Effective Methods to Support College Students with Disabilities

1. Effective Methods to Support College Students with Disabilities WV ASPA November 8, 2018 Leann DiAndreth-Elkins, Ed.D. Associate Professor West Liberty University leann.elkins@westliberty.edu

2. College Students with Disabilities In 2011-12 and 2007-08: 11% of postsecondary students reported having a disability 11% of male postsecondary students reported having a disability 11% of female postsecondary students reported having a disability More students with disabilities are enrolled in 2-year/community colleges than 4-year colleges. (NCES, 2016)

3. Enrollment of Students with Disabilities (Flexer, Baer, Luft, & Simmons, 2013)

4. Percent of College Students with Disabilities (NCES, 2011)

5. Percent of PK-12 Students with Disabilities (NCES, 2018)

6. Influences IDEA mandates students with disabilities be placed in Least Restrictive Environment (inclusion). IDEA mandates ITP be developed and implemented beginning by age 16; several states require age 14. High school programs teaching compensatory strategies, learning/study skills, problem solving techniques, self-advocacy skills. Assistive technology more affordable and available. Students and parents more aware of postsecondary options and laws. More specialized postsecondary programs.

7. High School vs College

8. Americans with Disability Act Prevents discrimination and promotes equal access. Disability definition…“a person who has a physical or mental impairment that substantially limits one or more major life activities...has a history or record of such an impairment, or...is perceived by others as having such an impairment.” Essential functions…the things a person in a specific job must absolutely be able to do or they aren’t considered qualified for the job. (ADA, 1990)

9. Important Terms Accommodations – alteration in the format of an assignment, exam, or environment Modifications – changes to the difficulty or amount of work to reduce student frustration (not available in college) Services – available outside the academic classroom

10. Continuum of College Support Services (McGuire & Shaw, 1989)

11. Typically Available Accommodations • Course substitutions • Extended time on tests • Note taking services • Physical adaptations to classrooms • Priority registration • Priority seating • Screen reading software • Sign language interpreters • Spell checkers • Tape recording classroom lectures • Test reader and/or scribe • Testing in a less distractive environment • Textbooks in alternate format (large print, CD, e-text, Braille) • Other adaptive technology or equipment

12. Typically Available Services • Academic advising/ course registration • Career counseling • Diagnostic evaluations • First-year seminar • Independent living skills training • Individualized coaching • New student orientation • Organizational skills training • Peer mentoring • Personal counseling • Self-advocacy training • Social skills/ communication training • Strength-based assessments • Study skills training • Support groups/counseling • Transition assistance • Tutoring

13. Needs of College Students Possessing self-advocacy skills Utilizing academic accommodations Knowing personal strengths and interests Knowing how to compensate for weaknesses Possessing effective learning/study strategies Being aware of available support services/people Differences between high school and college Necessary disability documentation Connecting with agencies: WV Division of Rehabilitation Services http://www.wvdrs.org

14. Essential Skills Video: Self-advocacy: https://www.youtube.com/watch?v=8wPxq-NOZjg Self-advocacy: • Knows their own strengths and interests • Knows their own learning difficulties and needs • Takes responsibility for their learning • Can communicate the above to faculty/employers Self-determination: • Attitudes and skills • Goal setting • Decision-making • Take initiative • Self-advocacy

15. Knowing Yourself To be an effective self-advocate, students should be able to finish these statements about themselves: • To me, success is… • In school, it’s easy for me to… • In school, it’s difficult for me to… • My special talents are… • I’m really interested in… • Strategies that help me most in school are… • Accommodations that I use are… • I’m proud of myself because…

16. Setting Goals To develop self-determination skills, students should write down their future goalsand determine how to reach their goals by answering these questions: • What are my future goals? • Are they reality? • What actions are needed to reach each goal? • How long will each goal take? • How will I know Ihave reached my goal? Additional resources at https://www.cfwv.com

17. Transition Preparation Methods How to prepare students with disabilities for transition: Educate about disability characteristics and effective compensatory strategies Develop self-advocacy skills Inform about disability laws Support wise selection of postsecondary schools Develop a transition timeline Encourage self-identification and seek appropriate assistance Obtain a psychoeducational evaluation in high school (Skinner & Lindstrom, 2003)

18. Transition Assessment • “Ongoing process of collecting information on student’s strengths, needs, preferences, and interests as they relate to the demands of current and future living, learning, and working environments.” (Sitlington, Neubert, & Clark, 2010) • The framework for transition planning • Results-oriented: related to specific individualized adult outcomes Three basic questions to answer: • Where is the student presently? • Where is the student going? • How does the student get there?

19. Transition Seminars/Bridge Programs Purpose: Recognizing your academic strengths and challenges Understanding how your disability affects your learning Being aware of the differences between high school and college Developing future goals Learning to be a self-advocate by communicating your goals and needs to others Self-reflection on abilities and needs Experiencing and understanding the college environment

20. Student Led IEP Meetings Benefits for students: Develops self-advocacy skills Promotes self-determination through shared decision-making Provides input on transition goals Collaboration with IEP team Connection with community agencies Prepares students to be self-advocates with faculty in college (Sitlington, Neubert, & Clark, 2010)

21. Preparing Students for Faculty Meetings In preparation for being a self-advocate: Self-reflection on abilities in specific subject areas Understanding own strengths, needs, and interests Understanding accommodations, their purpose, and the process to obtain them Appropriate communication skills Role-play or video a practice conversation (Sitlington, Neubert, & Clark, 2010)

22. Theory of Challenge & Support Nevitt Sanford (1966) “Development occurs when challenges in the environment are balanced by environmental supports.” For college students to experience growth, they need a balanced amount of challenge and support as appropriate for the task How does this relate to supporting college students with disabilities?

23. Supporting Students with Disabilities Strengths Challenges/Limitations Accommodations Services Campus/community involvement People Connections Was a balance of challenge & support provided?

24. In Summary… College students with disabilities should: Know the differences between high school and college Understand individual needs related to their disability Possess skills to advocate for themselves Seek out programs that will meet their individual needs Continue using accommodations and services similar to what was available to them in high school (Hadley, 2007)