Sharon deFur College of William and Mary sharon.defur@wm

1. Preparing Students with Disabilities for Post-Secondary Education: It’s More Than Just the Diploma… Sharon deFur College of William and Mary sharon.defur@wm.edu

2. Based on your observations as GRASP advisor… • What is one critical concern or question that you have as a GRASP advisor for students with disabilities applying for financial support for post-secondary education? • What are critical “competencies” youth with disabilities or their families need to be successful applicants for post-secondary education and for scholarship applications? • How might GRASP advisors collaborate with the IEP transition team to maximize youth with disabilities’ participation in post-secondary education?

3. Research in the last decade found that… • 1/11 college freshmen reported having a disability up from 1/33 20 years ago (Mott, 2004) • There is an increasing percent of full-time college freshman with disabilities reporting a learning disability • 1988 - 15.3% 1991 - 24.9% 1994 32.2% 2002 (VA follow-up) majority of students who completed high school with a diploma engaged in work or post-secondary education • NTLS2 data report that 47% of all SWD indicate post-secondary education as a transition goal; 14% of age-eligible youth are taking college entrance exams • Interestingly, all students with disabilities were more likely to be Caucasian males and enrolled in two year colleges • Students with LD were more similar in age to typical peers; were more likely to receive remedial courses in college than other peers with disabilities; NTLS2 shows that >60% of SWD are > 3 grade levels behind in both reading and math • Fewer students with disabilities complete their post-secondary studies within 5 years of high school than non-disabled peers (12% vs 18%)

4. Key policies that influence planning for participation in post-secondary education… • Individuals with Disabilities Education Improvement Act (IDEA) • Americans with Disabilities Act (ADA) • Section 504 of the Rehabilitation Act (504) • Family Education Rights and Privacy Act (FERPA)

5. A reminder --- according to IDEA, transition services--- • Are designed with a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities … • … including post-secondary education, … • Beginning not later than the IEP to be in effect when the child is 16, (in VA this begins at age 14)and updated annually thereafter…the IEP shall include: • Appropriate measurable postsecondary goals based upon age-appropriate transition assessmentsrelated to training, education, employment, and, where appropriate, independent living skills • The transition services (including courses of study) needed to assist the child in reaching these goals

6. Transition Services (cont.) • In a State that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student’s IEP must include a statement that the student has been informed of his or her rights under Part B or the Act, if any, that will transfer to the student on reaching the age of majority, consistent with Section 300.517.

7. IDEA TRANSITION SUMMARY REQUIREMENT • … students with disabilities leaving the secondary school will receive a summary of their accomplishments and transition needs along with their report cards…

8. Rights your graduating student(s) need to understand

9. ADA & 504 • Forbid post-secondary institutions from discriminating against otherwise qualified individuals with disabilities in the programs and services they offer • Programs and services include recruitment, admissions, financial aid, housing, transportation, the classroom, extra-curricular activities, student employment, etc. • Programs and services, not necessarily facilities, must be accessible • Institutions are required to provide appropriate, reasonable accommodations that ensure students with disabilities have the access needed to enjoy the full benefits of a college experience

10. Under 504, a College or University May Not: • Limit the number of students with disabilities admitted • Make pre-admission inquiries as to whether or not an applicant has a disability • Use admission tests or criteria that inadequately measure the academic level of applicants with disabilities because special provisions were not made for them • Exclude a student with a disability from any course of study solely on the basis of his/her disability • Counsel students with disabilities toward a more restrictive career than students without disabilities, unless such counsel is based on strict licensing or certification requirements in a profession • Measure student achievement using modes that adversely discriminate against students with disabilities • Institute prohibitive rules (such as barring of tape recorders or other auxiliary aids) that may adversely affect the performance of students with disabilities

11. Accessing services • What documentation is required?

12. Issues in Post-Secondary Education • Admissions – students must meet the essential, academic, and technical standards of the IHE • Documentation of a disability • Faculty perspectives on accommodations • Ethical concerns • What is a reasonable accommodation?

13. College? University? OR Not • Choosing a career goal • Planning a course of study • Matching career goals and post-secondary options

14. Transition Timeline • Pre-high school • Take preparatory classes • Develop study skills and strategies • Plan for high school classes • Start saving money • Identify the course of study in the IEP • Remediate basic skills deficits

15. HS Freshman Year Goals • Develop a clear understanding of the nature of disability • Prepare academically • Explore career options • Develop academic independence • Participate in extra-curricular activities • Explore career options • Continue to remediate basic skill deficits

16. Sophomore Year Goals • Continue academics, remediation, etc. • Identify interests aptitudes, etc. • Meet with guidance counselor to discuss colleges and college requirements • Take the PSAT with or without accommodations • Attend college fairs • Visit colleges and other post-secondary education training options

17. Junior Year Goals • Continue as above • Focus on matching interests and abilities and career goals to appropriate post-secondary education choice • Identify services that would be appropriate for post-secondary education setting of choice • Take the SAT or ACT, if required • Establish a tentative career goal

18. Junior Year (cont.) • Take courses or participate in groups that promote skills in time management, study skills, assertiveness training, stress management, and exam preparation • Gather information about college programs and about disability services offered • Identify people to write recommendations

19. Senior Year Goals • Strengthen self-advocacy skills • Prepare a transition packet that includes evaluation reports, transcripts, test scores, current IEP, medical records, a writing sample, and letters of recommendation • Role-play interviews • Evaluate the services offered by the college or post-secondary training institution and determine whether these settings match individual needs and goals • Talk with students who are receiving support services at the colleges and other post-secondary education training settings about their experiences • Prepare application • Check with DRS to see if eligible for DRS services

20. Family needs • Costs -- What are the costs for tuition? Rooms? Meals? -- Are different plans available? Payment schedule? Down payment? When? • Financial aid -- What financial aid programs does the college have? -- How many students receive financial aid? -- What are the requirements? -- Does the college place students in jobs on or off campus?

21. Questions to Think About • What are 3 new ideas that you got from this presentation? • What surprised you? Excited you? Made you nervous? • How will you use the ideas that you got today? • What recommendations would you have for GRASP advisors?