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Beverly Sermons, Ed.D.
Liaison,
Georgia Southern University
Lynn Mahovsky, Ph.D.
Liaison,
Georgia State University
--RCLDs – purpose and services
--The importance of self-advocacy skills and success in college
--Laws related to serving college students –
comparison of IDEA and ADA
--Students rights and responsibilities
--Faculty/institutional rights and responsibilities
--Self-advocacy skills
--Ways to develop self-advocacy in high school
Become aware of the importance of self-
advocacy for success in college
Gain an understanding of specific advocacy
skills needed on college campuses
Explore ways to teach, help students apply
and generalize advocacy skills for use in
college
Located regionally to support Disability
Services on the 35 public colleges and
universities in Georgia
Georgia Southern University
Georgia State University
University of Georgia
Mission:
1. Support disability service providers on campuses
Review documentation, provide consistency
Develop and disseminate best practices for accommodating students with disabilities
Provide evaluations for students
2. Provide community outreach
3. Conduct research related to post-secondary students
with disabilities
Individuals with Disabilities
Education “Improvement” Act (IDEA)
Free and appropriate Mandatory education Entitlement Law Remedial Learning Tools Outcome Oriented: Successful Learning Federal funds provided
ADAAA and Section 504
Optional, Appropriate Education
Civil Rights Law Aids/Accommodations Equal Access State & Local Funds
High School
IDEAA
Responsible to identify
Responsible to evaluate
Accommodations implemented by school
Accommodations decisions made by IEP team
Parents are advocates
LRE. Self-contained, regular classroom, resource room
College
Section 504/ADA
Student self identify
Student provides documentation
Student request accommodations
Accommodations determined by evaluation data
Students self-advocate
Regular classroom
High School College
School personnel
responsible for providing
support services
Responsibility Student responsible for
requesting assistance
Six hours per day for 180
days. This totals 1,080
hours each year
Class Time 12-15 hours per week, 10
weeks per quarter. This
totals 360 - 450 each year.
Frequent tests or quizzes,
generally covering one
chapter
Tests One to 3 tests per quarter.
Tests cover more material
Class time allowed to
complete homework,
generally 1-3 hours per day
Study Time Rule of thumb: at least two
hours of homework for
every hour in class; 3 - 5
hours per day
Information is provided
mostly through in-class
resources; assigned reading
and classroom discussion;
out of class research is
minimal
Knowledge Course work requires more
library work and writing;
often required to do out of
class research and write
reports
Assignments broken down
into steps
Assignments Instructions less specific
and up to the student to
determine best course
High School College
Classroom attendance monitored and
participation contributes to overall
grade; class standards changed for
students with IEP’s
Grades Attendance is not a
requirement. All students must
meet the same class standards
Teachers take attendance, check
notebooks, put information on the
blackboard, and directly impart facts
from the textbook. Teachers monitor
progress and offer clarification and
assistance
Teachers Instructors rarely teach from the
textbook, often lecture non-
stop, and expect students to
learn from outside assignments
and library research. Students
must monitor progress and ask
for assistance when needed
Parents are often advocates and work
directly with teachers to assure
necessary academic support
Parent Role Parents become mentors and
work with student to offer
guidance and support
Time and assignments are structured by
teachers, parents, and other adults
Freedom Students must structure their
own time between academics
and extracurricular activities.
Students make decisions
regarding schedules, class
attendance, studying, etc.
Equal access to academic content and
programs in post-secondary institutions if
otherwise qualified
Participate in student activities
Academic adjustments (reasonable
accommodations)
File a complaint if discrimination occurs due
to disability (an appeal process)
Confidentiality of disability-related
information
Meet criteria for admission
Provide appropriate documentation of
disability
Advocate for learning needs
Self-identify to Disability Service Office on
campus Seek reasonable accommodations
(when needed) in a timely manner
Meet qualifications and maintain essential
standards for courses, programs, services and
activities
Maintain rigor and fundamental nature of
course content
Require students to demonstrate knowledge
of essential course content
Negotiate accommodations with students and
Disability Services Office if accommodations
seem unreasonable
Request verification of student’s eligibility
for accommodations
Note-taking assistance (note-takers, copies
of notes, audio-taping class discussions)
Extended time on tests and in-class
assignments
Quiet space, stop the clock breaks
Assistive technology
--electronic text
--voice to text
---SMART pen
Provide access on admission to the institution
Implement best practices in teaching to reach diverse learners (UDL)
Share information on how students can request accommodations (provide notice)
Work with the Disability Services Office and with students with disabilities to make reasonable accommodations in a timely manner
Have an awareness of campus resources available, maintaining confidentiality
Maintain academic integrity of institution and programs
Legal rights of
individuals to
equal access
and full
participation.
Legitimate
interest of the
institution in
preserving the
integrity of
programs.
The institution must have established policies for working with students with disabilities.
The policies must be strictly adhered to.
The student must follow published policies in seeking assistance.
The institution must make a good faith effort to reasonably accommodate students with documented need(s).
Knows him/herself
Knows what he/she needs & wants (how to set goals )
Knows how to get what he/she needs
& wants (how to attain goals)
I am aware of my strengths
I am aware of my challenges
I am aware of the strengths and challenges
presented by my disABILITY
I am aware of challenging areas where I need
help
I am aware of challenging areas that I can
navigate successfully on my own
I am able to describe nature of disability and
how it affects me
I can list and describe accommodations and
supports that are effective in helping me learn
I am aware of technology that will assist me
with learning
I know how to use appropriate assistive
technology
Listening skills
Motor skills
Reading skills Comprehension
Speed
Decoding
Study Skills
Organization/planning/time management
Problem-solving
Written expression
Math
Study skills/learning styles
Academic accommodations
Assistive technology
Social life
Independent living skills
Health and wellness
Communication skills
Resources (support systems)
Communication/Interpersonal Skills
Involvement/Engagement
Accountability/Responsibility
Goal-Setting/Goal Attainment
Use of Contacts/Initiative
Learning Strategies/Social Skills & Strategies
Organization/Planning/Time Management
Problem Solving
Technical Skills
What is the problem/issue?
What skills/resources do I have?
What other resources are available to help
me solve it?
What is my goal?
What skills/resources do I have?
What resources are available to help me
reach it?
I. Identify a problem or a personal goal. (Goals are specific, attainable/realistic, and measurable)
II. List 3 things you can do about it on your
own.
III. List 3 additional resources that may be
helpful.
IV. Identify the conditions needed before you
can say problem solved or goal reached.
Opportunities – (student-led IEPs, workshop ideas, others?)
Teaching opportunities in courses across curriculum – school culture that supports self-advocacy
Partner with parents (examples)
Generalize skills across daily life activities
PRACTICE, PRACTICE, PRACTICE
Bangser, Michael (2008). Preparing High School Students for Successful Transitions to Postsecondary Education
and Employment. National High School Center. betterhighschools.org
Frostig Center. (2009). Life Success for Children with Learning Disabilities. Retrieved from http://www.ldsuccess.org/teacher_ guide/ index.html
Johnson, Nancy (2007), Self-Advocacy: Know Yourself, Know What you Need, Know How to Get it. Retrieved from http://www.wrightslaw.com/info/sec504.selfadvo.ld.
johnson.htm
Pocock, Al, Lambros, Stan, Karvonen, Meagan, Test, David W., Algozzine, Bob, Wood, Wendy, Martin, James (2002). Successful Strategies for Promoting Self-
Advocacy Among Students with LD: The Lead Group
Intervention: Cooperative Teaching Teams, 37, number 4.
Roessler, Richard, Brown, Patricia, Rumrill, Phillip (1998). Self- Advocacy Training:
Preparing Students with Disabilities to Request Classroom Accommodations. Journal on Postsecondary Education and Disability, 13, number 3.
The Access Project (2005-2010). Department
of Occupational Therapy. Colorado State University. Retrieved from http://accessproject.colostate.edu/sa/ index.cfm
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