Michigan Association on Higher Education and Disability

1. Michigan Association on Higher Education and Disability presents…

2. Accessing Disability Support Services at the Post Secondary Level

3. Federal Mandates • Individuals with Disabilities Education Act (IDEA), Re-authorized 2005 • Entitlement Act • Vocational Rehabilitation Act, 1973 Section 504 • Civil Rights Act • Americans with Disabilities Act (ADA), 1990 • Civil Rights Act

4. The institution is responsibile to find, assess and remediate disabling conditions The implications of an entitlement act result in a broader range of services and equipment IDEA The key to Civil Rights is equal access (leveling the playing field) The responsibility is shifted to the individual Services are aimed at equal opportunity and access to programs 504 and ADA Entitlement vs. Civil Rights

5. IDEAIndividuals with Disabilities Education Act • The law that provides for students with disabilities in the K-12 system emphasizing special education and related services…to prepare for further education, employment, and independent living. • Retains the major provisions of earlier federal laws in this area, including: FAPE, LRE, due process, procedural safeguards. • Ends when students exit secondary education. • Entitlement Act

6. Section 504 • No otherwise qualified individual with disabilities in theUnited States... • shall, solely by reason of his/her disability, be excluded from the participation in, • be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance. • 504 plan from High School does not carry over to higher education. • Civil Rights

7. “Otherwise Qualified” and “Qualified” • Student must be able to meet technical and academic standards of program regardless of disability. (504) • Means an individual with a disability who, with or without reasonable accommodation, can perform the essential functions of the employment position that such individual holds or desires. (ADA) • Institutional “student code of conduct” applies regardless of disability. • Disability status does not excuse violation of unacceptable behavior in regard to SCC.

8. The Americans with Disabilities Act • The Americans with Disabilities Act of 1990 is modeled after the Civil Rights Act of 1964 and Title V of the Rehabilitation Act of 1973. • Its purpose is to establish a clear and comprehensive prohibition of discrimination on the basis of disability...to extend to people with disabilities civil rights similar to those now available to people without regard to race, color, sex, national origin or religion.” • Civil Rights

9. Individual with a Disability • Is regarded as having such an impairment; • Has a physical or mental impairment that substantially limits a major life activity; • Has a history or record of such impairment;

10. School must assess Once diagnosed the students must receive services (entitlement) Parents can receive information about their children Parents can initiate communication with teachers Students receive assistance with technology Student must disclose Student must provide acceptable currentdocumentation before becoming eligible for services Parents cannot receive information about their children (FERPA) Students must initiate communication with instructors Students must know how to use technology Understanding the transition(K-12 vs. College)

11. Reasonable Effective: producing the intended or expected effect • reasonable vs. preferential

12. Reasonable Accommodation Any modification or adjustment that will assure equal opportunity to rights and privileges of all programs and services offered by a post secondary institution. • All accommodations are based on documented need.

13. Reasonable Accommodations Examples • Academic adjustments such as extended time to complete tests, coursework, or graduation • Tape recording of classes • Taped textbooks, e-text, note taking assistance • Alternative testing and evaluation

14. Academic Adjustments NOT Required • If it would fundamentally alter the nature of the program • When the academic requirements are essential to a program of study or to meet licensing requirements • If it would be an undue burden • significant difficulty or expense

15. Auxiliary Aids and Services Examples • Qualified interpreters, • note takers, • real time transcription services, • written materials, • assistive listening systems, • closed captioned decoders, • open and closed captioning, • TTY

16. NON Examples • Attendants, • individually prescribed devices (glasses, canes, wheelchairs, hearing aids, computers, etc.), • readers for personal use or study • other devices of a personal nature.

17. Student Obligations • Self identify that he or she has a disability • Indicate the need for accommodation • Provide appropriate documentation at the student’s expense to establish the existence of the disability and the need for accommodation

18. Institutional Obligations • Provide reasonable accommodations for the student’s known disabilities • Afford him/her an equal opportunity to participate in the institution’s programs, activities, and services (including extracurricular activities) • May not discriminate based on disability • Provide auxiliary aids and services

19. Issues to Consider When Choosing a College • Are there people on campus who have experience with your type of disability? • Disability services office • Financial aid • Academic advising • Health center • Academic support services • Is there a separate admissions process?

20. Choosing a college, cont. • Are there separate programs and are there additional charges? • How sensitive are faculty? • Are there specialized tutoring programs and what are the costs?

21. Specific considerations based on disability…

22. Can a student take a reduced course load and still be considered full time? Can a student obtain a substitution or a waiver for a course? Does the school have guidelines or criteria for documentation of LD/ADD? Classroom accommodations such as extended time, note takers, quiet room, books on tape. Assistive technology Issues Learning Disabilities and Attention Deficit Disorders

23. Housing Transportation Mobility on campus Personal assistance Wheelchair repair referrals Building accessibility Health Center Issues Mobility Disabilities

24. Classroom accommodations such as overheads, board work, labs, test format, videos Alternate format for textbooks Assistive technologies Availability and type of computer programs Funding sources Housing Transportation Campus mobility IssuesBlindness and Visual Impairments

25. Note takers Teachers who speak English as a second language Captioned videos Adapted housing Interpreters Real time captioning Assistive listening devices TDD availability IssuesDeaf and Hard of Hearing

26. Availability of local treatment Funding sources Disclosure issues Support groups Absences Classroom accommodations e.g., extended time, note takers, separate testing location Issues Psychiatric Disabilities

27. Goal: Equal Access Benefits, aids and services, to be equally effective, are not required to produce the identical result or level of achievement. Accommodations must afford equal opportunity to obtain the same result or to reach the same level of achievement.

28. Eight Ways College is Different than High School

29. One… • Academic Environment • More competitive – In four-year schools especially, the majority of students have taken college preparatory classes in high school. • More work – more reading, writing, and larger assignments. Less extra credit. • Quicker and Less flexible deadlines.

30. Two… • Grading • May be based on tests only. • You may receive a grade in the course with fewer tests and papers (but longer). There may be several chapters of material on each test. • Requires self-monitoring. Often must calculate yourself as the semester progresses.

31. Three… • Knowledge Acquisition • There is more reliance on note taking and reading comprehension. • Text and materials may be assigned but not taught in class. • Test items often includes material not taught or reviewed in class. • There is an expectation that students can “self teach”.

32. Four… • Support • The overall amount is significantly less. • The relationship with instructors is more impersonal and distant. • The student is responsible for contact and requesting the accommodations needed throughout the semester.

33. Five… • Responsibility • The responsibility is on the student. • No other person monitors homework completion. • No one to “check in” and see how you’re doing.

34. Six… • Stress • Significantly more stress due to the previous academic factors. • Time management issues, such as work, homework, residential living, family obligations. • Prioritizing commitments.

35. Seven… • Distractions • College social life—more opportunities to socialize, more adult activities, more appealing activities than the classroom. • Residence halls--more to do, more people, more noise, potentially less rest.

36. Eight… • The student is responsible for finding the appropriate office on campus for accommodations BEFORE the start of the semester. • The student must make an appointment to register and request accommodations. • The student must have current documentation that supports the accommodation requests.