Presentation Transcript

1. Special Education and Disability (Accessibility) Services

   Individuals with Disabilities Education Act (IDEA), Section 504 (of the Rehabilitation Act of 1973), Americans with Disabilities Act (ADA) , and Americans with Disabilities Act Amendments Act of 2008 (ADAAA)
2. College Matriculation for Special Education and General Education Students
3. IDEA and Section 504 Comparison
4. Major Life Activity Definition Major life activities include, but are not limited to: Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, sitting, reaching, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, interacting with others, and working; and The operation of a major bodily function, including functions of the immune system, special sense organs and skin; normal cell growth; and digestive, genitourinary, bowel, bladder, neurological, brain, respiratory, circulatory, cardiovascular, endocrine, hemic, lymphatic, musculoskeletal, and reproductive functions. The operation of a major bodily function includes the operation of an individual organ within a body system.
5. IDEA and 504 Comparison
6. College and Student Obligations Under theAmericans with Disabilities Act (ADA)
7. PK-12 Education and Post-Secondary Education Differences IDEA is education legislation and ends with graduation from high school; 504 protection does not end. Process may be different Formal 504 Plans are required in Pk-12 education; accessibility is required at the post secondary level. FAPE is required in PK-12; Accessibility is required in post-secondary institutions. Equal housing accessibility is required if housing is available to other students.
8. Should a Student Disclose Information About a Disability when Applying for Admission to a Post-Secondary Institution? Disclosure is not required The determination of when or whether to disclose during the admissions process should be considered on a case-by-case basis. Students may want wait on the admissions decision before disclosing information. An appeal to the admissions committee may be appropriate if the student is not admitted.
9. When and with Whom Should a Student Discuss Disability Services Visit with the office of disability or accessibility services. Submit documentation after being accepted. Make an appointment with the disability services office and discuss appropriate accommodations or adjustments. Students are required to submit documentation ONLY if they want to use the services of disability services.
10. What Documentation? Current documentation is required. Current may be defined differently depending on the condition and the setting. Specific standards are not uniform. Post-secondary institutions should provide the student with the guidelines for required documentation. Documentation must be from a qualified professional.
11. Academic Adjustments/Accommodations The student must follow the process guidelines established by the institution. The requests must be in a timely manner. The student must be “otherwise qualified” a person with a disability who meets the essential requirements but needs a reasonable accommodation to meet those requirements is otherwise qualified.
12. What Academic Adjustments or Accommodations are Likely? The available, appropriate accommodation will depend on the student’s documentation and the situation. Typical academic accommodations: Using note takers Using recording devices Extended time for tests Quieter area for tests Interpreters for students with hearing impairments Enlarged print or Braille copies as needed Course substitutions (typically not course waivers)
13. How are Academic Accommodations Obtained? Some variation at different institutions Meet with the service provider Provide documentation Request the accommodation in a timely manner Meet the instruction Carry out the plan
14. What if New Documentation is Required? The student is responsible for providing the documentation. The institution may be able to help connect the student with agencies or evaluators.
15. How Much Parental Involvement is Allowed? If the student is 18 or older, the student typically must give permission for the parent to have access or information.
16. In Summary Encourage students to use needed accommodations The number of students using support services continues to increase, and many of the students are highly successful. Often students keep the disabilities services provider informed even for issues not directly related to the disability. If he/she cannot resolve an issue, the provider can often help the student consider solutions and can make referrals.