EFFECTIVE TRANSITION TO HIGHER EDUCATION FOR COLLEGE BOUND STUDENTS WITH DISABILITIES

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EFFECTIVE TRANSITION TO HIGHER EDUCATION FOR
COLLEGE BOUND STUDENTS WITH DISABILITIES
April 23, 2004

• A Collaborative Training Presentation
• Pennsylvania Assistance and Technical Training
  Network (PaTTAN)
• and the
• PA State System of Higher Education/Disability
  Service Providers (SSHE/DSP)

2
Presenters

• PaTTAN
• David Berquist, Ed.D. Educational Consultant
  PaTTAN
• Pittsburgh, PA
• Kate DiLullo, M. Ed. Educational
  ConsultantPaTTANKing of Prussia, PA
• Carl DiMartino, Ph.D Educational
  ConsultantPaTTAN
• Harrisburg, PA

3
Presenters

• State System of Higher Education /DSP
• Cheryl Bilitski, M.S.Director, Office for
  Students with DisabilitiesCalifornia University
  of PA
• Martin Patwell, Ed.D.Director, Office for
  Students with DisabilitiesWest Chester
  University of PA
• Kathleen Strosser, M. Ed. Asst.Director, Office
  for Students with Disabilities Edinboro
  University of PA

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Agenda

• Setting the Stage
• Legal Basis
• Academic Preparation
• Disability Management
• Survival Tips

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Setting the Stage
6
Setting the StageIncrease in Potential Number
of College Students with Disabilities
7
15-17 Year Olds with a Disability
National Longitudinal Transition Study 2
(NLTS2, 2003)
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15-17 Year Olds with a Disability
National Longitudinal Transition Study 2 (NLTS2,
2003)
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Setting the Stage Increasing Numbers of College
Students with Disabilities

• 2.6 in 1978 to 9.2 in 1998
• Postsecondary education is now seen as a critical
  component of transition to adult life for
  students with disabilities
• Adapted from Dr. Stan Shaw, University of
  Connecticut
• and David R. Parker, Doctoral Candidate
• Center on Post-Secondary Education and Disability
  
• Presentation at the DCCDT Conference,
• Roanoke, VA October, 23, 2003

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Setting the Stage Growth in Postsecondary
DisabilityServices

• 32 programs in 1978
• 2000 programs today
• 32 members of AHEAD (1978)1,900 members (1999)
• wide range of services offered, availability of
  trained professional staff
• Adapted from Dr. Stan Shaw, University of
  Connecticut
• sfshaw_at_uconn.edu and David R. Parker, Doctoral
  Candidate
• University of Connecticut

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Setting the Stage Education Gap Narrows I

• Students not graduated from High School

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Setting the Stage Education Gap Narrows
II
Students have completed some college ()
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(No Transcript)
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Setting the Stage

• ENTITLEMENT VS. ELIGIBLILITY
• Differences in how services are determined
• PA Academic Standards vs appropriate academic
  standards
• FAPE vs academic freedom

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Legal Basis
16
Legal BasisK-12

• IDEA Ensures that all children with
  disabilities have access to free, appropriate
  public education
• All age-eligible children (entitlement/zero
  reject)
• Least-restrictive environment (inclusion)
• No cost to students/parents
• Individualized Education Program (IEP)
• Procedural safeguards (due process)
• Transition planning required

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Legal BasisK-12

• Special Education Criteria Student must meet
  two-pronged definition
• Have one or more of the 13 disabilities
  identified in the PA School Code
• Needs specially designed instruction as
  determined by Evaluation Team
• Program is designed to facilitate inclusion and
  the academic success of the student

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Legal BasisK-12

• Services based on student post-school outcomes
  in
• employment,
• post-secondary education,
• community participation
• Transition planning drives high school IEP

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Legal BasisHigher Education

• REHABILITATION ACT OF 1973
• No otherwise qualified person with a disability
  in the United States shall, solely on the basis
  of disability, be denied access to, or the
  benefits of, or be subjected to discrimination
  under any program or activity provided by any
  institution receiving federal financial
  assistance.

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Legal BasisHigher Education

• AMERICANS WITH DISABILITIES ACT
• (ADA 1990)
• Title I Employment
• Title II Public services, including state and
  local government and transportation
• Title III Public accommodations
• Title IV Telecommunications
• Title V Miscellaneous provisions

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Academic Preparation forHigher Education
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Academic Preparation forHigher Education

• Secondary transition issues
• Entrance requirements
• Documentation

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Academic Preparation forHigher Education
Secondary Transition Issues

• Select high school courses that will prepare
  student for general studies portion of college
  curriculum
• Take the most academically challenging program in
  the most integrated setting possible
• Take the same college prep curriculum that
  college bound peers are taking
• Take courses where the same academic standards
  are met using reasonable accommodations
• Take advanced courses if interested in a specific
  major e.g., more math science courses for a
  nursing major

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Academic Preparation for Higher Education
Secondary Transition Issues (continued)

• Transition Service Needs Begin at age 14
• IEP team identifies required courses to lead
  student to graduation
• Present levels of educational performanceconnecti
  on between course of study and post-school
  outcomes
• Each year, IEP team reconsiders post-secondary
  school goals and aligns the selected courses with
  those goals

Adapted from Storms,J., OLeary, Ed., Williams,
J. (2000). Transition Requirements A Guide for
States, Districts, Schools, Universities and
Families, University of Minnesota
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Academic Preparation for Higher Education
Secondary Transition Issues (continued)

• Develop an understanding of the nature of their
  disability and learning style.
• Avoid temptation of retreating to lower-track
  classes.
• Be wary of course waivers and carefully consider
  implications of these choices.
• Focus on strategy-based learning.
• Know responsibility for documentation
  requirements at postsecondary level.

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Academic Preparation for Higher Education
Secondary Transition Issues (continued)

• Know how, when, and where to discuss and request
  needed accommodations.
• Become involved with the transition planning team
  at the IEP meeting.
• Try out appropriate accommodations and auxiliary
  aids in high school classes (e.g., assistive
  technology, taped textbooks, extra time on
  exams).

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Academic Preparation for Higher Education
Secondary Transition Issues (continued)

• Students should
• Know their responsibility for documentation
  requirements at postsecondary level
• Explore different colleges/ universities to find
  a match. (Checklist)
• Meet with local Office of Vocational
  Rehabilitation (OVR) counselor to determine
  eligibility for services. If eligible for
  services, ask the counselor about assistance for
  higher education.
• Discuss with parents and professionals the
  anticipated level of support that will be needed
  in college settings.

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Academic Preparation for Higher Education
Secondary Transition Issues (continued)

• Decide whether or not to disclose a hidden
  disability prior to admissions
• Role-play with guidance counselors or special
  education teachers
• The college admissions interview
• Meeting with disability services provide

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Academic Preparation forHigher Education Higher
Education Entrance Requirements

• Colleges may, but are not required to, have a
  separate set of entrance standards for students
  with disabilities (SWDs)
• Usually SWDs will have to meet the same entrance
  requirements for college that all other students
  have to meet
• Each college sets its own entrance requirements

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Academic Preparation for Higher Education Higher
Education Entrance Requirements

• Students with disabilities applying to a college
  must meet the entrance standards of that college
  including minimum SAT scores regardless of
  disability
• Students with disabilities should have used
  necessary accommodations to assist in meeting
  entrance requirements

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Academic Preparation for Higher Education Higher
Education Entrance Requirements

• Colleges may, but are not required to, offer
  basic skills classes
• Content professors do not expect to have to teach
  basic skills
• The weight PSSA scores might have towards college
  entrance requirements in the future is unknown

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Academic Preparation forHigher Education
DOCUMENTATION

• SECONDARY
• POST-SECONDARY

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Academic Preparation forHigher Education
DOCUMENTATION SECONDARY

• ER
• IEP
• 504 Plan
• Outside documentation (e.g., medical)

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A Different Perspective
Statement of TransitionService
Needs(educational plan course of study)
Present Levelsof Educational Performance
Determine Post-School Outcomes
Statement ofNeeded TransitionServices(long-rang
e planfor adult life)
Short-TermObjectives
Annual Goals
-- Ed OLeary MPRRC 2001
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Academic Preparation forHigher Education
DOCUMENTATION SECONDARY

• Assessment

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Academic Preparation forHigher Education
DOCUMENTATION SECONDARY
   
   
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Academic Preparation forHigher Education
DOCUMENTATION SECONDARY Assessment

• Textbook Awareness and Performance Profile (TAPP)
  
• (Journal of Reading 374, January 1994,
• Rebecca Bell Sammons and Beth Davey)

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Academic Preparation forHigher Education
DOCUMENTATION SECONDARYAssessment

• The ACID Assessment Tool
• Analysis of Classroom and Instructional Demands
•  
• Idol, L. West, J. Effective Instruction of
  Difficult To Teach Students. Austin, TX Pro-Ed,
  1993. 

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Academic Preparation forHigher Education
DOCUMENTATIONSECONDARY

• Includes
• ER
• IEP
• 504 Plan

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Academic Preparation forHigher Education
DOCUMENTATION HIGHER EDUCATION

• Does not include
• IEP
• ER
• 504 Plan
• The IEP/ER/504 Plan are not relevant documents in
  the higher education setting

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION

• SHOULD INCLUDE
• Qualified evaluator appropriate to the disability
• Background and history of the disability
  including relevant medical and social history
• Diagnostic interview
• Assessment of aptitude, academic achievement,
  information processing (LD/ADD/ADHD/TBI)

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION

• SHOULD INCLUDE
• Medical or psychiatric assessments, where
  appropriate
• A specific diagnosis or diagnoses
• Functional limitations of the disability i.e.,
  how does the disability substantially limit a
  major life activity?

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Academic Preparation forHigher Education
DOCUMENTATION HIGHER EDUCATION (continued)

• Current medication regimen and possible side
  effects
• Identification of how the disability
  substantially limits the student in the college
  setting e.g. in the residence hall, classroom,
  extra-curricular activities, etc.
• Recommendations for reasonable accommodations per
  504/ADA guidelines as applied to college setting

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION(continued)

• NOTE
• It is the students responsibility to provide the
  documentation to the DSP.
• Universities are not responsible for the cost of
  documentation.
• Documentation should be recent.
• Recency depends on the nature of the disability,
  e.g. medical or mental health disabilities of a
  changing nature may require more frequent
  assessments and/or updates.

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION(continued)

• Boston University Decision
• Landmark case 1995
• Universities must establish and
• enforce appropriate academic standards
• Accommodations cannot fundamentally alter a
  program of study

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION(continued)

• Boston University Decision continued
• Documentation and requests for
• accommodation must be current,
• complete, and demonstrate need
• for requested accommodations
• Documentation must be
• provided by qualified professionals
• in keeping with established guidelines

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Academic Preparation forHigher Education
DOCUMENTATIONHIGHER EDUCATION(continued)

• Students with Disabilities Preparing for
  Postsecondary Education Know Your Rights and
  Responsibilities
• US Department of Education, Office for Civil
  Rights, Washington DC July 2002

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DISABILITY MANAGEMENT
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Disability Management

• SELF-DETERMINATION (Secondary)
• SELF-ADVOCACY (Post-Secondary)
• DIFFERENCES BETWEEN HIGH SCHOOL AND HIGHER
  EDUCATION ENVIRONMENTS

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Disability Management SELF-DETERMINATION
SECONDARY

• Ones ability to define and achieve goals based
  on a foundation of knowing and valuing oneself
  (Field Hoffman, 1996)
• Highly self-determined young adults with
  disabilities demonstrated more academic success,
  financial independence (Wehmeyer Schwartz,
  1997)
• Positive correlation between high
  self-determination and high GPA in college
  students with LD (Sarver, 2000)

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Disability Management SELF-DETERMINATION
SECONDARY

• Need for Self-Determination
• IDEA 97 encourages student involvement in
  transition planning and entire IEP process
• Increasingly and justifiably, youth with
  disabilities are viewed as capable of conceiving
  and shaping their own futures. National
  Longitudinal Transition Study (2003)

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Disability Management SELF-DETERMINATION
SECONDARY

• SELF-DETERMINED INDIVIDUALS CHARACTERISTICS
• Self-knowledge
• Internal locus of control
• Positive attribution of efficacy and outcome
  expectancy
• Self-evaluation
• Goal setting and attainment
• Problem-solving
• Decision-making

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Disability Management SELF-DETERMINATION
SECONDARY

• FOSTERING SELF-DETERMINATION
• Internal factors include accurate knowledge of
  strengths and weaknesses, resilience,
  self-efficacy, and effective problem-solving
  skills
• External factors include availability of
  self-determined role models, opportunities for
  choice, nonjudgmental support in learning from
  mistakes
• Encourage parents willingness to relinquish
  control as student gains control (self-advocacy)
  at age of majority

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Disability Management SELF-DETERMINATION
SECONDARY

• Practices designed instruction to promote
  self-determination
• Strategic Instruction
• Coaching

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Disability Management SELF-ADVOCACYHIGHER
EDUCATION

• THE STUDENT
• Is the responsible party
• Decides when/if to disclose the disability
• Presents appropriate documentation
• Requests and negotiates accommodations

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Disability Management SELF-ADVOCACY HIGHER
EDUCATION

• THE STUDENT IS THE RESPONSIBLE PARTY
• The student has the responsibility to
  self-identify as a student with a disability
• Higher education does not use team decisions as
  is done at the secondary level (no IEP/504
  Plan/ER)
• The student has to request accommodations
• Decisions regarding requested accommodations are
  a result of collaboration between the student and
  the disability service provider parents/
  guardians/advocates are rarely involved

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Disability Management SELF-ADVOCACY HIGHER
EDUCATION

• THE STUDENT DECIDES WHEN or IF S/HE WILL
  DISCLOSE THE DISABILITY
• Student retains the right to decide if s/he will
  disclose to professors i.e., disability service
  provider rarely notifies professors
• Student may need accommodations in some courses,
  but not in others
• Student need only disclose the disability when
  accommodation requests specifically involve the
  professor e.g., test accommodations

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Disability management SELF-ADVOCACY HIGHER
EDUCATION

• THE STUDENT PRESENTS THE APPROPRIATE
  DOCUMENTATION
• The student provides documentation that
  identifies functional limitations and supports
  the requests for accommodations
• Communication regarding documentation is between
  the student and the disability service provider

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Disability Management SELF-ADVOCACY HIGHER
EDUCATION

• THE STUDENT REQUESTS AND NEGOTIATES REASONABLE
  ACCOMMODATIONS
• All requests initiated by student (not by
  disability service provider, parent/guardian or
  advocate)
• Accommodations meet student needs but do not
  substantially alter fundamental nature of course,
  program or university standards
• Accommodations not requested are not provided
• Requested accommodations are specific to the
  course and setting and may not generalize to
  other courses or other settings

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Disability Management SELF-ADVOCACYHIGHER
EDUCATION

• THE STUDENT REQUESTS AND NEGOTIATES REASONABLE
  ACCOMMODATIONS (continued)
• The student is the liaison between the disability
  service provider and professors, e.g. alternate
  test arrangements
• The student provides the specifics regarding
  requests for accommodations, e.g. font size,
  table height, text chapters to be taped, scribes,
  etc.
• Student responsible for evaluating effectiveness
  of implemented accommodations, e.g. quality of
  taped texts, notes from a note-taker, etc.

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Disability Management SELF-ADVOCACY HIGHER
EDUCATION

• THE STUDENT REQUESTS AND NEGOTIATES REASONABLE
  ACCOMMODATIONS (continued)
• Accommodations are reasonable.
• Accommodations must be effective but need not be
  the most expensive or the best available.
• Accommodations do not include services of a
  personal nature.

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Disability Management SELF-ADVOCACY HIGHER
EDUCATION

• ACCOMMODATION EXAMPLES
• Substitution of non-essential courses
• Modifications to methods of instruction
• Increased time to complete course
• Increased time to complete degree
• Extended examination time
• Alternate testing formats

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DISABILITY MANAGEMENTHIGH SCHOOL vs.
COLLEGEWhat are the differences?
Non-information object.
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Disability Management High School vs. College

• Classes
• Tests
• Studying
• Instructors
• Grades
• Personal Freedom
• Disability Issues
• Personnel (Special Education Personnel/Disability
  Service Provider)
• Accommodations

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Disability Management High School vs.
CollegeCLASSES

• HIGH SCHOOL
• 6 hrs/day or 30hrs/week
• School year is 180 days
• Teachers and parents monitor attendance
• Textbooks are provided

• COLLEGE
• 12-15hrs/week may include evening and/or
  Saturday classes
• School year is divided into semesters or
  trimesters
• Professors may or may not check attendance
• Student pays for texts 300-500 each term

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Disability Management High School vs. College
TESTS

• HIGH SCHOOL
• Given frequently and cover small amounts of
  material
• Make-up tests available
• May emphasize memorization of factual information
• Modification/alteration to evaluation do occur

• COLLEGE
• Infrequent and cover large amounts of material
• Make-up tests not always available
• Often includes inferential reasoning and
  analysis/synthesis of material
• Modifications access

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Disability Management High School vs. College
STUDYING

• HIGH SCHOOL
• Courses require less time out of class
• Short reading assignments are usually covered in
  class
• Direct instruction by resource teacher available

• COLLEGE
• Student is expected to study 2-3hrs daily for
  each hour in class.
• Study time might increase 50 to 100 depending
  on the disability
• Substantial amount of independent reading may be
  assigned and not reviewed in class

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Disability Management High School vs. College
INSTRUCTORS

• HIGH SCHOOL
• Teachers check for completed homework and remind
  students to turn in assignments.
• Teachers approach student if they believe
  assistance is needed
• Students should be encouraged to approach teacher

• COLLEGE
• Professors distribute course syllabus and expect
  students to complete assignments and prepare for
  exams as scheduled
• Professors expect students to approach them if
  assistance is needed

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Disability Management High School vs. College
INSTRUCTORS

• HIGH SCHOOL
• Teachers are certified and have been trained in
  teaching methods to assist in learning new
  material
• Teachers present material to help the student
  understand the text

• COLLEGE
• Professors are often experts in their field but
  may not be trained as teachers
• Professors may not follow the textbook and often
  elect to supplement the text with additional
  material

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Disability Management High School vs. College
INSTRUCTORS

• HIGH SCHOOL
• Teachers often put important information on board
  or overhead to be copied for notes
• Outside sources are required only occasionally

• COLLEGE
• Professors often lecture in a freestyle manner
  leaving the student to identify important points
  and/or a format for note-taking
• Professors frequently require library research

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Disability Management High School vs. College
GRADES

• HIGH SCHOOL
• Grades are given for most assigned work
• Homework grades often help when test grades are
  low
• Graduation occurs when all required courses are
  passed with a D or better or IEP goals are met

• COLLEGE
• Grades may not be given for all assigned work
• Extra credit or homework is rarely used to
  compensate for low test scores
• Graduation will occur only if the student has met
  the standards of the program and of the university

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Disability Management High School vs. College
PERSONAL FREEDOM

• HIGH SCHOOL
• Time is structured by others
• Need for money is for special events, purchases
• Student is dependent on parents to inform them of
  responsibilities

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Disability Management High School vs. College
PERSONAL FREEDOM (continued)

• COLLEGE
• Time management is the responsibility of the
  student
• Need for money is to meet basic necessities
  first, entertainment is second
• Student is responsible for actions and must
  adhere to university code of conduct

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Disability Management High School vs. College
DISABILITY ISSUES

• HIGH SCHOOL
• IEP/504 Plan prescribes the services the student
  will receive
• Tri-ennial, bi-ennial assessment
• A team of professionals work with the student,
  parents/guardian and advocates to create the
  IEP/504 Plan

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Disability Management High School vs. College
DISABILITY ISSUES (continued)

• COLLEGE
• Formal assessment necessary to document
  disability
• A recent assessment is necessary
• Student works with the disability service
  provider to identify accommodations based on
  appropriate documentation

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Disability Management High School vs. College
DISABILTY ISSUES (continued)

• HIGH SCHOOL
• The teacher monitors the students progress and
  recommends adjustments as needed
• Parents/guardians are valued members of the IEP
  team

• COLLEGE
• Student must monitor his/her own academic
  progress and request assistance if problems occur
• Student responsible for meeting with professors
  or administrators if having difficulty making
  academic progress

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Disability Management High School vs. College
ACCOMMODATIONS

• HIGH SCHOOL
• Facilitate academic success
• All students attempt to meet PA Academic
  standards
• Student can graduate based on completion of IEP
  goals
• Latitude to change the standards of a course and
  the student can still receive a diploma

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Disability Management High School vs. College
ACCOMMODATIONS (continued)

• College
• Insure access
• Do not insure academic success
• Address only the functional limitations of the
  disability
• Meet standards of the course, program and
  university

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Disability Management High School vs. College
ACCOMMODATIONS

• NOTE
• Academic standards have often been approved by
  the curriculum committee, the general education
  committee, the Chancellors Office, may be linked
  to the specific mission of the university, may be
  tied into accreditation by outside bodies and may
  be tied into testing such as in teacher
  education.

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Disability Management High School vs.
CollegeROLE DIFFERENCES

• SPECIAL EDUCATOR
• Teacher
• Tutor
• Advocate
• Member of Team that includes the student,
  parents, psychologist, etc., and which makes
  accommodation decisions

• DSP (Disability Service Provider)
• Representative of university
• Charged with making accommodation decisions on
  behalf of the university
• Student is primary advocate with DSP support

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SURVIVAL TIPS

• STUDENTS
• PARENTS
• SPECIAL EDUCATION TEAM

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SURVIVAL TIPS STUDENTS SECONDARY

• Take a college preparatory program
• Include necessary courses such as math,
  languages, sciences, writing skills, etc.
• Take college prep courses with reasonable
  accommodation vs. courses that are adapted to
  meet the students individual needs

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SURVIVAL TIPS STUDENTS SECONDARY

• Time management
• Learn to budget enough time for class assignments
  so that you complete them
• on time
• Plan for long-term assignments by breaking them
  into small pieces with timelines
• for each section
• Set aside time to plan
• Set aside time to have fun

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SURVIVAL TIPS STUDENTS SECONDARY

• Practice Self-Advocacy Skills
• learn about your disability
• practice requesting accommodations
• get a coach
• Visit collegestalk to disability service
  providers
• Investigate supports provided by college
• (Checklist Handout)

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SURVIVAL TIPS STUDENTS SECONDARY

• Practice READING STRATEGIES
• Learn to schedule appropriate blocks of time for
  reading assignments read smaller amounts but
  read more frequently
• Learn how to identify key elements in reading
  selections

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SURVIVAL TIPS STUDENTS SECONDARY

• Practice READING STRATEGIES
• Learn how to outline and paraphrase reading
  selections
• Learn strategies for approaching a text chapter
  e.g., PQ5R or RAP
• Learn the difference between reading for
  familiarity vs. reading for information vs.
  reading for mastery

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SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• Be realistic when selecting a major course of
  study
• Balance course selections between content and
  performance courses
• Avoid back-to-back courses to allow for
  accommodations

88
SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• Schedule courses at the time of day that is best
  for you i.e., that fit with medication schedules,
  etc.
• Seek advice from upper class students regarding
  classroom styles of professors
• Communicate frequently with your academic advisor
  to insure that you are meeting requirements

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SURVIVAL TIPS STUDENTS HIGHER EDUCATION
continued

• THINGS TO PRACTICE
• TIME MANAGEMENT
• READING STRATEGIES
• EXAM PREPARATION
• ACCOMMODATIONS

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SURVIVAL TIPS STUDENTS HIGHER EDUCATION
continued

• TIME MANAGEMENT
• Be the responsible party to get yourself up for
  school, to work on time and to plan your daily
  schedule
• Keep a daily planner to schedule appointments,
  work schedules, study blocks, written
  assignments, etc.
• Prioritize responsibilities and activities. Use
  colored markers to identify time blocks in a
  daily planner

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SURVIVAL TIPS STUDENTS HIGHER EDUCATION
continued

• TIME MANAGEMENT
• Use a wall calendar
• Use a watch with an alarm
• Make good decisions regarding your choice(s) of
  activities

92
SURVIVAL TIPS STUDENTS HIGHER EDUCATION
continued

• EXAM PREPARATION
• Prepare according to the type of exam
• Objective
• Essay
• Math/Formula
• Practical or Demonstration
• Prepare early no cramming
• Review frequently
• Mastery vs. Familiarity

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SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• ACCOMMODATIONS
• Specific to the disability, supported by
  documentation on file, reasonable and do not
  change academic standards

94
SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• Accommodations most commonly requested
• Extended exam time
• Exam reader
• Extra breaks
• Taped texts
• Permission to tape lectures or have note takers
• Use of computer for essay w/spell check
• Use of calculator
• Physical access
• Others as requested by the student and approved
  by the disability service provider

95
SURVIVAL TIPS STUDENTS SECONDARY

• SOCIAL ACTIVITIES
• Become involved in activities in your school and
  community
• Keep a balance between fun and school work
• Encourage the adults in your life to allow you to
  be more independent, make your own choicesbut do
  it wisely

96
SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• SOCIAL ACTIVITIES
• Become involved on your campus
• Select activities that do not impose time demands
  that are too great for you
• Be cautious of the number of activities that you
  select for participation
• Select activities that encourage responsible
  choices and that have peers who will support your
  choices and goals for success

97
SURVIVAL TIPS STUDENTS SECONDARY

• SUPPORTS (examples)
• Instruction
• Psychological counseling
• Assistive technology
• OT/PT
• And others

98
SURVIVAL TIPS STUDENTS HIGHER EDUCATION

• SUPPORT SERVICES
• Seek out and become familiar with support
  services before you need them
• Examples of campus support services include
• Disability Services Office/Provider
• Academic support services
• Financial aid
• Psychological counseling
• Academic Advisor
• Health Center

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SURVIVAL TIPS INFORMATION FOR PARENTS Secondary

• LIFE SKILLS ISSUES
• Safety
• Health Care
• Finance
• Time Management

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SURVIVAL TIPS INFORMATION FOR PARENTS Higher
Education

• LIFE SKILLS Safety
• Alcohol/Drugs
• Sexuality
• How to say no

101
SURVIVAL TIPS LIFE SKILLSHigher Education

• HEALTH CARE
• Nutrition
• Sleep
• Medication
• Prescribed/OTC
• Dosage
• Refills
• Confidentiality
• Treating minor illnesses

102
SURVIVAL TIPS LIFE SKILLSHigher Education

• FINANCE
• Bank accounts
• Credit cards
• Cash
• Budgeting
• Balancing the check book/MAC cards

103
SURVIVAL TIPS TIME MANAGEMENTHigher Education

• TIME MANAGEMENT
• No wake up calls
• Teaching how to prioritize
• Finding a balance

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SURVIVAL TIPS PARENT INFORMATION Higher Education

• FOSTERING INDEPENDENCE
• Time to make the break
• Allow students to fail occasionally
• Are you too available? Too involved? Is this
  something s/he can/should do themselves?
• Avoid the temptation technology
• Encourage and support efforts toward appropriate
  behaviors e.g., Students should go to DSP, talk
  with professor/advisor
• Role-play with your son/daughter encourage
  independence

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SURVIVAL TIPS IEP TEAM INFORMATION

• Help student select academically rigorous courses
• Provide opportunities for student practice of
  self-determination
• Provide career education opportunities
• Include study skills, time management,and life
  skills in IEP
• Encourage students to
• visit colleges

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RESOURCES

• Pennsylvania Training and Technical Assistance
  Network www.pattan.k12.pa.us
• Educational Testing Service www.ets.org/testcoll/i
  ndex.html
• Association of Test Publishers www.testpublishers.
  org
• AGS Publishing www.agsnet.com
• Psychological Corporation www.psychcorp.com

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RESOURCES

• www.ed.gov/ocr/transition.html
• www.AHEAD.org
• http//www.pattan.k12.pa.us/
• www.sshechan.edu
• www.wcupa.edu/_academics/cae.sds
• http//www.ncd.gov/newsroom/publications/education
  .html
• Multi-Health Systems, Inc. www.mhs.com
• Pro-Ed, Inc. www.proedinc.com
• Recording for the Blind and Dyslexic
  http//www.rfbd.org
• www.dli.state.pa.us (Office of Vocational
  Rehabilitation)
• NETAC http//www.netac.rit.edu/

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Email Additional Questions

• dberquist_at_pattan.k12.pa.us
• kdilullo_at_pattan.k12.pa.us