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By Judyann Mika Coordinator of Disability Services Illinois Valley Community College Oglesby, Illinois

Climbing the Mountain of Success: Step by Step Presented at the 8 th International Conference on Higher Education and Disability Innsbruck, Austria July 25, 2013. By Judyann Mika Coordinator of Disability Services Illinois Valley Community College Oglesby, Illinois. My Background.

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By Judyann Mika Coordinator of Disability Services Illinois Valley Community College Oglesby, Illinois

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  1. Climbing the Mountain of Success: Step by StepPresented at the 8th International Conference on Higher Education and DisabilityInnsbruck, AustriaJuly 25, 2013 By Judyann Mika Coordinator of Disability Services Illinois Valley Community College Oglesby, Illinois

  2. My Background • M.S. Education Administration, Chicago State University, 1994 • M.A. Learning Disabilities, Special Education, Chicago State, 1982 • B.A. Education, Elmhurst College, 1979 • Coordinator Disability Services, Illinois Valley Community College, Oglesby, Illinois, 2008 to present • Coordinator Disability Services, University of St. Francis, Joliet, Illinois 2007-2008 • Educator, Huntington Learning Center, Orland Park, Illinois, 2006 to present • Substitute Teacher, North Palos School District 117, Palos Hills, Illinois, 2007 to present • Special Education Teacher, North Palos School District 117, Palos Hills, Illinois, 1979-2005 • Special Education Paraprofessional, SWCCASE assigned in North Palos School District 1l7, Palos Hills, Illinois, 1976-1979

  3. About IVCC • Located in Oglesby, Illinois, USA (The Midwest aka The Heartland) • *Rural area - farming • Serving 3,944 students (ages 18 - 55+) • * Full Time 42% • * Part Time 58% • * Working while attending 69% • Approximately 2,419 FTE (Full Time Equivalent - 15 credit/student) • The college serves students in a 2000 square mile area (5180.0 km2) • Population in college area is 150,222 in a 8 county area • Students come from 27 high schools in the 8 county area

  4. About IVCC • Baccalaureate transfer degrees:  • * Associate in Arts (A.A.) • * Associate in Science (A.S.) • * Associate in Engineering Science (A.E.S.) • * Associates in Arts in Teaching in Early Childhood Education (A.A.T.) • * Associate in General Studies (A.G.S.) • 23 Career Programs (Associate in Applied Science degrees – A.A.S.) • designed for employment after two years • 52 certificate programs enable students to gain employment in two years or less. • New addition will bring about new certificate programs

  5. About IVCC • Continuing Education is offered • Programs to support students include but not limited to: • * Tutoring Center • * Computer Assistance • * Writing Center • * Project Success • * Disability Services • * Adult Education Programs: GED, ESL, Adult Basic Education • * Early Entry/Dual Credit • Profile information: IVCC Profile • IVCC Website: IVCC

  6. IVCC Disability Services FAQs IVCC Disability Services • 2 coordinators – each part-time, each 3 days a week • Serve approximately 140 students a semester • Serve approximately 30-40 students in the summer • Student age: 17 to 55+ • Review and approve documentation • Do intakes and also screening • Approve and obtain alternate format text • Train students in use of alternate text and Read, Write Gold software (great for students who are SWD and non SWD) • Maintain records for individual students and data reporting

  7. IVCC Disability Services FAQs IVCC Disability Services • Coordinate and proctor oral reading of tests • Supervise 2-3 student workers • Follow-up weekly of bi monthly with at risk students • Workshops and presentations for students on assistive technology, study skills, test-taking strategies, time management, and college ready skills • Update forms as needed • Consult and collaborate with college faculty and high schools • Presentations/workshops for college faculty, high school faculty and students, and parents of incoming students

  8. EARLY COLLABORATION HIGH SCHOOLS • Attend high school senior IEPs (often the first initial contact with student and parent) • Present workshop for all SWD at high school about college readiness, admission process, and process for requesting accommodations • Clearly delineate the difference between high school accommodations and post-secondary accommodations • Emphasize the skills that will be needed to be successful in college

  9. EARLY COLLABORATION STUDENTS • Schedule one on one meeting * Student identify strengths and weaknesses * Identify accommodations that have aided success. *Are the accommodations appropriate for college? *If not- what other alternatives may work or does the student need to develop other strategies? *Does the student need alternate format text or other assistive technology and training on use of this? * Will the student need accommodations for the college placement test? * Full load v. partial load *Determine if need for regular contact?

  10. EARLY COLLABORATION PARENTS • Meet with parents with student to explain the following: • Differences in accommodation process • Accommodations level the playing field and are not a guarantee of success • May be change in type of accommodations • Change in role of parent • Change in student’s role – more responsibility • Change in whom the parent communicates with

  11. RETURNING STUDENTS • May have been out of school for a long time • New job training * Displaced workers * Changing career *Progressing from certificate to A.S. to keeping current • Finally ready for a career • May lack self-confidence • May need study skills brush-up • May need test-taking strategies • May or may not have documentation • If no documentation, what do we do?

  12. TYPES OF INTAKE

  13. PRE-INTAKE

  14. INTAKE PROCESS FOR STUDENTS WITH DOCUMENTAION

  15. INTAKE PROCESS FOR SUDENTS WITHOUT DOCUMENTATION

  16. STRATEGIES FOR OBSTACLES • Consult with student • Consult with Co-Coordinator • Consult with our dean • Consult with faculty • Consult with student and faculty • When needed involve other support services >Ex: Writing Center for exit essays in English 0900, > Others: Tutoring, Computer Center, Assistive Tech, Project Success, relook at the accommodations

  17. UNDERPREPARED STUDENTS • Both SWD and SWOD • Working with students to understand why they need • To take these courses if they are seeking a transfer degree to a four year university • Be direct and firm about strengths and weaknesses • What are the student’s abilities, skills, and interests • What other career options exist in field of interest • Evaluate what college preparation skills the student needs (time management, organization, how to read thru material/texts, study skills, test taking strategies, understanding learning style

  18. STUDY SKILLS • College awareness and college knowledge • Time Management • Organization • Know your learning style • Study Skills – do they match your learning style • Reading strategies for reading college materials/texts • Test Taking Strategies: multiple choice, true/false, fill in the blank, matching, short answer, essay • Note-taking: lecture and from printed materials

  19. TEST TAKING SKILLS • Multiple Choice Test Strategies • True/False Test Strategies • Fill In The Blank Test Strategies • Matching Items Test Strategies • Short Answer Test Strategies • Essay Test Strategies • Practice tests/scenarios in order to practice skills

  20. COACHING • Identify SWD that are at risk • Set up weekly check meetings (15-30 minutes) • Student identifies what needed to be done and what was actually done • Encourage student to think critically by ? Techniques • >What got in the way? • >What and who kept you on track in High School? • >What can you do now that will work to keep you on track? • >What reminders could you set for yourself that will work? • >What gets your attention? • >Use ?s to help student problem solve and own the problem and the solution >Set follow up meeting and continue

  21. FACULTY INPUT/COLLABORATION • There will always be the acceptors and the resistors • Seek input from faculty- those who work with you often have wonderful suggestions for accommodations • Faculty are the experts and often have several strategies/accommodations to assist students • Resistors often need more information and assurance that standards are not being lowered, expectations for SWD is same as for SWOD, and success is the student’s responsibility • Some resistors eventually come around and some don’t • EMBRACE THE CHALLENGE

  22. THANK YOU Many thanks to a wonderful audience. It has been my pleasure to share and learn from all of you. Judyann Mika +Country exit code +1+815-224-0350 judy_mika@ivcc.edu judy_mika@ivcc.edu

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