Equity and Access for College Students with Disabilities

1. Equity and Access for College Students with Disabilities Kelli Sinclair, Waubonsee CC Lili O’Connell, McHenry CC

2. Today’s Goals • Review basic ADA and Section 504 tenets that pertain to higher ed. • Learn the rights and responsibilities of disabled college students . . . and how these are different from high school. • Learn ways to improve transition from HS to college. ~~~~~~~~~~~~~~~~~~~~~~~~~ • Discuss expectations for colleges and universities that reach beyond individual accommodations. • Understand a model for college-wide strategic planning that can strengthen ADA compliance and risk management. • Discuss strategies related to digital and online compliance. Resource Sharing / Q&A

3. IDEA vs. 504/ADA • IDEA applies to only K-12 • 504 applies to both K-12 and post-secondary • Provision of services to ensure FAPE • K-12 responsible for identifying SWD • No more IEPs • 504/ADA: reasonable accommodations and mandated services • “Leveling the Playing Field” • Students must self identify

4. Post-Secondary Disability Requirements • Self Identify to Disability Services • Provide disability documentation • Qualified appropriate professional • Confirms bona fide disability • Outlines functional limitations • Describes impact disability has • Suggests accommodations • Follow Disability Procedures • Talk to faculty about disability

5. Confidentiality • Student must share specific disability information to disability services (DS) • DS staff cannot share information with faculty withoutrelease • Student must self identify to instructors each semester • Faculty must protect student privacy • FERPA -- no communication with parents without release

6. Typical Post Secondary Reasonable Accommodations • Testing Accommodations • Extended time (double or 1-1/2) • Reduced distraction room • Accessible format • Scribe/reader • Use of computer • Adaptive technology • Accessible Media • Large print, Braille, audio or e-books • captioning

7. Reasonable Accommodations - continued • Note takers/recording lectures • Priority registration • Sign language interpreters -- captionists • Preferential seating • Reduced course load

8. What Is NotReasonable • Fundamental alteration of class and/or how it is delivered -- Curriculum modifications • Eliminating technical requirements (essential functions) • Alterations that pose undue financial hardship • The accommodation/or individual poses direct threat to health and safety • Special consideration regarding the code of conduct

9. Differences High School vs. College High School • 6 hours/day • Study time/whatever it takes • Tests/quizzes often • Passing grade keeps your seat • Same case manager for years • Trained teachers College • 12 hours/week • 2-3 hours of study for each hour of class • 2-4 tests per semester • Need to get C’s or better to keep seat • A set of new faces each semester • Instructors not trained to teach

10. Differences - continued High School • Free • Attendance taken, homework checked, impart knowledge, helps students to learn • Teachers seek out students • Most time is structured College • Not Free • Typically lecture does not follow the text; students required to do research and to think critically • self advocacy essential • No structure --- to go or not to class?

11. Top Ten Student Tips for Successful College Transition • Visit colleges and meet disability staff • Actively participate in IEP meetings • Be able to describe your disability and its impact • Start college selection process early • Develop time-management & organizational skills

12. Top Ten - Continued • Acquire work experience in High School • Consider career focus—Why am I going to college? • Develop realistic appraisal of skills and abilities • Learn self advocacy & practice making decisions • Get used to typical college accommodations

13. A Little More Transition Advice for Students . . . • No “special education” in college • Understand differences between IDEA services, 504 plans and ADA accommodations • Reduce or eliminate aide time senior year • Learn assistive technology (e.g., keyboarding, Kurzweil, electronic textbooks, Smart Pens, speech to text, “Apps”) • Take “college-prep” classes in high school

14. Beyond Individual Student Accommodations . . . Access: a CAMPUS-WIDE concern

15. Strategic Planning, because . . . . . . Compliance . . . Risk Management . . . Student Success . . . Communication . . . Accreditation! From Reactionary to Proactive to Integrative

16. Strategic Planning Never underestimate the importance of . . . • Getting the right people on the bus • Individual engagement / invitations (not just another committee) • Personal stories • Balance and Perspective (baby steps!)

17. Strategic Planning • Stage One - Setting the Stage • Stage Two - Deciding to Plan: Steering Team and SubTeams • Stage Three - Developing the Plan • Stage Four - Implementing and Sustaining

18. Strategic Planning SubTeams • Digital Access • People on the bus • QIAT Self-Study • Cross-department collaboration and reseach • Physical Access • Signage, Wayfinding and Emergency Protocol • Procedures, Processes & Guidelines (PP&G) • Increased transparency and ease of understanding   • Education, Promotion and Awareness

19. Thank You! Kelli Sinclair Dean for Counseling, Career & Student Support Waubonsee Community College ksinclair@waubonseee.edu | 630.466.2389 Lili O’Connell Manager, Access and Disability Services McHenry County College loconnell@mchenry.edu | 815.455.8676

20. Resources • AccessText Network http://accesstext.org • AMAC Accessibility Solutions, Georgia Technical University http://www.amacusg.gatech.edu • Association for Higher Education And Disability (AHEAD)  www.ahead.org • DO-IT, University of Washington http://www.washington.edu/doit • Great Lakes ADA Center http://adagreatlakes.org • Higher Learning Commission https://hlcommission.org • Quality Indicators for Assistive Technology (QIAT) www.qiat.org • WCC Access Center for Disability Resources https://www.waubonsee.edu/learning/academic-support/access/index.php