Students with Learning Disabilities:

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Students with Learning Disabilities

• What Do They Need To Prepare For College
• Leisa Pickering Ph.D.
• University of Kentucky
• and
• Debra Mato M.Ed.
• College of Mount St Joseph

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Agenda

• Legal Differences at College Level
• Documentation Guidelines
• Reasonable Accommodations
• Student Responsibilities
• How Students Can Prepare In High School
• Campus Differences Finding the Right Fit

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Legal Differences at the College Level
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High School

• The Education for All Handicapped Children Act
  (P.L. 94-142) was signed into law in 1975.
• It was updated and renamed the Individuals with
  Disabilities Education Act (IDEA 1990 and 1997).

• IDEA was Reauthorized in November 2004
• It significantly limits what evaluation data
  schools must provide
• High School personnel are no longer required to
  do transition assessment
• Secondary schools are moving to more functional
  data. (Response to Intervention Curriculum-based
  assessments)

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According to IDEA 2004

• A SUMMARY OF PERFORMANCE will be required a
  local educational agency shall provide the child
  with a summary of the childs academic
  achievement and functional performance which
  shall include recommendations on how to assist
  the child in meeting the childs postsecondary
  goals. Sec. 614c (5).

• IDEA guarantees that all children regardless of
  disability are entitled to a free appropriate
  public education in the least restrictive
  environment.
• IDEA applies only to individuals between the ages
  of 3 and 21 (or until high school graduation) who
  are receiving special education or related
  services.
• Under IDEA the responsibility for initiating
  services is on the school system and parents.

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Colleges and Universities

• Section 504 of the Rehabilitation Act (1973)
• Americans with Disabilities (ADA 1990)
• state individuals must meet the following
  eligibility criteria
• have a physical or mental impairment that
  substantially limits one or more of the major
  life functions
• have a history of such impairment or
• be regarded as having such an impairment and
• be deemed as otherwise qualified.

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Post-secondary legal obligations

• Colleges and Universities cannot exclude deny
  or discriminate against otherwise qualified
  individuals on the basis of their disability.
• Post-secondary institutions are required to make
  reasonable modifications in academic requirements
  to ensure that those requirements do not
  discriminate.
• Post-secondary institutions retain the right to
  determine disability documentation requirements
  and criteria for eligibility for reasonable
  modifications.

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• HIGH SCHOOL
• Students with disabilities are entitled to a
  free and appropriate public education.
• Students are qualified for public education by
  being of age and having a disability.

• COLLEGE
• No one is entitled Equal access is the goal.
• This is a Civil Right.
• Otherwise qualified means the student must meet
  all entrance and academic requirements regardless
  of disability.

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Reasonable Modifications

• Accommodations must be supported by the
  documentation of the students disability.
• A program may deny a requested accommodation if
  it can demonstrate that the request would
• Fundamentally alter the program
• Lower standards
• Be unduly burdensome financially or
  administratively

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Eligibility Process

• Students have a responsibility to self-identify
• Students have to provide documentation of a
  disability
• The documentation provided has to meet the
  colleges policy guidelines
• Determination of eligibility and reasonable
  accommodations is based on the documentation

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Documentation Guidelines for Learning Disabilities
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• HIGH SCHOOL
• With Reauthorization of IDEA 2004 Summary of
  Performance (SOP) based on response to
  intervention and observations becomes evaluation
  of specific learning disabilities.

• COLLEGE
• Documentation Guidelines for learning disorders
  are based on the DSM-IV.
• A Summary of Performance can only be considered
  supplementary to a current psychological
  assessment.

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• According to the DSM-IV
• (Diagnostic and Statistical Manual of Mental
  Disorders Fourth Ed. 1994)
• Learning Disorders are diagnosed when the
  individuals achievement on individually
  administered standardized tests in reading
  mathematics or written expression is
  substantially below that expected for age
  schooling and level of intelligence.

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• REQUIREMENTS
• Certified/Licensed Psychologist
• Comprehensive Standardized Adult Measures
• (Not brief screeners)
• Cognitive assessment
• Achievement assessment
• Information Processing analysis
• Report complete standardized scores
• Indication of substantial limitation to learning

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Comprehensive Standardized Tests

• Approved Cognitive Measures
• The Wechsler Adult Intelligence Scale-III
• (WAIS-III) is the preferred instrument.
• The Woodcock-Johnson III Tests of Cognitive
  Abilities
• Not approved cognitive measures
• The Wechsler Intelligence Scale for Children
  (WISC version)
• The Slosson Intelligence Test
• The Kaufman Brief Intelligence Test

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• Approved Achievement Tests
• Woodcock-Johnson III Tests of Achievement
  (WJ-ACH)
• Wechsler Individual Achievement Test (WIAT)
• Not approved achievement test
• Wide Range Achievement Test (WRAT-R)

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• ACT / SAT in high school
• PRAXIS
• GRE
• LSAT
• MCAT
• GMAT

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Educational Testing Services Documentation
CriteriaFrom website www.ets.org

• clearly state the diagnosed disability or
  disabilities
• describe the functional limitations resulting
  from the disability or disabilities
• be current i.e. completed within the last 5
  years for LD last 6 months for psychiatric
  disabilities or last 3 years for ADHD and all
  other disabilities
• include complete educational developmental and
  medical history relevant to the disability for
  which testing accommodations are being requested
• include a list of all test instruments used in
  the evaluation report and relevant subtest scores
  used to document the stated disability (this
  requirement does not apply to physical or sensory
  disabilities of a permanent or unchanging nature)
  
• describe the specific accommodations requested
• adequately support each of the requested testing
  accommodation(s)
• be typed or printed on official letterhead and be
  signed by an evaluator qualified to make the
  diagnosis (include information about license or
  certification and area of specialization).

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Reasonable Accommodations
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Areas Considered in Developing Individual
Accommodations

• No one size fits all approach
• College Classroom
• Testing
• Preparation Outside of the Classroom
• Academic Program Requirements

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Reasonable Classroom Accommodations

• Recommend preferential seating
• Provide advanced copies of overheads power-point
  presentations board notes
• Student tape-records lecture
• Student uses lap-top computer for notes

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Reasonable Testing Accommodations

• Alternative low distraction testing room away
  from whole class
• Sound suppression earplugs or headphones
• Use of a sound screen to produce white noise
• Use of laptop computer for essay exams.

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Reasonable Test Time Accommodations

• Extended time on all written tests and exams
• Time and one-half extended time (50 more time)
• Double time (100 more time)
• Scheduled Breaks

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Reasonable Test Format Accommodations

• Present test orally
• Have a Reader
• Present the exam tape-recorded
• Use computer software on exams with read-aloud
  capabilities
• Accept oral responses
• Have a Scribe
• Allow use of computer software for voice-to-text
• Allow the student to write directly on the test
  rather than computer-scored answer sheet

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Preparation Outside of the Classroom

• Academic Support Center
• Books in audio or digital format
• Learning Strategies
• Individual Tutoring
• Career Counseling

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Reasonable Program Accommodations

• Early priority registration
• Reduced course load
• Flexibility with attendance policy
• Negotiate arrangements for due dates on projects
  and long-term assignments
• Course substitution

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Student Responsibilities
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Accessing Post-Secondary Disability Services

• Contact Disability Services Office and request
  policies and procedures for registering
• Find out what documentation the College
  requires
• Ask about types of resources are available at the
  College
• Determine what are considered reasonable academic
  accommodations at that College

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• Students have a responsibility to self-identify
  and provide documentation of a disability
• Documentation of a disability is reviewed and
  stored confidentially in one office on campus
• The documentation provided has to meet the
  colleges policy guidelines
• Determination of eligibility and reasonable
  accommodations is based on the documentation and
  student interviews

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• On most campuses faculty letters are provided to
  the student which state that the student should
  receive a specified list of reasonable
  accommodations
• It is the students responsibility to provide the
  letter to each faculty and discuss the
  accommodations
• On most campuses it is the facultys
  responsibility to provide the student with the
  accommodations once the letter has been received

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• HIGH SCHOOL
• The school system is responsible for identifying
  a student with a disability.
• School officials and parents request disability
  services.
• Student with parent/ educator team decides which
  courses to take.

• COLLEGE
• The student is responsible to initiate identity
  as having a disability.
• The student requests disability services.
• Student decides what courses to take.

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• COLLEGE
• The student must initiate all actions regarding
  accommodation with each professor for each
  course every semester.
• Students have a right to choose whether or not to
  use accommodations.

• HIGH SCHOOL
• Everyone is informed about a students placement.
  Teachers have an idea about the students needs
  before the student enters the classroom.

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• COLLEGE
• Under FERPA at 18 years of age students have
  the right to make educational decisions and must
  provide consent for disclosure of their
  educational records even to their parents.
• The college is obligated to protect a students
  confidentiality.
• (FERPA Family Educational Rights and Privacy
  Act.)

• HIGH SCHOOL
• Parents are the legal guardians and advocates for
  their childrens educational decisions and have a
  right to review all educational records.
• Students have little or no privacy.

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How High School Students with Learning
Disabilities Can Prepare for College
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Attributes to Develop_ From Transition of
Students with Disabilities to Postsecondary
Education A guide for High School Educators
www.ed.gov 2008.

• Positive attitude towards successful outcome
• Realistic expectations about level of difficulty
  and effort required
• Strong self-advocate

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• Students need to understand their disabilities
  and what strategies work for them in high school
• Accept responsibility for their own success be
  self-advocates
• Take a high school curriculum that will prepare
  them to meet college standards
• Take the toughest courses they can
• Develop good study skills
• Develop good reading and writing abilities

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• Develop critical thinking skills
• Learn time management skills
• Acquire good computer skills
• Discover and practice using Assistive Technology
• Research postsecondary education
• Visit campuses and include the Disability Service
  Offices in the visit. Find the campus that feels
  right.

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The most important concept to grasp is that the
student with a disability needs ALL the same
competencies as any other college student PLUS
whatever special skills or strategies are needed
to cope with his/her disability. It is better to
start acquiring skills in an environment he knows
well (i.e. high school) rather than to wait
until he arrives on the college campus. Going to
college comfortable with oneself and ones needs
can make the difference between success and
failure.Effective College Planning 8th Ed.
(2002) WNY Collegiate Consortium of Disability
Awareness
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In the College Transition

• Encourage students to participate in advanced
  summer college preparatory programs or freshman
  orientation classes
• Students need to get involved on campus during
  their first year
• Stress to students to learn the resources
  available on campus and use them

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Campus DifferencesFinding the Right Fit
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Finding the Right Fit

• All students have choices to make
• Size (small medium large)
• Location (rural suburban urban distance from
  distance learning)
• Commuter/ Residence Hall
• Cost
• What do they wish to accomplish
• Students with disabilities have even more
  choices

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Finding the Right Fit

• Goals of Post-Secondary
• Certificate or Diploma
• Associate Degree
• Bachelors Degree
• Graduate and Professional Degrees
• Options in Post-Secondary
• Community or Technical College
• On-line Distance Learning
• Colleges and Universities

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Finding the Right Fit

• All colleges are required to offer services to
  students with documented disabilities
• HOW they do that is the question
• Level of student independence level of
  institutional support resources must be
  identified for each student matched
• If health services are necessary student needs
  to identify those

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Types of Resources

• Tutoring
• Not an accommodation. Section 504 regulations
  say that tutoring is a personal service or
  responsibility.
• If College does not offer tutoring for all
  students it does not have to provide tutoring
  for students with disabilities.
• Availability of tutoring for all students / group
  or individual
• Availability of individual tutoring for specific
  subjects of difficulty
• Counseling
• Availability of mental health counseling
• Support for personal problems

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Two College Models

• Service Model - The Learning Center

• Program Model Project EXCEL

• Fee-based program for students with SLD or
  ADD/ADHD
• Intensive supports
• Professional tutors EXC 103 a class just for
  freshmen weekly Time management Study Tables
  Project lab
• Assistance with academic accommodations for
  students with documented disabilities

• Services are available at no cost to all students
• Tutoring usually peer
• Math Center one-to-one assistance in math
  courses from Basic Algebra through calculus
• The Writing center one-to-one assistance
• Assistance with academic accommodations for
  students with documented disabilities

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Questions and Discussion
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Resources 

• ACCESS to Postsecondary Education
  www.ahead.org/affiliates/kentucky/transition-guide
  
•  
• College Planning for Students with Learning
  Disabilities www.ldonline.org/article/6130
•  
• Self-Advocacy for College Students
  www.ldonline.org/article/6142
•   Students with Disabilities Preparing for
  Postsecondary Education Know Your Rights and
  Responsibilities www.ed.gov/about/offices/list/ocr
  /transition.html
• Transition of Students with Disabilities to
  Postsecondary Education A Guide for High School
  Educators www.ed.gov/about/offices/list/ocr/transi
  tionguide.html