal Department of Education to systematically share information across offices or coordinate technical assistance to colleges (GAO Report, 2009) • No standardized federal guidelines for service provision • Most guidelines established by the Association for Higher Education and Disability • AHEAD - Professional organization of college disability service providers for development of policy and provision of services for persons with disabilities in higher education: http://www.ahead.org/about • Public colleges must comply with ADAAA and 504 laws • Schools use different approaches to individually define “reasonable accommodations” • Some but not all schools can afford to provide “enhanced services”

7. Eligibility for Disability Services • Student must be “otherwise qualified” for admission to the university • Student is expected to contact disability services office autonomously • Student may request disability servicesafter official admission • Accommodations for placement exams and standardized tests • Student is expected to contact disability services office autonomously • Parents/advocates may participate if student agrees • Provide “adult” documentation - No IEP or K-12 documentation • Student works collaboratively with disability specialist • Teamwork: Student. Faculty, Disability Services Provider

8. Reasonable Accommodations “A reasonable accommodation is any action that helps to alleviate a substantial disadvantage due to impairment or medical condition.” (AHEAD) • University administrations view accommodations in terms of costs • Do not place an undue financial burden on the university • Do not alter the curriculum standards • Students have rights to equal access and reasonable accommodations • Students have responsibility to play an active role in claiming that right • Students must self identify • Counselor uses documentation to determine eligibility • Students negotiate accommodations with disability service provider

9. Accommodations Determined Individually • Extended exam time • Distraction reduced environment • Alternative formats for texts and handout materials • Use of adaptive equipment • Readers, notetakers or audiotaped class sessions • Classrooms in accessible locations • Accessible furniture • Play video: http://www.washington.edu/doit/Resources/postsec.html

10. What Colleges Provide • On site assistive technology/software: JAWS, screen magnification software, CCTV • Speech to text software: Dragon Naturally Speaking • Kurzweil reading software • Assistive listening device: FM system (on loan) • University loans Daisy players for CD”s borrowed from Learning Ally • Distraction free study/testing rooms • Alternative media • Limited number of accessible dormitory rooms • Note takers, cart reporters, sign language interpreters • Accessible parking • Library adaptive work stations

11. What Colleges Do Not Provide • Medical, psychiatric, or learning assessments • Personal attendants • Personal tutors • Rehabilitation or case management services • Behavioral aides, companions, or individual monitoring • Progress reports to parents • Legal services • Personal use computers/laptops • Wheelchairs, medical equipment, or service animals

12. Key Points for Parents • Support autonomy in your adolescent • Arrange IEP transition planning to build self-awareness, self-identity, self-esteem, and self-determination skills • Remember that college students are expected to navigate independently as adults – do not be insulted if you are not included • Remember that colleges differ in their approaches to providing accommodations • View individual college websites to learn about the full range of disability services provided at a particular institution • Procure updated disability assessments and documentation in accordance with university guidelines • A diagnosis of a disorder, condition, or syndrome in and of itself does not automatically qualify an individual for accommodations • Request a pre-enrollment consultation

13. Self Determination “...attitudes, abilities, and skills that lead people to define goals for themselves and to take the initiative to reach those goals.” Ward (1988, p.2) “...ability to identify and achieve goals based on a foundation of knowing and valuing oneself." Field & Hoffman (1994, p. 8)

14. Student Self Determination Model Field & Hoffman 1994

15. Teach Self Determination Becoming aware of personal preferences, interests, strengths, and limitations Differentiating between wants and needs Making choices based on preferences, interests, wants, and needs Considering multiple options Anticipating consequences for decisions Initiating and taking action when needed Evaluating decisions based on outcomes of previous decisions Striving for independence and recognizing interdependence with others Revising future decisions accordingly Setting and work toward goals Self-advocacy Self-regulation Self-evaluation Performing and adjust independently Using negotiation, compromise, and persuasion to reach goals Assuming responsibility for actions and decisions Persistence, self-confidence, creativity and pride

16. Parents Role in Supporting Self Determination • Walk the tightrope between protection and independence • Allow your son or daughter to explore his or her world • While there are obvious limits to this, all parents have to "let go," and it is never easy • Encourage your son or daughter to ask questions and express opinions • Involvement in family discussions and decision-making sessions is one way of providing this opportunity to learn • Self-worth and self-confidence are critical factors in the development of self-determination • Model your own sense of positive self-esteem Davis and Wehmeyer (1991)

17. Documentation Requirements • Licensed physician, psychiatrist, or PhD psychologist • Letter head stationary • Clinician’s signature • Current within three years for most conditions • Current within one year for psychiatric/psychological conditions • DSM-IV-TR or ICD-10 diagnosis • Articulate functional limitations • Articulate needed accommodations

18. Sample Guideline: Learning Disabilities • Testing must address the present impact of the student’s disability on current academic functioning. The report must indicate how the learning disability contributes to a significant impairment in cognitive functioning. • Report must clearly give a diagnosis of the specific learning disorder and should use Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition(DSM IV-TR) or ICD-10 diagnostic codes. Vague terms such as "may have", "seems to have" , and "suggests" are not acceptable as diagnostic. • Report must specify test scores and equated rationale used to determine the DSM-IV or ICD-10 diagnosis and suggested accommodations. • Report must include a history of the learning disability and previous accommodations. • Report must include recommendations for academic accommodations. Address both the current level of functioning and present need for accommodations.

19. Sample Guideline: ADHD • Address both the current level of functioning and present need for accommodations. • Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA. • Include a summary of assessment procedures used to make the diagnosis. • Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis. • Describe current medications, including side effects. • Describe functional limitations supported by the diagnosis and diagnostic test scores.

20. Sample Guideline: Psychiatric/Psychological • Address current level of functioning and present need for accommodations. • Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA. • Include a summary of assessment procedures used to make the diagnosis. • Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis. • Describe current medications, including side effects. • Describe functional limitations supported by the diagnosis and substantiated by test scores. • When accommodations are requested based upon multiple diagnoses, documentation for each disability must meet documentation criteria for each disorder.

21. Sample Guideline: Physical Conditions • Include a clinical diagnosis, the date of original diagnosis, and the date of last contact with the individual. The documentation should be recent and address current levels of functioning. • Include a summary of assessment procedures and diagnostic test data used to make the diagnosis and determine functional limitations. • If the impairment interferes with cognitive functioning, test scores must substantiate a significant impairment to cognitive functioning. All sub-test standard scores must be provided for all tests reported. • Establish a clear link between the requested accommodations and the substantiated functional limitations that are pertinent to the academic/functional demands of the academic setting for which the accommodations are being requested. • Describe the expected progression or stability of the impact of the disability over time. • Detail treatments, medications, assistive devices/services currently prescribed or in use.

22. Sample Guideline: Hearing Impairments • A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the student's academic functioning. • A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate. • Medical information relating to the student's needs, the status of the individual's hearing (static or changing), and its impact on the demands of the student’s academic program. • A statement regarding the use of hearing aids (if appropriate). • A description of the student’s functional limitations supported by the diagnostic data, and how they would relate to a significant impairment** in academic functioning.

23. Sample Guideline: Blindness and Low Vision • A clear statement of the diagnosis with supporting numerical description of vision limitations that is within five (5) years. • A summary of the present symptoms used to meet the criteria for diagnosis of the specific condition. • A summary of assessment procedures and evaluation instruments used to make the diagnosis, including a summary of evaluation results. • Current medical information relating to the student’s needs and the status of the student’s vision (static or changing) including the use of corrective lenses and ongoing visual therapy. • A description of the student’s functional limitations supported by the diagnostic data, and how they would relate to a significant impairment** in academic functioning.

24. Sample Guideline: Traumatic Brain Injury • Include a clinical diagnosis including the date of original diagnosis of the traumatic brain injury and the date of last contact with the individual. • Include a summary of assessment procedures used to make the diagnosis and determine functional limitations. • Identify the major life activities affected by the student’s traumatic brain injury that will affect the student in an academic setting. • Include test scores that substantiate a significant impairment in academic functioning as it relates to the student’s traumatic brain injury. All sub-test standard scores must be provided for all tests reported. • Address both the current level of functioning and present need for accommodations, including an assessment of the individual’s cognitive abilities, including processing speed and memory.

25. Resources 7 Steps for Success: High School to College Transition Strategies for Students With Disabilities http://www.cec.sped.org/ScriptContent/Orders/ProductDetail.cfm?section=CEC_Store&pc=P6041 Office of Civil Rights: Transition Guide for High School Educators http://www2.ed.gov/about/offices/list/ocr/transitionguide.html Office of Civil Rights Guide for Students: Know Your Rights and Responsibilities http://www2.ed.gov/about/offices/list/ocr/transition.html National Center on Secondary Education and Transition: IEP and Transition Planning http://www.ncset.org/topics/ieptransition/default.asp?topic=28 AHEAD – Transition Resources A-Z http://www.ahead.org/students-parents/transitions DOIT: Disabilities, Opportunities, Internetworking, and Technology http://www.washington.edu/doit/Brochures/overview.html