Identifying and overcoming barriers to postsecondary success for students with disabilities
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Identifying and Overcoming Barriers to Postsecondary Success for Students with Disabilities. Ann Deschamps Transition Liaison Fairfax County Public Schools And Carol J. Sweetser Counselor, Disability Services Northern Virginia Community College, Annandale Campus.

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Identifying and overcoming barriers to postsecondary success for students with disabilities

Identifying and Overcoming Barriers to Postsecondary Success for Students with Disabilities

Ann Deschamps

Transition Liaison

Fairfax County Public Schools

And

Carol J. Sweetser

Counselor, Disability Services

Northern Virginia Community College, Annandale Campus

Sweetser/Deschamps


Eligibility vs entitlement

Eligibility vs. Entitlement for Students with Disabilities

Sweetser/Deschamps


Identifying and overcoming barriers to postsecondary success for students with disabilities

Life While in for Students with Disabilities

High School

IEP meetings

goals and objectives

Special classes and/or programs

Disability

(IDEA)

Self-determination

self-advocacy skills

Accommodations

Sweetser/Deschamps


Life after high school
Life After High School for Students with Disabilities

  • No IDEA, no IEP

  • ADA and 504

  • World of work

    • reasonable accommodation

    • disclosure

  • Post-secondary education

    • documentation

    • academic adjustments

    • auxiliary aids and services

    • testing accommodation

Sweetser/Deschamps


Identifying and overcoming barriers to postsecondary success for students with disabilities

Life After High School for Students with Disabilities

World of work

Reasonable accommodations

Postsecondary education

Support services

Individual

Self-determination

self-advocacy skills

Recreational and leisure activities

Sweetser/Deschamps


Differences between high school and college

High School for Students with Disabilities

Highly Structured

Courses less demanding

Student is a “child”, the parent is responsible

Grades given to parents

Teachers call parents for a conference

Grades might reflect effort

School creates social and cultural activities to enhance education

College

More flexible

Courses more demanding

Student is considered to be an adult

Grades given to student

Professors have no parental contact

Grades reflect performance

Student must find campus activities and organizations

Differences Between High School and College

Sweetser/Deschamps


Identifying and overcoming barriers to postsecondary success for students with disabilities

High School for Students with Disabilities

Identification and evaluation of disabilities

Resource room; small classes; basic skills instruction

Teacher monitors progress

Student sees teacher 3 –5 times per week

College

Student must self identify and provide current documentation of disability

No special program for students; larger classes

Student self-monitors and seeks help when needed

Student may only see professor once a week

Sweetser/Deschamps


Identifying and overcoming barriers to postsecondary success for students with disabilities

High School for Students with Disabilities

Adjust programs/Waivers

Parental advocacy and intervention

Provision of personal services

Goal: To complete high school

College

Compensatory strategies, but no elimination of requirements

Self advocacy/no parental intervention

No obligation to provide personal services unless available to general student population

Goal: Employment/Transfer to four year university

Sweetser/Deschamps


Post secondary considerations

POST SECONDARY CONSIDERATIONS for Students with Disabilities

Sweetser/Deschamps


Documentation of a disability in the post secondary setting
Documentation of a Disability in the Post Secondary Setting for Students with Disabilities

  • ADA and Section 504 don’t specify age of documentation or nature of documentation.

  • Most schools have adopted the AHEAD policy to identify what is appropriate to demonstrate impact of disability on adult learning. In general colleges want documentation of a disability to be no more than 3 years old.

  • Important to check w/ each individual college to find out their exact requirements.

  • In all cases, provision of documentation is the responsibility of the student and not that of the college or the public school system.

Sweetser/Deschamps


Accessing disability support services
ACCESSING DISABILITY SUPPORT SERVICES for Students with Disabilities

  • Few schools have special programs

  • All schools have some type of disability support services program

  • Important to check with the individual school to learn about their specific services and procedure for applying for services

Sweetser/Deschamps


Frequent stumbling blocks
FREQUENT STUMBLING BLOCKS for Students with Disabilities

  • Entitlement versus Eligibility

  • Provision of documentation

  • Denial of a disability

  • Self advocacy and independence

Sweetser/Deschamps


What can we do
WHAT CAN WE DO? for Students with Disabilities

  • Educate families early on requirements

  • Educate students about their disabilities

  • Promote self-advocacy skills

  • Discuss real world view of disability

Sweetser/Deschamps