How to Decide on a Post-Secondary Program Worksheet

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Fill in your answers to the questions.

Talk With Each Other

  • What are my abilities?
  • What are my strengths?
  • How does my disability affect my learning and ability to show what I know on tests?
  • What accommodations do I need to be successful?
  • What postsecondary education or training programs do my teachers and school counselors recommend for my areas of interest?

Talk Together About Your Concerns With Student Support Services

  • Where is the school located and does that school setting (urban, suburban, or rural) meet my needs?
  • If I cannot live independently, what is the distance from home?
  • Does the student/instructor ratio ensure I can access office hours with my instructor(s) as needed?

Not all programs provide the same accommodations, and colleges do not make modifications to alter academic requirements.

  1. Does the program offer the accommodations I need to be successful?
  2. Are the housing options accessible for my individual needs?

Do I require someone to assist with:

  1. Self-help (like bathing)?
  2. Managing my medications and medical treatments?
  3. Nutrition and hygiene needs (laundry, washing dishes, cooking?)
  4. Do I have a service animal?

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

Requesting Accommodations in Post-Secondary Education

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

When a student with disabilities transitions from high school to a post-secondary educational program, their educational rights change.  High schools are required to help students be successful in their education, whereas post-secondary programs are required to ensure access to the materials through reasonable accommodations.  An Individualized Education Program (IEP) ends when a student leaves secondary education. The protections of the Americans with Disabilities Act (ADA) and of Section 504 of the Rehabilitation Act of 1973 are ongoing throughout the lifespan.

In postsecondary education, it is the responsibility of the student to disclose their need for accommodations to the campus disability office.  While disclosure is not mandatory, a student must disclose their disability-related needs to qualify for accommodations.

How to Request Accommodations from a Post-Secondary Program

  1. Begin by locating the campus disability services office on the school website. Type “disability” into the search bar.  Often, the first result will be the office that provides accommodation for students with disabilities. 
    Name of Office:                                                                Phone:       
                                            
  2. Call the office to make an appointment and request any forms you can complete beforehand and how to obtain them (e.g. by mail, or downloading from the school website).  Make your appointment before the start of classes.  It may take 6-8 weeks to process your request, so start early to have accommodations in place by the time you need them.  Note that some accommodations, such as Braille or interpreter services, may take more time than others to arrange.
    Appointment Date:                                             Time:                           Contact:                        
  3. Documentation submitted to the college should provide clear evidence of need and demonstrate a history of use of the accommodations requested.  If providing a psycho-educational evaluation as documentation, most campus disability offices require a dated evaluation within the last three years.  While a high school IEP or 504 plan does not “transfer” to the postsecondary program, the disability office may use them as guidance in determining appropriate accommodations.

    Collect and check the documentation of what you need:
    • Most recent Individualized Education Program (IEP)
    • Most recent 504 plan, Accommodations Plan, or Service Plan
    • Most recent educational evaluations
    • Diagnosis and/or treatment plan
    • Doctor’s notes, including suggested accommodations
    • Make copies of the completed request forms for your home file
    • Other    

      Remember to check the school website for any disability-specific or need-specific documentation requirements.  For example, a student may be required to provide the results of a hearing assessment with expected progression or stability of the hearing loss, when requesting accommodations for a hearing disability.
  4. Meet with the disability office staff to request and discuss accommodations.  Complete the How to Decide on a Post-Secondary Program worksheet to help you prepare for this meeting, including organizing your questions and concerns. 

    Write down any additional questions to help you remember during the meeting.
  5. When you receive written notice of the decision regarding your eligibility for accommodations and the list of approved accommodations, make enough copies to share with your instructors and keep a copy with you in class, in the event of a substitute instructor.  Put the original in your home file for safekeeping.
  6. If accommodations become ineffective or you are not receiving approved accommodations, contact the disability services office immediately for assistance.

All accommodations are provided on a case-by-case basis.  If your request for accommodations is denied, contact the disability services office to determine the process for appeal and equitable resolution.

Sources:
How to Request Disability Supports in College
The 411 on Disability Disclosure

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

How to Decide on a Post-Secondary Program

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Talk with Each other

  • What are my abilities and strengths?
  • How does my disability affect my learning and ability to show what I know on tests?
  • What accommodations do I need to be successful?
  • What postsecondary education or training programs do my teachers and school counselors recommend for my areas of interest?

Talk together about your concerns with Student Support Services

  • A school’s location could deter your child, even if the program is perfect. Where is the school located and does that school setting (urban, suburban, or rural) meet your student’s needs? If they cannot live independently, what is the distance from home?
  • Does the student/instructor ratio ensure your student can access office hours with their instructor as needed?
  • Not all programs provide the same accommodations, and colleges do not make modifications to alter academic requirements.  Accommodations are what make it possible for your student to access the curriculum.  An inaccessible program would be a waste of time and money.
  • Are the housing options accessible for your student’s individual needs?
  •  Will they require someone to assist with self-help (like bathing), managing their medications and medical treatment, or nutrition and hygiene needs (like laundry, washing dishes, cooking)? 
  • Do they have a service or emotional support animal?

* High school counselors and teachers are resources for connecting with colleges and training programs. Many schools have “College Fairs.”

*You can also call postsecondary school admission officers to request brochures and fact sheets about the school and its programs. Schools almost always include information about their programs online.

Source: PACER’s National Parent Center on Transition and Employment – Preparing for Postsecondary Education

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

College Experience Terms

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

These are some terms for post-secondary education programs that are unique to those supporting students with intellectual disabilities.

Click on each term for more information.

Transition and postsecondary education program for students with intellectual disability (TPSID)

  • A federally funded model demonstration grant that allows schools to create and/or further develop their program.
  • Programs receiving the TPSID grant are more likely to have accommodations to support students with IDD because they’re literally being paid to create and expand their programs.
  • Students attending schools that are CTP approved can apply federal funding from the Department of Education to pay for non-degree programs.
  • Some programs may use the acronym “IPSE” to indicate they are focused on supporting students with IDD.

Inclusive post-secondary education (IPSE)

Sometimes used to refer to college programs for students with intellectual disability; also referred to as inclusive higher education programs.

Comprehensive transition program (CTP)

Approved by the U.S. Department of Education and eligible for federal student aid.

*If a student has an IEP and they intend to participate in a non-degree college program, their transition goals don’t have to be focused on a major to help them prepare for higher learning.

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

Possible Accommodations for SAT and ACT Entrance Exams

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Extended time

  • Only if the disability causes them to work more slowly than others
  • May not be necessary for every section
  • If necessary for reading, will be provided for every section

Reading and seeing accommodations

  • Large-print test book
  • Braille with raised line drawings
  • Tactile graphics with a human reader or prerecorded audio
  • Assistive technology, such as text-to-speech

Recording responses

  • Large-print answer sheet
  • Recording answers accommodations
  • Computer for word processing for essay and short answer only
  • Record answers in their test books
  • Scribe to record both multiple-choice and essay or short answer

Use of four-function calculator

Assistive technology

  • Must request each device or software separately
  • Electronic magnifying machines
  • Text-to-speech (screen readers) and speech-to-text
  • Electronic/talking calculators

Breaks

  • Extended time (10 minutes)
  • Additional (5 minutes each)

Other accommodations

  • Signing or orally presenting instructors
  • Printed copy of verbal instructions
  • Colored overlays
  • Preferential seating
  • Wheelchair accessibility
  • School-based setting
  • Permission for food, drink, or medication
  • Permission to test blood sugar and access to testing supplies

COVID – 19 Updates:

  • Check the for updates related to COVID-19 and guidelines for participating in testing
  • Check the test center’s website for any additional or specific entry requirements, including College Board or local public health guidelines
  • If students don’t feel well on test day, they should contact Customer Service immediately to set a new test date.

Source:

Accommodations and English Learner Supports for Educators

Accommodations on College Board Exams

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

So you’re at College…What Next?

Navigating the Higher Education Environment When You Live With Disability

Research over the past 20 years indicates that a fairly high percentage of college students with disability choose not to disclose that disability to a college administration.  They are tired of “being labeled” or singled out because of their situation and simply want to participate in the same way as students without disability.  This doesn’t necessarily mean hiding their disability (pretty difficult to hide a mobility device or service animal), they’ve just “had it” with permissions, meetings, and forms.

At the same time, many students get onto campus wanting not to disclose, and discover that yes, they *do* have to jump through the hoops at Disability Services in order to access strategic supports.

[If you’ve already met with the disability/access services office at your campus, and provided documents to receive services and equipment, you can skip this next section]

If you’re just beginning the access process, this is what you have to do:

Be able to clearly explain your disability and your specific requirements for services and equipment. It’s better to ask for more than you might expect to get, but be aware of the possibility that if the school can’t provide a service or equipment and you absolutely need it, you and your family will have to bear the expense, or you will have to find a school where such services/equipment is available.

Make an appointment at Disability/Access Services

Fill out any forms requesting services and equipment (usually available online)

Make certain you have all required documentation.

Below is an example of typical required documentation.  It can vary from school to school, and you will find a similar list again, usually on the school’s website under “Disability/Access Services”.

“In order for a student to receive an educational accommodation due to the presence of a disability, documentation from a professional service provider must be obtained. Professional providers may include, but not necessarily be limited to, those identified below:

Disability Category         Professional Provider

ADD ADHD                        Psychologist/Psychiatrist

Emotional disability       Psychologist/Psychiatrist

Auditory disability          Certified Otologist, Audiologist

Visual disability               Ophthalmologist, Certified Optometrist

Learning disability          Psychologist, Neuropsychologist, Learning Disability Specialist

Physical disability           Medical Doctor, Physical Therapist, Orthopedic Surgeon, Doctor of Rehabilitation

Chronic health impairment         Medical Doctor, Medical Specialist

Documentation from a professional service provider must be in writing, must be current within three years, and must include the following when appropriate:

A description of the student’s disability and how he/she is affected educationally by the presence of the disabling condition.

Identification of any tests or assessments administered to the student.

For students identified as having a specific learning disability, the assessment must be specific to the student, comprehensive, and include:

Aptitude

Achievement

Assessment of the student’s information processing capabilities,

Raw data and interpretation of the data

Specific educational recommendations based on the data interpreted.

Effect on the student’s ability to complete a course of study.

Suggestions for educational accommodations that will provide equal access to programs, services, and activities…”

-Source: Tacoma Community College, Tacoma, WA at: http://www.tacomacc.edu/resourcesandservices/accessservices/forms/

What Happens After the Appointment with Disability Services?

After the appointment, you’ll get an official notification from the Disability/Access Services administration informing you of your eligibility for services, and if eligible, what services you can expect to receive.

You may have to place additional calls to Disability/Access Services to determine when services begin, where to pick up equipment, arrange meetings with note takers, etc.

At most schools, YOU are responsible for notifying each of your instructors (every semester!) of your requirements for accommodations. Hang on to that eligibility letter–better yet, make multiple copies to hand out to instructors.  Having known many college instructors, I suggest you don’t send this by email alone. Hard copy rules in this case.

Informing instructors about accommodations means giving plenty of notice for them to order alternatives to conventional textbooks. If you’re doing this at the beginning of a semester, expect delays getting the material. This sometimes happens even when you had your appointment with Disability/Access Services many months in advance of the semester. If so, you may have to negotiate with your instructor for extensions on assignments.

Make sure you understand the limits of what the school is providing for assistive technology. For instance, many schools limit the loan of portable screen-readers to specified uses or time frames. You may have to provide your own equipment or software outside those limits.

Some Disability/Access offices are one-stop shopping, and can set you up with tutors, any necessary remedial courses and on-campus health services (including mental/emotional health).  At other schools, it’s very fragmented, and YOU will have to find these services separately, even when they are related to your disability.

Most such services are available through departments labeled “Student Services”, “Student Success Services”, “Counseling”, “Health Services” and the like.  If you are unsure of where to find services, you can contact staff in an office usually labeled “Dean of Student Services”.  College Deans are top-level administrators who oversee a number of related departments.  Their staff are knowledgeable about all departments under that Dean’s authority.

Who to Talk with About Issues

What if you have issues with instructors not allowing or ignoring your accommodations?

Your first step should be to re-issue your eligibility letter to that instructor, following up by requesting the Disability/Access office to notify the instructor of your eligibility through their office. If this doesn’t resolve the issue, all schools accepting federal funds will have a Section 504 Coordinator (or similar title) on campus. This person is probably on staff in the Disability/Access Services office, wearing additional hats. Complaints regarding your access to materials, instruction, and class activities go to this person.

If you’re not using a Section 504 plan but still require accommodations, all schools accepting federal funds will also have an ADA Coordinator (or similar title). This person may or may not be located in the Disability/Access Services office but that office will be able to direct you to them.

[The ADA Coordinator is also the person to see when you have an unresolved issue around physical access on campus or with any program offered away from the main campus.]

Complaints about instructors *not* relating to your accommodations are usually addressed to the Dean of Academic Affairs (yes, another Dean), or the Chairperson of the academic department for that instructor.

In most cases, it’s appropriate to discuss any concerns with your instructor before escalating a concern or complaint up the line.

Navigating the Campus:

If your disability includes physical limitations you’re already aware of how many barriers exist to full participation in any environment. Many, many schools were built prior to ADA, and their facilities reflect lots of poor accessibility design. [I attended a school that only had accessible restrooms on every other floor, and in each case those restrooms were at the opposite end of the hallway from the elevators! At another school, I had classes in a building that underwent (planned) replacement of the only building elevator during the height of the semester].

If possible, move onto campus (or visit the campus) early for some “dry runs”. Acquire a campus map to figure out the quickest to get to classes, dining halls and sports facilities.

Make friends with the administrators working at Campus Police. (They’re the ones who assign parking spaces and they also know the best and quickest ways around grounds and buildings.)

It also doesn’t hurt to know the phone number for the folks who run the facilities. This department is sometimes called Physical Plant, Facilities, or Buildings and Grounds. They’re really useful when the accessible restroom is out of order, when the elevator breaks down, and when you want to know if certain areas are clear of snow and ice.

Lots of Fuss-Why Bother?

All this navigation of a college’s bureaucracy seems overwhelming, listed here all at once. Don’t get discouraged. I’ve listed these possibilities here so you can make notes for yourself and be prepared. With luck, you’ll never need to contact some of these offices or people. On the other hand, “entropy happens”—things sometimes go sour. Knowledge is power!

 

Choosing Colleges for Success: Finding Schools That Pay Attention

Pay attention to what? Pay attention to the highly-diverse needs and abilities of learners!

Higher education schools don’t have the same legal obligations as public schools when it comes to providing individualized education plans, and they don’t have the same history of changing instruction and adapting teaching for different learning needs and abilities.  They ARE required to provide you with the ability to access their educational programs, but it’s going to be up to you to find a “user-friendly” school where you can thrive. (-see info on your legal rights in college in the Resource list below).

Most articles about college-readiness tell you to select schools for your academic interests, social environment, and other desired qualities first. Then they tell you to check the school’s “disability-friendliness” with a campus visit to a chosen few schools. Trust me, this is not the best way to do it.  Start checking user-friendliness when your list is still fairly long and widespread.  There are probably hundreds of colleges who offer great programs in your areas of interest.  You’ll get a better school if you pick ones that are more inclusive, because college isn’t only about academics, it’s about growing yourself as a person. Schools that pay attention to the needs of all their potential students let you focus your efforts on doing your best job.

The questions and strategies below can usually be answered with an exploration of the college’s website and/or a phone call or email to college staff in Admissions, Student Services, or Disability Services departments. We’ve only included questions you won’t find in other college-readiness guidelines.  See the Resources at the end of this article for some great step-by-step planning guides.

What to look for on the website:

How accessible is the website? If the school hasn’t bothered to make their website accessible to individuals with disability, will their campus and instruction be any better? Schools that accept federal funding (such as student financial aid) should have a website that complies with federal accessibility laws.

How to check: If you use screen-reader technology, decide whether the website works well with your hardware and software.

If you don’t: in your browser, copy the school’s URL. Go to wave.webaim.org. You’ll see a search box. Paste the school’s URL into the box and press ENTER. You’ll get screenshots of the school’s website page with lots of colored icons. You don’t have to know what all the icons mean. Just see how many of the items listed are ERRORS. More than 10 or 15? It’s not a good sign.  Also check out the “contrast” tab: many contrast errors mean difficulty for screen reading technology-again, not a good sign.

Is there a separate disability services office? How many professionals work in that office? Is the director of that office a member of AHEAD (Association on Higher Education and Disability)*?

It’s not a good sign when a school assigns disability support needs to a single individual (unless it’s a VERY small school) or someone who also wears other hats. If the director is a member of AHEAD, the professional organization for disability support specialists, you know that they follow the best practices in the field, and have resources to influence faculty and college administrators to become more inclusive.

Does the website mention anything about students with disabilities anywhere else besides the section on Disability Support Services?

Do school administrators and faculty support Universal Design for Learning (UDL)?

The use of UDL means that school administration and faculty are committed to teaching to and providing for the widest possible range of abilities. That means physical ease of access, alternative ways of teaching, flexibility in how student work is evaluated, and making sure that students have multiple ways to learn course materials.  It’s a lot of work to implement, so if a school has this process in some or all of its programs, it’s a very good sign.  UDL doesn’t entirely eliminate the need for certain accommodations, but for some issues it may mean that you won’t need accommodations in your classes.

How to check: in the school’s website search box, type “UDL” and/or “Universal Design”. Or, make a phone call to Academic Affairs (in charge of faculty and instruction), Student Services, and/or Disability Services. Ask if administrators and faculty at the school are familiar with UDL or have implemented it in any way. (There’s a short list in the resources section of some schools using UDL. Other schools may be implementing it but not yet be on the list).

What are the requirements for admission? Are they flexible? [For example, instead of an admissions essay, could you submit a YouTube or video of yourself answering the questions posed in the essay requirements?]. Admissions flexibility that’s already in place lets you know that the school is open to alternate ways of doing things and possibly more inclusive.

How many students with disabilities are on campus? Compare the percentage of students from one school to another.  Schools with higher percentages of students with disability for their entire student population indicate schools where they may be familiar with students with diverse needs.

What services and equipment (such as adaptive technology) does the college typically provide to students with disabilities? Who provides them? Where can services and equipment be used? REALLY IMPORTANT: will you need to use separate equipment/software to access/research in the library?

Generally, schools don’t have to provide services and/or equipment for your personal study time. Some schools do have technology that you can borrow for short periods for personal use.

What modifications have faculty and administrators made in the past for students with disabilities?

Ask for some honest feedback: have some faculty not understood their obligations to provide accommodations? Are certain types of adjustments more acceptable than others?

If the school offers online courses, or is online entirely:

May I get a temporary guest log-in to try out the school’s online learning platform, student “gateway”, and other software used for online access? E-learning platforms are supposed to be accessible, by law—but accessible isn’t always the same as user-friendly!

Hopefully, getting this information will help you make a decision about what schools may work best for you.  The resources that follow offer more ideas and information.

Resources

DVR counselors and DVR services: https://www.dshs.wa.gov/JJRA/dvr/school-transition

Legal: Your rights and responsibilities as a college student with a disability:

http://www2.ed.gov/about/offices/list/ocr/transition.html

http://www.wrightslaw.com/flyers/college.504.pd

College-readiness resources

http://www.parentcenterhub.org/topics/college-ready/?fwp_audiences=1102%2C1103

Especially, check out the enormous number of resources under:

https://www.washington.edu/doit/programs/accesscollege/student-lounge/college

This resource was developed for Virginia high school students, but it is an extremely thorough college readiness and timeline checklist for any student:http://www.doe.virginia.gov/special_ed/transition_svcs/outcomes_project/college_guide.pdf

From the Association for Higher Education and Disability: https://www.ahead.org

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Schools that have special programs for students with learning disabilities: http://www.collegexpress.com/lists/list/colleges-where-students-with-learning-disabilities-can-and-do-make-it/401/

How college differs from high school. This is a real wake-up call: http://www.baylor.edu/support_programs/index.php?id=88158

An amazing collection of how-tos at: http://www.howtostudy.org/

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Financial assistance beyond federal financial aid: http://www.bestcolleges.com/financial-aid/disabled-students/

http://www.washington.edu/doit/college-funding-students-disabilities

 

Justin’s Transition to College

My name is Sybille and I’m the parent of a 22 year old son, Justin, who is diagnosed with high functioning autism. I would like to share our experience with transition from high school to adulthood, as well as share a couple resources that have helped us tremendously.

Justin was introduced to the Division of Vocational Rehabilitation (DVR) of Pierce County where he quickly became an advocate for himself. Each county had a DVR office, find your local office at www.dshs.wa.gov/dvr today. After a presentation to the DVR council asking to have a chance to “prove” his skills and abilities, they agreed to work with him. They set him up with Freedom Consulting, a job placement program that helped him apply to Tacoma Community College. He is now attending his first semester at Tacoma Community College.

Things to consider when applying to college:

Most colleges have disability support. Research is highly recommended prior to applying, it’s never too early to start investigating!

Continue using successful and appropriate accommodations. See what worked in your student’s 504 Plan.

Look into the bus transportation buddy system in your county. Pierce Co. offers bus training to learn how to ride public transportation. See what’s available in your area.

Start thinking about transition to employment or higher education early—starting during their middle school years is recommended.

Resources my family has used:

Division of Vocational Rehabilitation

Washington State Offices: http://dshs.wa.gov/dvr/ContactUs/dvroffices.aspx

Services offered: Counseling & Guidance, Counselors for Deaf & Hard of Hearing, Assessment Services, Benefit Planning, Independent Living Services, Assistive Technology Services, Training & Education, and Job Related Services.

Freedom Consulting, LLC

http://freedomconsultingllc.com/

Services offered: Work Strides, Dependable Strengths, Job Club, Job Development, Job Retention, Community Based Assessments, Independent Living Services, Benefit Planning Group, and Adult Counseling

Phone: (509) 209-0947

Email: info@freedomconsultingllc.com

School Books photo by Wonderlane via flickr