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PostSecondary Education for Students with Disabilities

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Students with Learning Disorders: Early Identification ... Woodcock-Johnson III General Ability Index. LD: Areas of Assessment. 2. Academic Achievement ... – PowerPoint PPT presentation

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Title: PostSecondary Education for Students with Disabilities


1
Post-Secondary Education for Students with
Disabilities
  • February 27, 2009
  • Students with Learning Disorders Early
    Identification Promotes Successful College
    Transition
  • Regents Center for Learning Disorders
  • Beverly Sermons, Ed.D.
  • Nancy Larkin Reed, Ph.D.

2
Topics
  • What do students/parents need to do to prepare
    for the transition to the post-secondary setting?
  • Whats different at the postsecondary level?
  • What is the role of the Regents Centers in
    serving students with learning disorders?
  • How and when can students access Regents Center
    for Learning Disorders services?
  • What are the Board of Regents criteria for
    documenting learning disorders (ADHD, LD, ABI,
    and psychological disorder), and what is the
    rationale?
  • How are accommodations, including assistive
    technology, determined?
  • How is the Alternative Media Access Center
    affecting how accommodations, including assistive
    technology, are determined?

3
Preparing Students to Transition to the
Board of Regents System
4
The Official Guide for Parents, Teachers,
Students, School Counselors, and Psychologists
www.gsu.edu/rcld/BORWEB/introduction.html
5
Summary of Performance
  • Recommended Summary of Performance Form for K-12
  • http//www2.gsu.edu/wwwrld/
  • SummaryofPerformance.pdf

6
Post-Secondary Education and Disability
Philosophical Policy Shift
  • Philosophical Shift
  • College education requires a higher level of
    knowledge/training and individual maturity
  • Responsibility shifts from institution to
    students
  • Policy Shift
  • IDEA vs. ADA
  • Process is not retroactive

7
IDEA
  • Right to education
  • District identifies
  • Free evaluation
  • IEP process
  • Special Education

8
ADA/504
  • No right to education
  • Student self-identifies
  • Student responsible for documentation
  • No IEP
  • No Special Education
  • Student still must meet technical standards

9
IDEA and ADA A Comparison
IDEA
ADA
Free and appropriate mandatory education Entitlem
ent Law Remedial learning tools Outcome
oriented successful learning
Optional education Civil Rights Law Aids and
accommodations Equal access, not equal success
10
Qualifications for Services under ADA
  • Existence of a legitimate disability
  • Substantial limitation to one or more major life
    functions, including learning
  • Essential course requirements are not altered
  • Documentation that verifies a need for
    accommodation

11
Section 504 of the 1973 Rehabilitation Act the
Americans with Disabilities Act of 1990
  • No otherwise qualified individual with a
    disability shall, solely by reason of his/her
    disability,
  • be excluded from participation,
  • be denied the benefits of, or
  • be subjected to discrimination under any program
    or
  • activity of a public entity.
  • www.adabill.com

12
The Principle of Otherwise Qualified
  • Students must meet criteria for admission.
  • Students must have potential to do the work.
  • Students must be able to meet academic
  • standards of institution.

13
Preparing Your Student
  • The Role of Teachers and Administrators

14
Early Identification as Predictor of Success
Identified/Served in k-12 Service
Not identified/served in k-12
  • Lack of self-awareness
  • Limited knowledge of disability
  • Minimal advocacy skills
  • Deficit areas not remediated
  • Lacks self-compensation skills
  • Poor study habits learning strategies
  • Increased self awareness
  • Savvy/knowledgeable of disability
  • Self advocacy skills
  • Benefited from remediation
  • Developed compensatory skills
  • Study skills learning strategies

15
Early Identification as Predictor of Success
Identified/Served in k-12 Service
Not identified/served in k-12
  • Exposure to assistive technology
  • Positive memory of services
  • Connected to community agencies
  • Greater parental involvement support
  • Sharper critical thinking skills
  • Little to no AT exposure usage
  • Recalls only struggles/disconnect
  • Not connected to agency supports
  • Parental disconnect and confusion about where
    support is needed
  • Lacks the critical thinking skills needed for
    college academics

16
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17
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18
Preparing Your Student
  • The Role of the Parents/Guardians

19
Preparing your student for college (and for
life!)
  • Help your student develop realistic goals
  • Think long-term (you cant always be there)
  • Teach self-advocacy skills from the beginning
  • Strengths and weaknesses
  • Necessary accommodations
  • Independence

20
Preparing your student for college (and for life!)
  • Advocate for evidenced-based teaching and
    remediation
  • Advocate for Universal Design for Learning
  • Know the difference between remediation and
    tutoring
  • Know the difference between testing and teaching

21
Preparing your student for college (and for life!)
  • Be knowledgeable about Assistive Technology
  • Includes a broad range of services, strategies,
    and practices
  • Helps an individual carry out a functional
    activity, such as reading or writing

22
Preparing your student for college (and for life!)
  • Advocate for appropriate Assistive Technology
    right from the beginning
  • Content should be at the level of the students
    ability, NOT their disability
  • Critical that students come to college knowing
    how to use the appropriate Assistive Technology

23
The Role of the Regents Centers for Learning
Disorders
24
RCLDs Three Main Purposes
  • Conduct comprehensive standardized assessments
    and review submitted documentation for
    accommodations
  • Provide consultation and support to Disability
    Service Providers at referring institutions
  • Engage in academic research and clinical training

25
Regents Centers
  • The University of Georgia
  • Interim Director, Will Lindstrom, Ph.D.
  • Liaison, Gerri Wolfe, Ph.D.
  • Georgia State University
  • Director, Mary Morris, Ph.D.
  • Liaison, Nancy Reed, Ph.D.
  • Georgia Southern University
  • Director, George Shaver, Ph.D.
  • Liaison, Beverly Sermons, Ed.D.

26
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27
RCLDGeorgia Southern University
  • Abraham Baldwin Agricultural College
  • Albany State University
  • Armstrong Atlantic State University
  • Bainbridge College
  • Coastal Georgia Community College
  • Darton College
  • East Georgia College
  • Georgia Southern University
  • Middle Georgia College
  • Savannah State University
  • South Georgia College
  • Valdosta State University
  • Waycross College

28
RCLDGeorgia State University
  • Atlanta Metropolitan College
  • Clayton University
  • Columbus State University
  • Dalton State College
  • Georgia Highlands College
  • Georgia Institute of Technology
  • Georgia Perimeter College
  • Georgia Southwestern State University
  • Georgia State University
  • Gordon College
  • Kennesaw State University
  • North Georgia College and State University
  • Southern Polytechnic State University
  • University of West Georgia

29
RCLDUniversity of Georgia
  • Augusta State University
  • Fort Valley State University
  • Georgia College and State University
  • Georgia Gwinnett College
  • Macon State College
  • Medical College of Georgia
  • University of Georgia
  • Gainesville College
  • PLUS E-CORE and E-MBA enrolled students

30
The Admissions Process
31
STEP ONEPreadmissions Process
  • Accommodations on preadmissions high- stakes
    tests (SAT, ACT)
  • http//www.collegeboard.com/parents

32
Admissions and College Preparatory Curriculum
(CPC) Requirements
Students who received waivers from the State
Board of Education for the Foreign Language
requirement will be considered as having met the
CPC requirement for Foreign Language for
admission purposes. Board of Regents Academic
Affairs Handbook 2.22.01 http//www.usg.edu/admin/
accaff/handbook/section2/2.22
33
Georgia Department of Education Contacts for
Waivers Lynn Holland Learning Disabilities
Consultant Phone 404-657-9960 lholland_at_doe.k12.g
a.us Sue Dorman Phone 404-656-3689 sdohrman_at_do
e.k12.ga.us
34
STEP TWO
  • Begin admissions process no later than Fall of

    Senior year
  • Prepare for obtaining accommodations at the
    college level
  • Gather existing documentation
  • Determine what is missing
  • Begin process of bringing documentation up to
    BOR standards, if necessary

35
STEP THREE
  • Students must meet criteria for admission.
    (Refer to the institutions website for further
    information)
  • Students must be able to meet academic standards
    of institution.
  • Admissions is legally blind to disability
    status.

36
STEP FOUR AFTER ADMISSION TO COLLEGE
  • Complete the Declaration of Disability
  • Contact the schools Office of Disability
    Services
  • Provide documentation
  • (a) Outside evaluation (Agency/Private
    Evaluation) meeting BOR criteria
  • or
  • (b) New evaluation through RCLD

37
STEP FIVEBefore Classes Start and Once
Documentation is Approved
  • Determine appropriate accommodations and services
    with the colleges Disability Service Provider
  • Sign Release of Information
  • Arrange for Letter to Faculty specifying
    accommodations
  • Check with Service Provider for support services

38
BOR Criteria for Documentation ofLearning
Disabilities
  • Average or above intellectual ability
  • gt 90 on standardized intelligence test
  • Significant discrepancy between ability and
    achievement
  • gt1 standard deviation below measured intellectual
    ability in one or more, but not all, areas of
    academic achievement

39
BOR Criteria for Documentation ofLearning
Disabilities
  • Processing deficit(s) associated with the area(s)
    of underachievement
  • Social-emotional factors assessed and ruled out
    as primary cause
  • Evaluation completed within 3 years of request
    for accommodations or as an adult

40
LD Areas of Assessment
  • See www.gsu.edu/rcld Suggested Assessment
    Measures
  • 1. Measures of Cognitive Ability
  • (One of these measures must be used.)
  • Weschler Adult Intelligence Scale III (WAIS III)
  • Weschler Intelligence Scale for Children III
    (WISC III)
  • Kaufman Adolescent and Adult Intelligence test
    (KAIT)
  • Kaufman Assessment Battery for Children, Second
    Edition (KABC-II)
  • Differential Abilities scales (DAS)
  • Stanford Binet IV (SB IV)
  • Reynolds Intellectual Assessment Scales (RIAS)
  • Woodcock-Johnson III General Ability Index

41
LD Areas of Assessment
  • 2. Academic Achievement
  • Reading
  • Decoding, rate/fluency, and comprehension
  • Mathematics
  • Calculation, reasoning, and algebra
  • Written Language
  • Spelling, written expression

42
LD Areas of Assessment
  • 3. Cognitive Processing
  • Attention
  • Oral language (listening comprehension, oral
    expression)
  • Phonologic/Orthographic processing
  • Word Fluency/Rapid Naming
  • Memory/Learning (Working memory, long term
    memory, visual memory, auditory memory,
    short-term memory)
  • Executive Functions
  • Visual-Perceptual-Spatial-Motor skills

43
BOR Criteria for Documentation ofADHD
  • Childhood symptoms/developmental history
  • Current Symptoms meeting DSM-IV criteria
  • Clinically significant symptoms on standardized
    rating scales for both child and adult
  • Corroboration across settings
  • Clear evidence of interference and/or functional
    limitations
  • Rule out of other medical and psychiatric
    disorders
  • Documentation by qualified professional within 3
    years or considered current

44
Guidelines for documentation of Acquired Brain
Injury (ABI)
  • Documentation of medical history
  • Date of cognitive assessment
  • Medical condition
  • Date of onset
  • Documentation of a DSM-IV diagnosis (e.g.,
    Cognitive Disorder NOS) by a qualified
    psychologist, neuropsychologist, or neurologist
  • Documentation of resulting functional impairments
    including nature, length, and severity
  • Documentation of resulting learning difficulties

45
Guidelines for documentation of Psychiatric
Disabilities
  • Documentation within 3 years or considered
    current
  • A DSM-IV diagnosis by a qualified psychologist or
    psychiatrist
  • Documentation of resulting functional impairments
    including nature, length, and severity
  • Documentation of resulting learning difficulties
  • Impact of medications

46
Accommodations
  • Must be determined on a case-by-case basis.
  • Must provide equal access, not provide an
    advantage or optimize performance.
  • Cannot require modification of core aspects of
    the course/curriculum.
  • Note student still must meet technical standards

47
Technical Standards
  • Relates to Essential Functions in Title I of
    ADA
  • What reasonable accommodations, if any, exist?
  • Are they essential?

48
Accessing Accommodations
  • Must be accessed through the Disability Service
    Provider
  • If a student has been evaluated at an RCLD, the
    written report will include a list of recommended
    accommodations that are consistent with
    University System policy.
  • The Office of Disability Services may review a
    students documentation and decide which
    accommodations are appropriate based on the
    institutions policies.
  • Regents Centers for Learning Disorders offer
    expertise by reviewing and recommending
    appropriate accommodations.

49
BOR-level Accommodations(must be approved by an
RCLD)
  • College Preparatory Curriculum (CPC) Foreign
    Language Substitution
  • A maximum of two extra semesters in Developmental
    Studies/Learning Support not automatic -
    determined by school and students performance to
    date
  • Regents Exam Accommodations
  • e.g., Text to voice technology (Reading test)
  • e.g., Voice to text technology (Essay test)

50
Institution-level (local) Accommodations
  • The choice of accommodation must be based on the
    information provided in the documentation.Example
    s of accommodations that can be granted if
    specifically justified by documentation include
  • Extended time on exams
  • A quiet place for taking tests
  • Reduced course load
  • Permission to audio record lectures/note taker
  • Use of a non-programmable calculator
  • Use of computer-based technologies for reading
    and/or writing
  • Alternate format textbooks and materials

51
Course Accommodations
  • Reading
  • Textbooks on Tape
  • Scan Read Technology
  • Writing
  • Note taker
  • Word Processor
  • Speech to Text
  • Grammar Check
  • Spell Check
  • Thesaurus
  • Math Calculation
  • Non-programmable calculator
  • Foreign Language
  • Borrow Language Tapes
  • Spell Check
  • Extraordinary Accommodations
  • Word Bank
  • Formula Bank

52
Example 1
  • Course College Algebra
  • Disability SLD-Mathematics
  • Deficit Visual memory
  • Appropriate Accommodation
  • Formula sheet
  • Inappropriate Accommodation
  • Reduced number of problems

53
Example 2
  • Course U.S. History
  • Disability SLD-Reading
  • Deficits Phonological decoding (severe)
  • Reading rate/fluency
  • Appropriate Accommodation
  • Text scanner, extended time on exams
  • Inappropriate Accommodation
  • Reduced reading requirements, instructor
    reads test to student

54
Example 3
  • Course Chemistry I
  • Disability ADHD
  • Deficits Distractibility, impulsivity
  • Appropriate Accommodation
  • Distraction-reduced test environment
  • Inappropriate Accommodation
  • Alternate test format (multiple choice
    instead of problem solving)

55
Assistive Technology Reading
  • Software that will read the book, test, article,
    etc. to
  • the student
  • Kurzweil 3000
  • Premier Software
  • Write Outloud
  • Cast E-Reader
  • WYNN
  • Read Please
  • Reading Pen

56
Assistive Technology Writing
  • Software that will allow the student to dictate
    into a computer
  • Kurzweil
  • Alpha Smart 2000
  • Dragon Naturally Speaking
  • Co Writer
  • Phonetic Spell Checkers
  • Inspiration

57
AMAC
  • Alternative Media Access Center
  • http//www.amac.uga.edu/index.php
  • Serves all USG institutions
  • Provides alternative media, including Braille, to
    students with disabilities

58
Assistive Technology Web Links
  • Tools for Life
  • www.gatfl.org
  • gTrade
  • www.gtradeonline.org
  • Georgia Project for Assistive Technology
  • www.gpat.org

59
Vocational Rehabilitation
  • In some circumstances, Vocational Rehabilitation
    will pay for both the evaluation and assistive
    technology needed to accommodate a student with
    a disability.
  • if the technology is deemed critical for
    functioning at home and work.
  • if the individual with a disability is otherwise
    qualified to perform the essential functions of
    his/her job.

60
Thank you for all you do for students with
disabilities
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