Postsecondary Education

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Postsecondary Education Training

• Webinar 2
• Strategies for
• Success

PRESENTED BY The Center for Change in Transition
Services
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CCTS Webinar Series

• Welcome to the 2014-2015 Webinar series on
  postsecondary education and training.
• Presented by the Center for Change in Transition
  Services (CCTS), a Special Education State Needs
  Project housed at Seattle University and funded
  through the Office of the Superintendent of
  Public Instruction (OSPI).
• CCTS has been serving special need students,
  their families and schools since 1990.

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Registration

• Everyone participating in the webinar needs to
  type the following in the chat box
• Name
• Email Address
• You will be sent a link following the webinar to
  register for Clock Hours. You must complete the
  registration process to apply for clock hours!

Thank you for joining us today!
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Closed Captioned (CC)
This webinar is closed-captioned. To view the
captioning click on the CC icon just above the
video.
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Webinar Norms

• Raise your hand and wait to be called on by
  moderator

If you have a microphone, please keep it turned
off until called on.
You may ask questions by typing in the chat box
or by raising your hand (if you have a
microphone).
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CCTS Introductions
Cinda Johnson Ed.D., Principal Investigator
Sue Ann Bube Ed.D., Director
Julia Schechter M.Ed., Doctoral Research Assistant
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Meet todays guest participant
Kim Thompson Dean of Students Shoreline
Community College
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CCTS Contact Information

• Email ccts_at_seattleu.edu
• Phone [phone]
• http//www.seattleu.edu/ccts

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2014-2015 Webinars
November 12th Strategies for Success Self-determination and self-advocacy are key attributes students should possess for success beyond graduation. Learn how these skills can be acquired in high school and applied in higher education environments.
December 10th Identifying Options What are the education opportunities for students with disabilities post-high school? Options including on-line education, vocational education, and 2- 4-year colleges and universities will be reviewed.
January 14th Applying for Admissions Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities.
February 11th IDEA vs. ADA and 504 Join us to explore how students with disabilities are impacted by the differences in law when transition between k-12 schools and higher education.
March 11th Accommodations Students with disabilities must seek their own accommodations after leaving high school. This webinar will explore what to expect and how this process works at different types of postsecondary institutions.
April 8th Affordable? Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar.
May 13th Transition Planning The focus of our final webinar will be preparing for a successful transition by learning how to write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP)document as a passport to education.
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Strategies for success

• Students with disabilities From high school to
  postsecondary

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Strategies for Success
Strategies for Success Strategies for Success
  1. Self-advocate
  2. Self-determination
  3. Academic preparedness
  4. Understand legal protections
  5. K-12 vs higher education
  6. Access disability services
Resources, Q A Resources, Q A
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Roadmap to Success

• Students with disabilities need the same
  competencies as any other college student

• PLUS whatever special skills or strategies are
  needed to cope with his or her disability.
• Kim Thompson, Dean of Students, Shoreline
  Community College

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Research

• 19 of youth with disabilities are enrolled
  full-time in postsecondary settings compared to
  40 from the general population (Newman, 2005)
• Teaching self-determination is one of the key
  practices in facilitating transition (U.S. Dept.
  of Ed., 2002)
• Self-determination and other empowering student
  strategies can be learned and are linked to
  student success. (Morningstar et al., 2005)

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Strategies for success
Hamblet (2011)
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1. Self-advocate
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Components
Hamblet (2011)
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Building self-advocacy
Component Activity
Responsibility for daily organization tasks Completing and turning in assignments
Responding to challenges Identifying areas of need Seeking help Working out conflicts effectively
Developing postsecondary goals Participation in IEP meetings Identifying accommodations Understanding postsecondary options Choosing appropriate high school courses
Hamblet (2011)
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The IEP

• IDEA 2004 calls for increased student
  participation by adding the consideration of
  student strengths to the previously mandated
  focus on preference, interests and needs when
  developing the transition plan.
• Konrad, Walker, Fowler, Test Wood (2008)

SPIN Strengths, Preferences, Interests Needs
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2. Practice Self-determination
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Self-determination
Eckes Ochoa, 2005 Wehmeyer (2004)
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Assessments
Zarrow Center for Learning and Enrichment
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Components

• F

Field Hoffman (2007)
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Process
Hamblet (2011)
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For teachers counselors

• Explain self-determination to the student.
• Encourage students to be proactive.
• Understand the laws as they pertain to
  self-determination.
• Provide instruction.
• Provide opportunities to practice SD skills.
• Create a supportive school environment.

GWU Heath Resource Center
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Campus resources
Kim Thompson, Dean of Students, Shoreline
Community College
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3. Academic preparedness
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Flowchart
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Transition strategies

• Understand the functional limitations, strengths
  weaknesses that result from ones disability.
• Actively participate in IEP or Section 504
  meetings.
• Practice explaining ones disabilities and needs
  as a way to gain confidence for having such
  conversations in postsecondary settings.
• Take appropriate preparatory curriculum.

U.S. Dept. of Ed., Office of Civil Rights, 2014
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Ask questions

• Is the campus a good fit for me? (e.g.,
  accessibility, supports, size, welcoming)
• Do I have the study time management skills I
  need and understand the expectations for study
  time per class?
• Has my coursework prepared me for admissions and
  success, if not what are the options?

Kim Thompson, Dean of Students, Shoreline
Community College
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4. Understand the differences in laws governing
K-12 and higher education
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Legal differences
IDEA ADA
Success Access
Guarantee of services to those that qualify Prohibits discrimination
Ages 3 - 21 All ages
FAPE Equivalent access
IEP No formal plan
IEP Team Responsible Student/Employee Responsible
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Legal protections change
Hamblet (2011)
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5. Recognize differences between K-12 and
postsecondary
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Accessing supports is different in K-12 vs.
higher education
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Academic adjustments

• Unlike K-12, higher education institutions are
  not required to lower essential academic
  standards or fundamentally alter their program.
• For example, the college may be required to
  provide extra testing time but not required to
  change the substantive content of the test.
• Academic adjustments may include
• Substitution of some classes.
• Permission to tape record classes.
• Additional time to complete tests.

U.S. Dept. of Ed. Office of Civil Rights
(2014) GWU Heath Resource Center
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Balance of participation
Kim Thompson, Dean of Students, Shoreline
Community College
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Roles transition
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6. Disability services and supports
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Self-initiated activities
Kim Thompson, Dean of Students, Shoreline
Community College
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Disability services

• Registering with campus disability service office
  for
• Determination of eligibility for academic
  adjustments.
• Coordination of adjustments with faculty (e.g.
  extended test time, large print books, priority
  seating).
• Referrals to other campus support programs.
• Referrals to outside agencies when appropriate.
• Computer adaptive equipment/assistive technology.
• Prevatt, Johnson, Allison Proctor (2005)

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In conclusion Strategies for success
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Strategies for success
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Attitude, self-advocacy and preparation
U.S. Department of Education, Office of Civil
Rights
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Dos Donts
Kim Thompson, Dean of Students, Shoreline
Community College
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Questions and Answers
Thank you for Participating!
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Resources

• George Washington University HEATH Resource
  Center
• http//heath.gwu.edu/
• The GWU HEATH Resource Center Clearinghouse
  provides information on transition to higher
  education including information about disability
  support services, policies, procedures,
  accommodations, and financial assistance. The
  Heath Guidance and Career Counselor Toolkit
  provides extensive resources.
• ThinkCollege! http//www.thinkcollege.net/index.p
  hp
• This website provides resources for students,
  families, and professionals supporting youth with
  intellectual disabilities exploring postsecondary
  education options
• University of Washington DO-IT (Disabilities,
  Opportunities, Internetworking and Technology)
• http//www.washington.edu/doit/
• DO IT serves to increase the success of people
  with disabilities in challenging academic
  programs and careers. The website provides
  extensive college planning resources including a
  list of scholarships by disability. DO-IT
  produces Preparing for College An Online
  Tutorial http//www.washington.edu/doit/Brochures
  /Academics/cprep.html
• United States Department of Education, Office of
  Civil Rights
• http//www2.ed.gov/about/offices/list/ocr/transiti
  on.html
• The USDE Office of Civil Rights has many
  resources and publications to support students,
  families and professionals explore options for
  transitioning to postsecondary education. One
  such publication is Students with Disabilities
  Preparing for Postsecondary Education Know Your
  Rights and Responsibilities.

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Resources

• Self-Determination Assessments. The Zarrow
  Center http//www.ou.edu/content/education/centers
  -and-partnerships/zarrow/self-determination-assess
  ment-tools.html
• The AIR Self-Determination Assessment focuses on
  two main components Capacity and Opportunity. 
  Capacity refers to the knowledge, abilities, and
  perceptions which allow the student to be
  self-determined.  Opportunity refers to the
  student's chances to use their knowledge and
  abilities.
• The AIR Self-Determination Scale is available
  free of charge in a variety of forms  student
  form,  (Spanish) student form, parent form, and
  educator form. 
• The ARC Self-Determination Scale was developed by
  Dr. Michael Wehmeyer and colleagues to  measure
  strengths and weaknesses of adolescents with
  disabilities, facilitate student involvement in
  educational planning and instruction to promote
  self-determination as an educational outcome, and
  assess student self-determination skills for
  research purposes.
• The ChoiceMaker Self-Determination Assessment is
  used to measure the self-determination skills of
  middle and high school students with mild to
  moderate disabilities.
• George Washington University, National
  Clearinghouse on Postsecondary Education for
  Individuals with Disabilites. (2006). Guidance
  and Career Counselor Toolkit Advising high
  school students with disabilities on
  postsecondary options (U.S.Dept. of Education
  H326H01005). Retrieved from https//heath.gwu.edu/
  sites/heath.gwu.edu/files/downloads/Toolkit202014
  .pdf

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References

• AIR Self determination Assessments (2014,
  November). Zarrow Center for Learning
  Enrichment. Retrieved October 30, 2014, from
  http//www.ou.edu/content/education/centers-and-pa
  rtnerships/
• Eckes, S. E., Ochoa, T. A. (2005). Students
  with disabilities Transitioning from high school
  to higher education. American Secondary
  Education, 33(3), 6-20.
• Field, S. Hoffman, A. (2007).
  Self-Determination in Secondary Transition
  Assessment. Assessment for Effective
  Intervention, 32(3), 181-190.
• George Washington University, National
  Clearinghouse on Postsecondary Education for
  Individuals with Disabilites. (2006). Guidance
  and Career Counselor Toolkit Advising high
  school students with disabilities on
  postsecondary options (U.S. Dept. of Education
  H326H01005). Retrieved from https//heath.gwu.edu/
  sites/heath.gwu.edu/files/downloads/Toolkit202014
  .pdf
• Konrad, M., Walker, A. R., Fowler, C. H., Test,
  D. W., Wood, W. M. (2008). A model for aligning
  self-determination and general curriculum
  standards. Teaching Exceptional Children, 40(3),
  53-64.
• Hamblet, E. C., Council for Exceptional
  Children. (2011). 7 steps for success High
  school to college transition strategies for
  students with disabilities. Arlington, VA
  Council For Exceptional Children.

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References

• Morningstar, M. E., Frey, B. B., Noonan, P. M.,
  Ng, J., Clavenna-Deane, B., Graves, P., . . .
  Williams-Diehm, K. (2010). A preliminary
  investigation of the relationship of transition
  preparation and self-determination for students
  with disabilities in postsecondary educational
  settings. Career Development for Exceptional
  Individuals, 33(2), 80-94. doi10.1177/08857288093
  56568
• Newman, L. (2005) Postsecondary education
  participation of youth with disabilities. In M.
  Wagner, L. Newman, R. Cameto, N. Garza,
  P.Levine, After high school A first look at
  post-school experiences of youth with
  disabilities. Retrieved November 11, 2008, from
  http//www.nlts2.org/reports/2005_04/nlts2_report_
  2005_04_ch4.pdf
• Prevatt, F., Johnson, L. E., Allison, K.,
  Proctor, B. E. (2005). Perceived usefulness of
  recommendations given to college students
  evaluated for learning disability. Journal of
  Postsecondary Education Disability, 18(1),
  71-79.
• U.S. Department of Education. (2002, July). Study
  of Personnel Needs in Special Education (SPeNSE)
  Key findings. Washington D.C Author. Available
  http//www.spense.org
• U.S. Department of Education, Office of Civil
  Rights, Transition of students with disabilities
  to postsecondary education A guide for high
  school educators, Washington D.C., 2011.
• Wehmeyer, M. L., Schalock, R. L. (2001).
  Self-determination and quality of life
  Implications for special education services and
  supports. Focus on Exceptional Children, 33(8),