Student Workbook ACHIEVING COLLEGE TRANSITIONS NOW. Developed by Northampton Community College

Student Workbook ACHIEVING COLLEGE TRANSITIONS NOW Developed by Northampton Community College Funded by FIPSE Fund for the Improvement of Postsecondary Education

MODULE 1 Transition Planning What is That Anyway?

WHY ARE YOU HERE? STUDENT SURVEY College experiences can be challenging for students with disabilities. Students must KNOW and DO a number of things to be successful in college. Put an X in the box that describes YOU for each statement. YES MAYBE NOT SURE NO I can discuss my disability. I can discuss how my disability affects my academic performance. I can ask my high school teachers for accommodations when I need them. I know how to participate in my IEP/504 meeting and transition plan. I know how to discuss my disability and my academic needs with disability services staff at the college level. I know what documentation I need to provide to receive accommodations at the college level. I know what accommodations are available for me in college. 1

PREPARE FOR LIFE AFTER HIGH SCHOOL Unemployment Rate Education & Training Pay 2007 Median Weekly Earnings 0% 1% 5% 4.4% 7.7% Advanced Degree Bachelor s Degree Associat e Degree or Some College High School Graduate Some High School, No Diploma $1220 $1014 $704 $597 $440 *Notes: Unemployment and earnings for workers aged 25 and older, by educational attainment for full-time and salaried workers. Source: Bureau of Labor Statistics. www.bls.gov 2

PREPARE FOR LIFE AFTER HIGH SCHOOL Education & Pay 2007 Education & Unemployment 2007 3

DISABILITIES SIMPLIFIED A student with Asperger s Syndrome: Experiences problems with social interaction and may engage in limited or unusual behaviors and interests. This student does not typically experience any delay in language, intelligence, or learning in school but may have trouble with making and maintaining relationships. A student with Attention Deficit Hyperactivity Disorder: Experiences difficulty with the ability to pay attention or focus on a task because of a difference in the structure of the brain. This student can have trouble with attention and concentration, organization, following directions, sitting still, and competing work on time. A student with Blindness or a Visual Impairment: Experiences a full or partial loss of the ability to see or take in information through their eyes. This student may have difficulty seeing regular-sized print if visually impaired. If blind, this student will have difficulty with mobility as well as learning using standard materials. A student with Deafness or a Hearing Impairment: Experiences a full or partial loss of the ability to detect or understand sounds and language. This student may have so severe a loss that they cannot understand what is being said even with a hearing aid and may use sign language to communicate with others. A student with a Learning Disability: Experiences difficulty with academic skills and cognitive processing even though they have average to aboveaverage intelligence. This student has difficulties that can impede learning to read, write or do math, or memorize and recall information because their minds process words or information differently. A student with a Physical or Systemic Disability: Experiences limitations due to definite physical causes or illnesses that affect one or more of the human body s systems. This student may experience problems with learning, movement, and other major life activities. A student with a Psychological/Psychiatric Disability: Experiences a persistent emotional or mental illness that results in educational, vocational and social difficulties. This student may experience difficulty learning, building or maintaining relationships with peers or teachers, and may demonstrate inappropriate types of behavior or feelings in school. This student may also experience depression and anxiety. A student with Traumatic Brain Injury: Experiences problems directly related to an injury to the brain. This student may experience trouble with thinking, memory, reasoning, problem solving, information processing and speech all directly related to open or closed head injuries. 4

WHAT IS MY DISABILITY? Questions to ask yourself What are some post-secondary options I am considering (trade school, college, military, etc)? What are some careers I might be interested in? What is my disability? Describe it in your own words. 4. What have I done so far to get ready for my transition to a post-secondary experience? 5

YOUR ROLE IN THE TRANSITION Questions to ask yourself Have I been at an IEP/504 meeting? Did I pay attention and really understand what was being discussed at the meeting? Did I really understand my role at that meeting? 4. Did I verbally participate in a discussion about my plan? 5. Did I offer ideas or suggestions or discuss needs I had? 6. Did I suggest specific classes I wanted to take? 7. Did I suggest accommodations or modifications I might need? 8. Is post-secondary education listed as a goal on my transition plan? 9. What might I do differently at my next IEP/504 meeting? 6

MODULE 2 Who Are You? Knowing your Strengths and Weaknesses

HIGH SCHOOL High School Classes Honors/AP College Prep General/Applied Vocational-Technical Special Education AND YOU Am I enrolled in Honors or AP classes? Yes No Current Honors/AP classes: Previous Honors/AP classes: Am I enrolled in College-Prep classes? Yes No Current College-Prep classes: Previous College-Prep classes: Am I enrolled in General/Applied classes? Yes No Current General/Applied classes Previous General/Applied classes 8

Am I enrolled in Vocational-Technical classes? Yes No Current Vocational-Technical classes Previous Vocational-Technical classes Am I enrolled in Special Education classes? Yes No Current Special Education classes Previous Special Education classes I am doing well in these classes: I am having some trouble in these classes: 9

DO YOU KNOW SOME BASIC COLLEGE FACTS? At most colleges, a course load of 12 credit hours equals a full-time status. Most courses are three credit hours each and equal three hours in class each week. A typical college semester is 15 weeks long. An academic year at the college level generally consists of two semesters. Many colleges offer two summer sessions. Each session consists of fi ve to six weeks of classes. Specialized diplomas and certificates can be earned at a community college and some four-year institutions; credits will vary and are typically less than 60 credits. An Associate s Degree can be earned at a community college; this typically represents completion of 60-65 credits in program courses. This is an undergraduate degree. A Bachelor s Degree can be earned at a four-year college or university; this typically represents completion of 120-130 credits in program courses. This is also an undergraduate degree. 10

COLLEGE CLASSES High School Standard schedule College Variable schedule 180-day school year Typically two 15-week semesters Class attendance is required Attendance policies vary 4. Classes generally have no more than 30 students 4. Classes may have more than 100 students AND YOU Rate your skills for success A B C o I can pay attention in a large class without any trouble. o I have some trouble paying attention in a large class. o I cannot pay attention in a large class. o Attendance is not a problem for me. o Attendance is sometimes a problem for me. o Attendance is a big problem for me. o I can easily follow a variable schedule. o I have some trouble following a variable schedule. o I cannot follow a variable schedule. I have college-ready skills in: o Attention o Attendance o Following a schedule I need to improve my college-ready skills in: o Attention o Attendance o Following a schedule 11

COLLEGE INSTRUCTORS High School Teachers have been trained in teaching methods College Professors are often experts in their field but may not be trained as teachers Teachers focus on textbook material Often write information on board or overhead to be copied for notes Lectures may not directly follow information in the textbook May lecture nonstop; notes must be independently taken from lecture AND YOU Rate your skills for success A B C o I am able to effectively learn in class regardless of how the teacher presents information. o I have some trouble learning in class depending on how the teacher presents information. o I have a lot of trouble learning in class because of how the teacher presents information. o I am able to learn textbook material without a teacher s explanation. o I have trouble learning textbook material without a teacher s explanation. o I am unable to learn textbook material without a teacher s explanation. o I am able to take good notes in my classes. o I am able to take ok notes in my classes. o I am unable to take good notes in my classes. I have college-ready skills in: o Classroom learning o Textbook learning o Notetaking I need to improve my college-ready skills in: o Classroom learning o Textbook learning o Notetaking 12

COLLEGE High School Study time outside of class may vary (may be as little as one to three hours per week) STUDYING College Generally need to study at least two to three hours outside of class for each hour in class Instructors may review class notes and text material regularly in class Students must independently review class notes and text material regularly Students are expected to read short assignments that are discussed again in class Substantial amounts of independent reading and writing may be assigned and not addressed in class AND YOU Rate your skills for success A B C o I am self-motivated to study and can follow a study plan. o I am able to independently review and learn information for classes and tests. o I am able to independently read my textbooks. o I need someone to push me to study and have trouble following a study plan. o I have trouble independently reviewing and learning information for classes and tests. o I have some trouble independently reading my textbooks. o I avoid studying whenever possible and do not have a study plan. o I am unable to independently review and learn information for classes and tests. o I am unable to independently read my textbooks. I have college-ready skills in: o Self motivation o Independent learning o Effective reading I need to improve my college-ready skills in: o Self motivation o Independent learning o Effective reading 13

COLLEGE TESTING High School Frequent, assessing small amounts of material Retests are often available Test dates can be arranged to avoid conflicts with other events College Infrequent (two to three times a semester), assessing large amounts of material Retests are seldom an option Scheduled tests are without regard to other academic or personal demands AND YOU Rate your skills for success A B C o I have a great deal of experience taking comprehensive mid-term and final exams. o I have some experience taking comprehensive midterm and final exams. o I have no experience taking comprehensive mid-term and final exams. o I did not rely on retests or make-up tests. o I sometimes rely on retests or make-up tests. o I always rely on retests and make-up tests. I have college-ready skills in: o Taking comprehensive exams o Not utilizing re-tests I need to improve my college-ready skills in: o Taking comprehensive exams o Not utilizing re-tests 14

COLLEGE High School Homework grades may assist in raising overall grade when test grades are lower GRADES College Tests and papers provide the majority of the grade Extra credit options are often available Extra credit options are not generally available Graduation requirements may be met with a grade of D or better Student must meet program and graduation requirements (typically C or 0 GPA) AND YOU Rate your skills for success A B C o My test grades are generally good. o My test grades are not always good. o My test grades are often poor. o I usually pass classes without homework grades. o I sometimes pass classes without homework grades. o I would not pass a class without homework grades. o I do not rely on extra credit assignments to pass a course. o I sometimes rely on extra credit assignments to pass a course. o I usually rely on extra credit assignments to pass a course. o I always complete my homework even if it is not graded by a teacher. o I have difficulty completing my homework when it is not graded by a teacher. o I do not complete my homework when it is not graded by a teacher. I have college-ready skills in: o Performing well on tests o Completing assignments o Not needing extra credit I need to improve my college-ready skills in: o Performing well on tests o Completing assignments o Not needing extra credit 15

COLLEGE INDEPENDENCE High School Teacher monitors student progress and recommends needed adjustments College Student monitors academic progress and requests assistance as needed Parents are members of the IEP team Parents monitor/manage medication and health needs Student responsible for meeting with professors or staff regarding reasonable accommodations Student monitors/manages ongoing medications and health needs AND YOU Rate your skills for success A B C o I always track my progress and grades in my classes. o I sometimes track my progress and grades in my classes. o I do not track my progress and grades in my classes. o I actively participate on my IEP team along with my parents. o I sometimes participate on my IEP team along with my parents. o I never participate on my IEP team. o I typically take my medications without reminders from adults. o I sometimes take my medications without reminders from adults. o I don t take my medications unless I am reminded by adults. I have college-ready skills in: o Tracking my academic progress o Taking my medication o Participating on my IEP team I need to improve my college-ready skills in: o Tracking my academic progress o Taking my medication o Participating on my IEP team 16

INDIVIDUAL APPOINTMENT WORKSHEET I would like to talk about some of these things with my teacher, counselor or special education case manager o o o o What my disability is/means The types of classes I am currently in Getting ready for my transition to a college experience Getting ready to attend my IEP meeting Look back at your ratings on the Skills for Success activity. Select three areas you need to improve and want to discuss at your individual appointment. During your individual appointment, identify strategies to assist you improving these skills. Skill 1: Strategies to Improve: a. b. c. Skill 2: Strategies to Improve: a. b. c. Skill 3: Strategies to Improve: a. b. c. 17

A DIFFERENT VIEWPOINT Your parents and teachers may view your skills differently. It may be beneficial, as you learn more about yourself, to ask another person to answer these questions about you. Student Name Describe his/her study habits. Can the student pay attention in class for the entire class period or does he/she get distracted? Do you feel the student s attention depends on his/her level of interest in the class material? Does the student take good notes? Does the student take any notes? Is the student an organized person? Does the student complete assignments on time or is he/she always turning work in late? What types of tests are best for the student? Multiple choice, essays? Project-based testing? Is the student able to study and complete their assignments independently? 18

MODULE 3 You and College: You Mean I Have To Do It?

WHOSE JOB IS IT ANYWAY? High School Who initiates meetings to discuss your disability? Who notifies teachers of the accommodations you need? Who makes sure that you get your reasonable and appropriate accommodations? 4. Who provides your accommodations? 5. Who pays for your accommodations? 20

WHOSE JOB IS IT ANYWAY? College Who initiates meetings to discuss your disability? YOU Who notifies teachers of the accommodations you need? YOU Who makes sure that you get your reasonable and appropriate accommodations? YOU and COLLEGE 4. Who provides your accommodations? COLLEGE 5. Who pays for your accommodations? COLLEGE 21

COMMUNICATION PREFERENCES Read all of the statements first. Then circle the 10 statements that describe you best. Í I understand most of the things that I read. I like reading in my free time. I like to write down my ideas before I say them. I recopy information I want to remember or understand better. I read magazines, newspapers, & books on a weekly or daily basis. I would rather read a book or magazine than watch a movie. I like to write letters as a way of keeping in touch with people. I express myself by writing poetry, short stories, and by keeping a journal. I feel that reading is relaxing. I read the instructions on my video games in order to play well. Writing in a planner, or calendar helps me organize & learn. I write emails, text messages or IM on a regular basis. Í I prefer reading things like picture captions, to learn about a story. Hearing other people discuss things helps me form ideas. I prefer reading email, IM, or text messages from friends rather than talking by phone. I keep music or TV on for company and relaxation. I rely on written lists & notes as reminders about events, dates & appointments. I learn better if I read out loud rather than reading silently. I am such a good notetaker that friends ask if they can copy mine. I learn well by discussing my ideas with others. Í I like to close my eyes and listen to the sounds around me. I prefer listening to audio books rather than reading them. I enjoy speaking and answering questions in class. I like to spend time talking on the telephone. I remember almost everything I hear. I enjoy listening to people tell stories. I am comfortable asking questions for information or to boost understanding. I enjoy taking part in conversations with teachers, friends, and family. I learn to do things by listening to directions. I prefer talking on the phone rather than text messaging, email or IM. Í I have successfully talked my way out of a bad situation more than once. Wherever I go, I can easily meet new people and strike up a conversation. I prefer to receive information by I prefer to send information by 22

SELF ADVOCACY A self advocate is: A person who knows what he/she wants or needs and will speak up for himself/herself in order to meet his/ her needs. Knowing and using your communication preferences will assist you becoming a self advocate. To be a good self advocate, you must: Know yourself Understand your disability Be able to make decisions Set goals Communicate effectively Developing Self Advocacy I m just learning this skill I sort of have this skill I m really good at this skill I can identify problems at home or school I can discuss possible solutions to problems I can talk about my abilities I can talk about my disability I can talk about accommodations I need I can talk about my IEP and/or 504 plan I can communicate and advocate for myself with friends I can communicate and advocate for myself with parents I can communicate and advocate for myself with teachers I can communicate and advocate for myself with employers I can ask for help in school I can discuss ideas or goals important to me How do you self-advocate? 23

MODULE 4 What Do I Do Now? Self Identification and Documentation

COLLEGE WHY THE CHANGE? THE LAWS SIMPLIFIED High School IDEA 2004 College ADA Entitlement Access Success IEP Section 504 Reasonable, appropriate accommodations Section 504 Eligibility 504 Plan Eligibility Otherwise Qualified Reasonable, appropriate accommodations AND YOU Rate your skills for success o I have an IEP o I have a 504 plan o I don t know what I have Because the laws have changed, you must change. You must now self-advocate in order to access accommodations in college. 25

DETERMINING ELIGIBILITY FOR ACCOMMODATIONS Contact and self-identify to the Disability Services Office. This office may be housed in Student Affairs, Health Center, Counseling Center or as a separate Office of Disability Services. Follow the college s procedures to register with Disability Services. Complete any necessary forms or paperwork. 4. Schedule a personal interview, if required. 5. Provide documentation of disability. 26

DOCUMENTATION SIMPLIFIED Documentation Reports: Verify your disability currently affects a major life activity, such as learning Are your proof or ticket to receive accommodations at that post-secondary institution Documentation Reports must be: Completed by qualified professional CURRENT, typically within the last three years Typed on letterhead Signed Dated Documentation Reports Should Include: Clearly stated diagnosis (name) of disability Results of any current testing Discussion of the results of your evaluation A need for accommodations in an academic environment based upon current level of functioning Documentation may be found in the following types of reports: Evaluation Report (ER) Psycho-educational evaluation Audiogram Medical report Information Not Documentation This may seem confusing, but there are also things that are not generally accepted as documentation of disability: IEP 504 Plan State-mandated standardized test reports Summary of Performance (SOP) Medical information written on a prescription pad Documentation that follows these standards Makes The Grade 27

DOES THIS DOCUMENTATION MAKE THE GRADE? BE A DOCUMENTATION DETECTIVE Directions: Using the documentation criteria provided on the following worksheet, identify three key documentation elements in the sample report that are incorrect. Sample Report Attention Deficit Hyperactivity Disorder (ADHD) John Smith, MD Pediatric Psychiatrist 123 Main Street, Anywhere, USA 00000 Name: John Doe Date: September 16, 2004 4. 5. 6. 7. 8. DSM-IV Diagnosis: 314.00 Attention-Deficit Hyperactivity Disorder, Inattentive Type Level of Severity (check one): Mild X Moderate Severe Date of Diagnosis: January 17, 2003 List procedures and results to assess/diagnose ADHD. 1)Connors Parent Rating Scale 2)Connors Teacher Rating Scale 3)Clinical Interview Describe symptoms which meet the criteria for this diagnosis and this student s functional limitations in an education setting. Student demonstrates some difficulty with attention and concentration; is forgetful in daily activities in the home setting; has some difficulty with organization. No significant functional impairment is seen in the academic environment. List measures used to assess current educational achievement. A review of the student s high school grades was conducted. Grades are in the average to above average range. No other measures were used. Recommendations regarding reasonable and appropriate accommodations None. Provide a medication history related to this disability. Ritalin, 10mg, 2x daily John Smith, MD Signature: 28

DOCUMENTATION GUIDELINES Attention Deficit Hyperactivity Disorder (ADHD) A clearly stated diagnosis of ADHD, date of diagnosis and last contact with student A description of current symptoms, including evidence of ongoing behavior that significantly impairs academic functioning over time Clinical instruments and procedures used to determine the diagnosis Qualified Professionals to Diagnose ADHD include: Psychiatrist Neurologist Licensed psychologist Relevantly trained physician Does This Documentation for ADHD Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 29

DOES THIS DOCUMENTATION MAKE THE GRADE? BE A DOCUMENTATION DETECTIVE Directions: Using the documentation criteria provided on the following worksheet, identify three key documentation elements in the sample report that are incorrect. Sample Report Learning Disability Anywhere School District 123 Main Street, Anywhere, USA 00000 John Doe II, 17, resides with his parents and brother. He is the product of an uncomplicated delivery and pregnancy. John is considered by parents and teachers to be a pleasant young man and works hard at his schoolwork. He receives tutoring to help with his academic difficulties. He does exhibit frustration at the amount of time he needs to spend reading in school. He has difficulty in memorizing mathematical concepts and equations. Dr. Marvin Hill, his ear, nose and throat physician, administered the Wechsler Adult Intelligence Scale-III (WAIS) and the Wechsler Individual Achievement Test-II (WIAT). John was administered 14 subtests of the Wechsler Adult Intelligence Scale on May 1, 2000. In summary, John is a 17 year old who has exhibited academic difficulties from the time he was in middle school. His overall cognitive ability on the WAIS-III, by the Full Scale IQ (109), falls in the Average Range. John s overall reading skills as indicated on the WIAT-II were performed in the Average range. In the mathematical portion of the WIAT-II, he is in the Below-Average range. A review of John s errors revealed that he has not mastered even the basic math skills, including multiplication, division, decimals, fractions, and multistep problems. John s achievement on the WIAT-II compared to his WAIS, as estimated by the full scale IQ of 109, indicate his achievement scores in mathematics are not consistent with his demonstrated ability. Diagnosis: This student has a weakness in math. Recommendations for John in an academic environment include: Unlimited time on all tests Oral directions Use of a notetaker Signature: 30

DOCUMENTATION GUIDELINES Learning Disability Results of an individually administered intelligence test such as: a. b. c. Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC) Woodcock Johnson: Tests of Cognitive Abilities Results of individually administered achievement tests in reading, mathematics, and written language such as: a. b. Woodcock Johnson Tests of Achievement Wechsler Individual Achievement Test (WIAT) A statement that the learning disability substantially limits functioning in an academic environment Qualified Professionals to Diagnose a Learning Disability include: Licensed psychologist School psychologist Learning disability specialist Does This Documentation For a Learning Disability Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 31

DOES THIS DOCUMENTATION MAKE THE GRADE? BE A DOCUMENTATION DETECTIVE Directions: Using the documentation criteria provided on the following worksheet, identify three key documentation elements in the sample report that are incorrect. Sample Report Hearing Impairment I. II. III. Iv. v. vi. Name: John Doe Date of Birth: 1/11/89 Grade: Eleven School: Anywhere High School Date: 9/1/05 Type of Plan: INITIal Re-evaluaTIoN CoNTINuING X Disabling Conditions: Hearing Impairment Determination as a Qualified Individual: A medical evaluation, dated 1/1/01, by Dr. Hard Rock, indicated John Doe has a permanent hearing loss in his left ear. John s hearing acuity in his right ear is mildly impaired. He does not use hearing aids. educational Impact: John Doe has difficulty hearing educational material that is presented verbally. The reduced hearing sensitivity negatively affect John s academic achievement. John has residual hearing in his right ear and does not use hearing aids nor an interpreter. Necessary accommodations: *Preferential seating *Assistance with note-taking, provide copies of notes *Continue development of multi-sensory approach to learning to maximize skills vii. viii. Test Procedures Modifications/Administration Modifications (as needed): *Additional time for testing *Allow student to focus on examiner-repeat, clarify or reword directions Test Results: Committee/Plan Participants: Name SIGNaTuRe TITle Jan Smith 504 Coordinator/Guidance Counselor Gale Johnson 11th Teacher Jane Doe Parent John Doe Student 32

DOCUMENTATION GUIDELINES Deafness or Hearing Impairment A clear statement of deafness or hearing loss 4. Current audiogram A statement about how the deafness or hearing loss impacts functioning in an academic environment A statement regarding the use of hearing aids, sign language interpreters and other recommendations for accommodations Qualified Professionals to Diagnose Deafness or Hearing Impairment include: Otologist Audiologist Relevantly trained physician Does This Documentation for Deafness/Hearing Impairment Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 33

DOES MY DOCUMENTATION MAKE THE GRADE? Request copies of your documentation from your school, qualified professional, or parents. Evaluate your documentation using the Does MY Documentation Make the Grade? worksheet that applies specifically to your disability/disabilities. If you would to discuss your documentation in greater detail, meet with your teacher, case manager or parent. If your documentation does not make the grade: Meet with your teacher to discuss an updated evaluation. OR Discuss an updated evaluation from a qualified professional with your parents. If your documentation makes the grade: Research the documentation requirements at each college that interests you because requirements can vary from institution to institution. Evaluate your documentation based on each college s criteria. 34

DOCUMENTATION GUIDELINES Attention Deficit Hyperactivity Disorder (ADHD) A clearly stated diagnosis of ADHD, date of diagnosis and last contact with student A description of current symptoms, including evidence of ongoing behavior that significantly impairs academic functioning over time Clinical instruments and procedures used to determine the diagnosis Qualified Professionals to Diagnose ADHD include: Psychiatrist Neurologist Licensed psychologist Relevantly trained physician Does MY Documentation for ADHD Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 35

DOCUMENTATION GUIDELINES Asperger s Syndrome A specific diagnosis including DSM code History and current functional limitations on major life activities resulting from the disorder including communication or language skills, social interactions, restricted, repetitive and/or stereotyped patterns of behavior, sensory function and sensitivity to environmental conditions, and motor planning Results of an individually administered intelligence test such as: a. b. Wechsler Adult Intelligence Scale (WAIS) Woodcock Johnson Tests of Cognitive Abilities 4. Results of an individually administered academic achievement test such as: a. b. Woodcock Johnson Tests of Achievement Wechsler Individual Achievement Test Qualified Professionals to Diagnose Asperger s Syndrome include: Licensed psychologist Neuropsychologist Psychiatrist Relevantly trained physician Does MY Documentation for Asperger s Syndrome Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 36

DOCUMENTATION GUIDELINES Blindness or Visual Impairment A clear statement of disability with supporting numerical description that reflects the current impact of the blindness or vision loss has on the student s functioning 4. Present symptoms and assessment procedures Medical information relating to the student s needs, vision status and impact on the demands in an academic environment Information regarding the student s functional limitations, use of corrective lenses and related supports Qualified Professionals to Diagnose Blindness or Visual Impairment include: Ophthalmologist Optometrist Relevantly trained physician Does MY Documentation Make the Grade For Blindness or Visual Impairment? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 37

DOCUMENTATION GUIDELINES Deafness or Hearing Impairment A clear statement of deafness or hearing loss 4. Current audiogram A statement about how the deafness or hearing loss impacts functioning in an academic environment A statement regarding the use of hearing aids, sign language interpreters and other recommendations for accommodations Qualified Professionals to Diagnose Deafness or Hearing Impairment include: Otologist Audiologist Relevantly trained physician Does MY Documentation for Deafness/Hearing Impairment Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 38

DOCUMENTATION GUIDELINES Learning Disability Results of an individually administered intelligence test such as: a. b. c. Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC) Woodcock Johnson Tests of Cognitive Abilities Results of individually administered achievement tests in reading, mathematics, and written language such as: a. b. Woodcock Johnson Tests of Achievement Wechsler Individual Achievement Test (WIAT) A statement that the learning disability substantially limits functioning in an academic environment Qualified Professionals to Diagnose a Learning Disability include: Licensed psychologist School psychologist Learning disability specialist Does MY Documentation For a Learning Disability Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 39

DOCUMENTATION GUIDELINES Physical and Systemic Disorders A clear statement of the medical diagnosis of the orthopedic, mobility, physical disability or systemic illness Information assessing the current impact the disability has on the student s functioning in an academic environment A description of present symptoms and information regarding the impact of medication on the student s ability to meet academic demands Qualified Professionals to Diagnose Physical and Systemic Disorders include: Neurologist Physiologist Relevantly trained physician Does MY Documentation for Physical and Systemic Disorders Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 40

DOCUMENTATION GUIDELINES Psychological and Psychiatric Disorders A clear statement of the disability, including DSM diagnosis and a summary of present symptoms 4. Clinical instruments and procedures used to determine the diagnosis, including results from cognitive and achievement assessments Information assessing the current impact the disability has on the student s functioning in an academic environment Medical information relating to the student s needs, including the impact of medication on the student s ability to meet the demands of the post-secondary environment Qualified Professionals to Diagnose Psychological and Psychiatric Disorders include: Licensed psychologist Psychiatrist Neurologist Licensed clinical social worker Does MY Documentation for Psychological and Psychiatric Disorders Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 41

DOCUMENTATION GUIDELINES Traumatic Brain Injury A clear statement of the traumatic brain injury including onset and severity of injury Medical measures used to diagnose onset and current severity of injury Results of cognitive and achievement testing used to assess level of functioning and the impact of such in the academic environment Qualified Professionals to Diagnose Traumatic Brain Injury include: Neurologist Rehabilitation specialist Psychiatrist Relevantly trained physician Does MY Documentation for Traumatic Brain Injury Make the Grade? CRITERIA YES NO Is my documentation current? (within the last three years) Is my documentation prepared by a qualified professional? 4. 5. 6. Does my documentation clearly state what my disability is? Does my documentation include results of current testing and a discussion of the results? Does my documentation indicate a need for accommodations in an academic environment based upon my current level of functioning? Is my documentation typed and on letterhead? 7. Is my documentation signed by the professional? 42

INDIVIDUAL APPOINTMENT WORKSHEET I would like to talk about some of these things with my teacher, counselor or special education case manager o Gathering my documentation o Completing the Does MY Documentation Make the Grade? worksheet o Requesting an updated evaluation, if necessary o Accessing disability services at colleges o Investigating specific documentation requirements at different colleges During your individual appointment, identify steps you can take to get your documentation college ready. Steps: 43

COLLEGE SCREENING TOOL Students will find it helpful to investigate schools as thoroughly as possible before participating in college visits. In addition to gathering general information about that college, students with disabilities also need to look for specific information regarding disability support services as a key component in their college selection process. College Web sites provide a good source of information for students. In addition, phone conversations with appropriate staff can provide valuable information for students. You can use this College Screening Tool as a guide for gathering and organizing information about the colleges you are investigating. Refer back to the Researching College Web sites activity and use this information to go to a college s Web site. Use this information to complete as much of the information as possible on the following pages. While researching the college s Web site, be sure to write down the college s important phone numbers. Before you make a phone call to screen a prospective post-secondary institution, place in front of you: Paper and pencil to take notes about your phone call College Screening Tool Worksheet (following page) Here is a script to guide your conversation with the Office of Disability Services: Hi, I am. I am in the grade and am interested in attending your college. I have a number of questions I would like to ask you about your disability services. To whom should I talk? When you have been connected to the correct staff, continue: I am a student with (a) disability. I am interested in discussing services and accommodations at your college. I have a number of questions I would like to ask you. Use your handout to ask questions. After your questions are answered, be sure to thank your sources for their time! 44

COLLEGE SCREENING TOOL Record the information learned through research. Make notes on the lines provided, as appropriate. College/University: Vocational, Trade or Technical School: Two-year program: Four-year program: General Information Academic Competitiveness: o High o Moderate o Open Enrollment Average class rank of current freshman class: Average GPA of current freshman class: Size of College: o Large o Medium o Small Clubs or organizations of interest: Sports (varsity, intramural, etc): Other: Getting There/Getting Around Distance from home: Public transportation available: o Bus o Train o Plane o None Access to: Community Services: Fitness Facilities: Health Care/Support Services: Recreation: Shopping/Laundry: Religious facilities: Residence Hall availability: Financial Considerations Tuition fees: Payment schedule available: Room and board: Scholarships available: Financial aid available: Work study jobs available: Cost of books (estimate): Other fees: 45

Admission Requirements Minimum GPA: Minimum ACT/SAT score of: My SAT Scores: My ACT Scores: Verbal SAT Scores: Verbal ACT Scores: Mathematics SAT Scores: Mathematics AC Scores: Writing SAT Scores: Writing ACT Scores: o Open admission o Admissions interview o Recommendations from high school faculty o Math o Waived ACT/SAT Scores o Required Essay o Foreign language o Other specific requirements Are students assigned academic advisors? Housing o o o Freshman housing requirements Residence halls/dining halls on campus Co-ed or theme designated halls o o o o Quiet floors for study Study rooms Off-campus housing Single-occupancy rooms o o o Internet access in rooms Computers in residence hall Cooking facilities available Support Services Does the college offer specialized assistance such as: o Student Advisors o Financial advisors o Health-care providers o Career counselors o Personal counselors o Other: Disability How does a student with disabilities apply for services and accommodations? Is an interview or meeting required to receive accommodations? How many staff members support the disability services program? How many students are served in the DS program? o Day hours o Assistive technology o Priority registration o Individualized study skills support o Remedial/Developmental courses o Evening hours o Specialized advising o DS clubs or support groups o Extra tutoring o Other: 46

WHO S RESPONSIBLE? High School Post secondary Individuals with Disabilities Improvement Act (IDEA 2004) Americans with Disabilities Act (ADA) Section 504 of the Rehabilitation Act of 1973 Section 504 of the Rehabilitation Act of 1973 School attendance is mandatory; parents are responsible for their children s school attendance until age 16. Students are entitled to a free and appropriate education Students are responsible for attendance attend and responsible for tuition Districts are responsible to assess and identify students with disabilities Students are responsible to self disclose and submit current documentation to Office of Disability Services 4. School districts are responsible for providing special education and related services to address needs based on a student s identified disability 4. Special education services are not available 5. School districts are responsible for services, 5. Colleges are responsible for providing including individually designed instruction, reasonable and appropriate accommodations, modifications and accommodations guaranteeing equal access and participation 6. School districts are responsible for monitoring 6. Students are responsible for monitoring their progress toward IEP goals and communicating own progress and communicating their needs with the parent(s) and/or the student to professors and staff 47

MODULE 5 How Do I Do College? Requesting Reasonable Accommodations

NOW THAT YOU ARE ELIGIBLE FOR ACCOMMODATIONS You have... R Contacted and self-identified to the Disability Services Office R Followed the college s procedures to register with Disability Services R Completed any necessary forms or paperwork R Completed a personal interview if required R Provided appropriate and complete documentation You are done now, right? NO! Your job as a self advocate is not done. You have more to do. Your next step: o Request reasonable and appropriate accommodations 49

REASONABLE AND APPROPRIATE ACCOMMODATIONS Reasonable and appropriate accommodations, also referred to as auxiliary aids and services, ARE: Changes or adaptations that allow a qualified person with a disability to participate fully in a program, course or activity Designed to level the playing field by allowing students with disabilities to circumnavigate the effects of a disability in an academic environment Provided based upon student request, but sometimes effective alternatives may be substituted Determined on a case-by-case basis and begin following approval of request Based upon current level of functioning in an academic environment as noted in your documentation Reasonable and appropriate accommodations ARE NOT: Designed to change the standards of learning, essential functions of a course, nor to lower expectations of performance of students with disabilities Guarantees of equal outcomes for students Modifications change in the course content to be covered or evaluated Related services developmental, corrective, and other services required to assist a student with a disability to benefi t from special education Designed to provide an unfair advantage over another student Retroactive, in that they do not apply to any previously competed tests and/or assignments 50

ACCOMMODATIONS SIMPLIFIED In high school and college, reasonable and appropriate accommodations may include but are not limited to: Enlarged print Books in alternate format (on tape, digital format) Taping of lectures Notetaker/note taking assistance volunteer or paid Classroom scribe/typist Test accommodations: extended test time, reader, scribe, distraction limiting environment Assistive technology: screen readers, dictation software, graphic organizers Captionist Sign Language Interpreter FM listening systems Seating access for wheelchair user Service animals Housing accommodations: Wheelchair-accessible room, visual fi re alarm, single room request MODIFICATIONS AND RELATED SERVICES, NOT ACCOMMODATIONS High school students may receive the following modifications and related services provided by the school district. However, modifications and related services are not considered reasonable and appropriate accommodations in college. Check the boxes of the accommodations, modifications and related services that you currently use. o Adapted materials o Shortened assignments o Word banks for tests o Modified tests o Unlimited time on tests o Prompting/cueing on tests o Sample problem/math toolbox for test o Retesting o Modified curriculum o Altered course standards o Course waivers o Copies of teacher notes o Individualized study guides o Individualized instruction o Behavior support plans o Weekly progress notes o Waiver of Code of Conduct o Transportation o Speech therapy o Psychological services o Orientation and mobility services o Communication devices o Personal care aides o Instructional aides o Learning support assistance o Other 51

COLLEGE ACCOMMODATIONS Reasonable accommodations typically fall into the following categories: Classroom/Testing Technological Residence Life List the reasonable and appropriate accommodations you feel you might request in college. Classroom/Testing Technology Residence Life If you are currently receiving a number of modification and related services, consider scheduling an individual appointment to discuss a plan to reduce your reliance on these supports. 52

ACT NOW-COLLEGE VIDEO You have seen other students answer these questions on the video. How would you identify yourself and request accommodations from the Office of Disability Services at Anywhere College, U.S.A.? What is your disability? Tell me a little bit about your disability. What documentation will you be providing? What accommodations do you think you will need? 53

INDIVIDUAL APPOINTMENT WORKSHEET I would like to talk about some of these things with my teacher, counselor or special education case manager o Identifying all of the accommodations, modifications and related services I currently use o Developing a plan to reduce my dependence on modifications and related services that will not be available to me in college o Identifying the reasonable and appropriate accommodations I might need to request in college o Requesting accommodations 54

ROLE-PLAY ACTIVITY SCRIPT 1 Scene One Script: ADHD John Doe I Interviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College. John Doe I: Hello. Interviewer: I understand you have come for this Disability Services interview because you are a student with a disability and will be requesting accommodations and services. Please tell me about your disability. John Doe I: I have ADHD and need extra time for tests and I need to take tests in a place where I won t be distracted. Interviewer: Ok. I am going to ask you some questions to help me learn more about you and your disability. We will also discuss accommodations you may be requesting. When did you find out that you had a disability? John Doe I: I found out three years ago. I always had trouble paying attention in school and so I missed a lot of things that the teacher would discuss in class. Interviewer: What kind of accommodations are you receiving in school? John Doe I: Well, I am in all college-prep classes. I am taking some medicine now that helps me pay better attention in school and so my grades have improved a lot. For my tests, I go to the learning support room and take them with extra time. It is also quieter there and so I can concentrate better. Interviewer: Did you bring any documentation with you today? John Doe I: Yes. I have a letter from my doctor about my ADHD and the kind of medication I am taking. He just wrote it last week when I had an appointment in his office. Is this information going to be in my college files? I m kind of worried about that. Interviewer: No, John! None of this information is included in any of your college records except the file kept here in the Disability Services. Your medical information as well as the information I write down on this Student Interview Form is confidential and is not shared with anyone without your permission. John Doe I: Good. I do not really want a lot of people knowing this information about me. Interviewer: I understand. What kind of accommodations do you think you will you be requesting when you begin your classes? John Doe I: I think that I probably will still need extended test time and I will need to take my tests in a place that lets me concentrate better than the classroom. I am not sure if I will need anything else. Interviewer: Ok. Those are both considered reasonable accommodations at our school. After I review your documentation, we will be able to confi rm that these are reasonable accommodations. I will also encourage you to meet with our staff when you begin to discuss any other college supports or accommodations you might need next semester. John Doe I: I am also going to live on campus but I don t need anything in that area. Interviewer: Great. Do you have any other questions for me right now? John Doe I: No. But I will call if I think of anything else. Interviewer: Ok. Thanks for coming in today. I look forward to working with you. 55

ROLE-PLAY ACTIVITY SCRIPT 2 Scene Two Script: LD John Doe II Interviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College. John Doe II: Hello. Interviewer: I understand you have come for this Disability Services interview because you are a student with a disability and will be requesting accommodations and services. Please tell me about your disability. John Doe II: I have trouble listening and remembering information. I can t read too good. I hate reading. I also have trouble with math. That s why I take my classes in learning support. Interviewer: Do you know the name of your disability? Has it been called a learning disability? John Doe II: I don t know anything about that. I have an IEP that says I go to the learning support for extra help. I can t write either. Interviewer: Do you mean you cannot physically write or do you mean that you have trouble thinking of sentences when writing a paper or report? John Doe II: I mean I can t think of nothing to say. And, even if I think of something, I can only write a few sentences because I can t think of nothing else to say. Interviewer: So it seems that you have trouble in reading, math, and writing. John Doe II: I can t read good. I can t write paragraphs, no way can I write stories. I don t remember anything I just read. Even if I could read the book, I can t understand what they are even talking about. And Math? Forget math! Interviewer: Tell me about the services you received for your disability in school. John Doe II: Ever since I was little, I went to special classes to learn how to read and do math and stuff. That went on until I was in middle school. Then I went to learning support for some subjects and stayed in class for the others. I was in the low class. Mrs. B would come into the class and help us with our work when we asked. She pretty much helped us all the time. In high school, I went to the learning support for English, Math and all the rest of my major subjects. Interviewer: What kind of accommodations are you receiving in school? John Doe II: I don t know. Whatever you re talking about, it didn t work! My worst was anything that involved reading. My best was gym class. We could do stuff like play basketball and volleyball or just hang out with our friends. Interviewer: Did you bring any documentation with you today? John Doe II: I don t really know what you re talking about. You should call my mom about that. Interviewer: I will give you a paper that will list the documentation reports we will need. You will need to discuss this with your mom and guidance counselor. In order to receive accommodations, you will need to provide us with this information. John Doe II: Ok, I will try to remember to give it to them. Sometimes, I have trouble remembering things like this. Interviewer: What do you want to major in at our school? John Doe II: I don t really want to go to school. But, my mom says I have to be a student to keep my medical benefi ts, so here I am! 56

ROLE-PLAY ACTIVITY SCRIPT 3 Scene Three Script: HI John Doe III Interviewer: Hello, John. My name is Ms. Jones and I am a Disability Services Specialist here at Anywhere College. John Doe III: Hello. Interviewer: I understand you have come for this Disability Services interview because you are a student with a disability and will be requesting accommodations and services. Please tell me about your disability. John Doe III: I have a hearing impairment due to a problem in my left ear. I was born without an ear canal. There is only bone where there should be the opening. I m not deaf in that ear, though. I can hear some sound but it is very distorted. Understanding speech is a lot harder. Interviewer: So, you have some hearing in that ear but hearing speech is difficult. Is hearing in your right ear impaired in any way? John Doe III: Actually, I am lucky that my right ear is normal. I can hear as well as anyone else in that ear which really helps a lot. Interviewer: How does your hearing impairment affect you in school? John Doe III: It depends. For the most part, I do ok academically. Sometimes, when I have a cold or ear infection, I have trouble hearing in class. At these times, even when people are facing me, I know I miss a lot of information. If the teacher is talking while writing on the board, I won t be able to hear him or her at all. Depending on where I sit in a classroom, I can t hear anything that is said by any students who are sitting in front of me. It is not quite as bad when I m feeling ok. Interviewer: Tell me about the services you received for your disability in school. John Doe III: Ever since I was little, I have worked with Ms. B as a 504 student. She has gone with me to teachers to set up the classrooms and to explain what people need to do for me to hear. Sometimes people just misunderstand what I need. Interviewer: I am curious about what you just said about people misunderstanding. Can you explain that to me? John Doe III: Sure. People often think that because you are hearing impaired, you always need to sit right by the source of sound. What they don t get is that during a class lesson, it may be great for me to sit close to the teacher. But, at other times, like when we watch a film, the closer I sit, the more distorted the sound becomes. During these times, I need to be able to move further away from the sound in order to hear. They just need to let me move to the right place. Interviewer: It is important for you to share this type of information with me and your professors so that we are aware of your needs. You sound like you are a good self-advocate. John Doe III: Thanks. I ve had to be since I was small. Interviewer: Are there other accommodations or supports that you might be requesting when you come to campus? John Doe III: The classroom seating flexibility is very important. I also could use a copy of someone s notes. There are times when I just don t hear the information that is being discussed in class. Do you think it is a good idea to meet with my professors when I don t hear everything? Just to make sure I understand what they are teaching. Interviewer: That is something we encourage all students to do. Professors have office hours available to meet with students. You can take advantage of that whenever you need that extra help. You can also get tutoring if you are struggling with a class. John Doe III: Thanks. That is good to know and something I will probably need. 57

ROLE-PLAY ACTIVITY Disability Services Interview Form Name: Identify and discuss your disability, including diagnosis and current status. How does your disability impact on your academic performance? Discuss the services you received to accommodate your disability. Discuss the general education, special education and learning support classrooms you attended. 4. When was the most recent evaluation/testing completed? Please share the results. 5. What do you consider an academic strength? An academic weakness? 58

6. What accommodations have you recently used? o Extended test time o Test reader o Test scribe o Separate test location o Note taker o Taped lectures o Interpreter o Captionist o FM device o Assistive technology o Learning support o Study guides o In-class support o Altered standards (tests or class work) o Preferential seating o Specialized furniture o Other: 7. What accommodations do you think you will need in college? 8. o Extended test time o Test reader o Test scribe o Separate test location Will you live in the residence hall? o Yes o No o Note taker o Taped lectures o Interpreter o Captionist o FM device o Assistive technology o Preferential seating o Specialized furniture o Other: Will you be requesting any accommodations in that situation? o Yes o No If yes, what: 9. Additional student comments: 59