identifying and overcoming barriers to postsecondary success for students with disabilities
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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. - PowerPoint PPT PresentationTRANSCRIPT
Sweetser/DeschampsSweetser/Deschamps
Identifying and Overcoming Identifying and Overcoming Barriers to Postsecondary Barriers to Postsecondary Success for Students with Success for Students with
DisabilitiesDisabilitiesAnn DeschampsAnn Deschamps
Transition LiaisonTransition Liaison
Fairfax County Public SchoolsFairfax County Public Schools
AndAnd
Carol J. SweetserCarol J. Sweetser
Counselor, Disability ServicesCounselor, Disability Services
Northern Virginia Community College, Annandale Northern Virginia Community College, Annandale CampusCampus
Sweetser/DeschampsSweetser/Deschamps
Eligibility vs. EntitlementEligibility vs. Entitlement
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Disability(IDEA)
IEP meetings
goals and objectives
Special classes and/or programs
Self-determination
self-advocacy skills
Accommodations
Life While in Life While in High SchoolHigh School
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Life After High SchoolLife After High School
No IDEA, no IEPNo IDEA, no IEP ADA and 504ADA and 504 World of workWorld of work
reasonable accommodationreasonable accommodation disclosuredisclosure
Post-secondary educationPost-secondary education documentationdocumentation academic adjustmentsacademic adjustments auxiliary aids and servicesauxiliary aids and services testing accommodationtesting accommodation
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Individual
World of work
Reasonable accommodations
Postsecondary education
Support services
Self-determination
self-advocacy skills
Recreational and leisure activities
Life After High SchoolLife After High School
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Differences Between Differences Between High School and CollegeHigh School and College
High SchoolHigh School Highly StructuredHighly Structured Courses less demandingCourses less demanding Student is a “child”, the parent Student is a “child”, the parent
is responsibleis responsible Grades given to parentsGrades given to parents Teachers call parents for a Teachers call parents for a
conferenceconference Grades might reflect effortGrades might reflect effort School creates social and School creates social and
cultural activities to enhance cultural activities to enhance educationeducation
CollegeCollege More flexibleMore flexible Courses more demandingCourses more demanding Student is considered to be an Student is considered to be an
adultadult Grades given to studentGrades given to student Professors have no parental Professors have no parental
contactcontact Grades reflect performanceGrades reflect performance Student must find campus Student must find campus
activities and organizationsactivities and organizations
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High SchoolHigh School Identification and Identification and
evaluation of disabilitiesevaluation of disabilities
Resource room; small Resource room; small classes; basic skills classes; basic skills instructioninstruction
Teacher monitors Teacher monitors progressprogress
Student sees teacher 3 –Student sees teacher 3 –5 times per week5 times per week
CollegeCollege Student must self Student must self
identify and provide identify and provide current documentation current documentation of disabilityof disability
No special program for No special program for students; larger classesstudents; larger classes
Student self-monitors Student self-monitors and seeks help when and seeks help when neededneeded
Student may only see Student may only see professor once a weekprofessor once a week
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• High SchoolHigh School Adjust programs/WaiversAdjust programs/Waivers
Parental advocacy and Parental advocacy and interventionintervention
Provision of personal Provision of personal servicesservices
Goal: To complete high Goal: To complete high schoolschool
CollegeCollege Compensatory Compensatory
strategies, but no strategies, but no elimination of elimination of requirementsrequirements
Self advocacy/no Self advocacy/no parental interventionparental intervention
No obligation to No obligation to provide personal provide personal services unless services unless available to general available to general student populationstudent population
Goal: Goal: Employment/Transfer Employment/Transfer to four year universityto four year university
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POST SECONDARY POST SECONDARY CONSIDERATIONSCONSIDERATIONS
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Documentation of a Documentation of a Disability in the Post Disability in the Post Secondary SettingSecondary Setting
ADA and Section 504 don’t specify age of ADA and Section 504 don’t specify age of documentation or nature of documentation.documentation or nature of documentation.
Most schools have adopted the AHEAD policy to identify Most schools have adopted the AHEAD policy to identify what is appropriate to demonstrate impact of disability on what is appropriate to demonstrate impact of disability on adult learning. In general colleges want documentation adult learning. In general colleges want documentation of a disability to be no more than 3 years old. of a disability to be no more than 3 years old.
Important to check w/ each individual college to find out Important to check w/ each individual college to find out their exact requirements. their exact requirements.
In all cases, provision of documentation is the In all cases, provision of documentation is the responsibility of the student and not that of the responsibility of the student and not that of the college or the public school systemcollege or the public school system..
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ACCESSING DISABILITY ACCESSING DISABILITY SUPPORT SERVICESSUPPORT SERVICES
Few schools have special programsFew schools have special programs All schools have some type of disability All schools have some type of disability
support services programsupport services program Important to check with the individual Important to check with the individual
school to learn about their specific school to learn about their specific services and procedure for applying for services and procedure for applying for servicesservices
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FREQUENT STUMBLING FREQUENT STUMBLING BLOCKSBLOCKS
Entitlement versus EligibilityEntitlement versus Eligibility
Provision of documentationProvision of documentation
Denial of a disabilityDenial of a disability
Self advocacy and independenceSelf advocacy and independence
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WHAT CAN WE DO?WHAT CAN WE DO?
Educate families early on requirementsEducate families early on requirements
Educate students about their disabilities Educate students about their disabilities
Promote self-advocacy skills Promote self-advocacy skills
Discuss real world view of disability Discuss real world view of disability