University of colorado denver office of disability resources services
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UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES. Staff : Lisa E. McGill, Director Contact Information : North Classroom Bldg, #2514 Phone: 303.556.3450 Fax:303.556.4771 TTY:303.556.4766. Individuals w/ Disabilities Education Act.

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UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES

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University of colorado denver office of disability resources services

UNIVERSITY OF COLORADO DENVER OFFICE OF DISABILITY RESOURCES & SERVICES

Staff:

Lisa E. McGill, Director

Contact Information:

  • North Classroom Bldg, #2514

  • Phone: 303.556.3450

  • Fax:303.556.4771

  • TTY:303.556.4766


Individuals w disabilities education act

Individuals w/ Disabilities Education Act

  • IDEA is an entitlement statute that assures eligible elementary and secondary students a free, appropriate, public education in the least restrictive environment.

  • Emphasizes the child, not the disability.

  • Outcome – positive.


Americans w disabilities act

Americans w/ Disabilities Act

  • ADA is a civil rights statute, requiring postsecondary institutions to guarantee nondiscriminatory treatment and equal access to programs and services.

  • Must be disabled to be protected: significant impairment . . . substantially limits . . . major life activity.

  • Outcome – neutral.


Rehabilitation act of 1973 section 504

Rehabilitation Act of 1973, Section 504

  • Civil rights statute, designed to prevent discrimination against a protected group “individuals with disabilities”.

  • Provides a comprehensive plan for providing rehabilitation services to all eligible individuals, regardless of their disability and its severity.


Who is considered disabled

WHO IS CONSIDERED DISABLED?

A person who:

-has a physical or mental impairment which substantially limits a major life activity

-has a record of such an impairment

-is regarded as having such an impairment


Key concepts

Key Concepts

  • Access vs. Success

  • Personal Services vs. Accommodations

  • College/University Policies, i.e, course substitutions, curriculum modification

  • Who is qualified – a moving target. Student must maintain otherwise qualified status

  • No special education in higher ed


Determining eligibility

Determining Eligibility

  • Two part process: intake interview and review of current documentation

    • What is the diagnosed disability?

    • What are the functional limitations?

    • What is the impact of these functional limitations in an academic environment?

    • Applies ADA eligibility analysis.


Typical accommodations

Alternative Testing: extra time, reader, scribe, computer

Alternative Formats (text and exams):

Braille, enlarged, scanned

Notetakers

Interpreters, Real-Time Captioning, Assistive Listening Devices

Special Furniture

Typical Accommodations


Postsecondary responsibilities

Protect student’s right to privacy and confidentiality

Provide access to programs and services

Review & evaluate verifying documentation

Determine whether students are otherwise qualified

Postsecondary Responsibilities


Postsecondary responsibilities1

Inform students of their rights and responsibilities

Provide reasonable accommodations for eligible students

Mediate between faculty and student for disagreement of reasonable accommodations

Postsecondary Responsibilities


Student responsibilities

Self identify to the designated office for disability services

Provide current documentation to disability services

Discuss accommodation needs with faculty

Arrange for personal services, i.e. attendants, tutoring, advising

Student Responsibilities


Common mistakes of students

Common Mistakes of Students


Psychoeducational evaluations

PSYCHOEDUCATIONAL EVALUATIONS

  • Critical tool in determining eligibility for accommodations

  • Evaluator qualifications (licensed)

  • Diagnostic Interview (determine current need for accommodation)

  • Assessment: aptitude, achievement, information processing

  • Specific Diagnosis


Psychoeducational evaluations cont

PSYCHOEDUCATIONAL EVALUATIONS (cont.)

  • Test Scores:

    A) Standard scores and percentiles provided for all normed measures.

    B) Tests used should be reliable, valid and standardized for use with an adolescent/adult population.

    C) Test findings should document both the nature and severity of the learning disability.


Psychoeducational evaluations cont1

PSYCHOEDUCATIONAL EVALUATIONS (cont.)

  • Clinical Summary

  • Recommendations for Accommodations

    - Reason why accommodation is recommended; support with specific test results or clinical observations

  • Confidentiality

  • Release & Re-release of records


Recommended accommodations may be denied

Recommended accommodations may be denied:

  • Student may have cat with her in classes to decrease anxiety

  • Student should have copies of professor’s lecture notes

  • Student should have foreign languages and/or math classes waived.

  • Student should have classroom material reviewed 1:1 by instructor prior to each class


Transition issues secondary to post secondary

Transition Issues: Secondary to Post-secondary

  • Students & especially parents are not prepared for the differences from secondary to postsecondary (see enclosed article)

  • No absolute right to accommodation

  • Emerging litigation

  • Impact of IDEA Reauthorization: IDEIA

  • RTI Model proposed for secondary ed.


Resources

RESOURCES

  • Transition Issues for the Postsecondary setting

    -Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities by U.S. DOE

    -http:www.ed.gov/ocr


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