MARIANNE BALTON ACSW

NOVEMBER 15, 2012

College Accommodations for Students with Disabilities

Summary of Differences in K-12 vs. College

K-12 - IDEA

IEP Team

Individualized instruction

Curricular modification

Parents participate in IEP process

Schools recruit students for services

IEP plan is mandatory

School psychologist evaluation

IDEA/IEP = graduation

Teachers trained in various methods

Success = school responsibility

College - ADAAA and 504

Student

Accommodations

No curricular modification

Parents excluded

Students self advocate to request services

Accommodations are recommended

Physician/Psychiatrist or PhD

ADAAA/504 = equality of access

Professors/adjunct no training

Success = student responsibility

Definition of Disability Used in Higher Education

Section 504 of the Rehabilitation Act 1973 Americans With Disabilities Act of 1990 (ADA)  The Americans With Disabilities Act Amendments Act of 2008 (ADAAA)

“An impairment that substantially limits or restricts a major life activity such as hearing, seeing, speaking, walking, breathing, performing manual tasks, caring for oneself, learning, or working.”

“Having a record of such an impairment”

“Being regarded as having such an impairment”

US Department of Justice, 2002

ADAAA 2008

Expands definition of “major life activities” to include:

“Caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, working.”

Adds new category – "major bodily functions“ to include:  

Functions of the immune system Cell growth Digestive, bladder, and bowel functions Neurological and brain functions Respiratory and circulatory functions Endocrine functions Reproductive functions

US Department of Justice, 2008

ADAAA 2008

Determining whether a condition “substantially limits a major life activity” must be made without regard to the use of mitigating measures such as medication, medical equipment, prosthetics, hearing aids, mobility devices, oxygen equipment, etc.  

If condition would qualify without aids, consider the person to have a protected disability

Exception: Eyeglasses and contact lenses

Impairment that is "episodic” or “in remission" is a disability even when inactive "if it would substantially limit a major life activity when active" 

Newly covered conditions: cancer, diabetes, epilepsy, and PTSD

 

Establishing Higher Education Guidelines

No mechanism in Federal Department of Education to systematically share information across offices or coordinate technical assistance to colleges (GAO Report, 2009)

No standardized federal guidelines for service provision Most guidelines established by the Association for Higher Education and Disability AHEAD - Professional organization of college disability service providers for development of policy and provision of services for persons with disabilities in higher education: http://www.ahead.org/aboutPublic colleges must comply with ADAAA and 504 lawsSchools use different approaches to individually define “reasonable accommodations” Some but not all schools can afford to provide “enhanced services”

Eligibility for Disability Services

Student must be “otherwise qualified” for admission to the university

Student is expected to contact disability services office autonomously

Student may request disability services after official admission

Accommodations for placement exams and standardized tests

Student is expected to contact disability services office autonomously

Parents/advocates may participate if student agrees

Provide “adult” documentation - No IEP or K-12 documentation

Student works collaboratively with disability specialist

Teamwork: Student. Faculty, Disability Services Provider

Reasonable Accommodations

“A reasonable accommodation is any action that helps to alleviate a substantial disadvantage due to impairment or medical condition.” (AHEAD)

University administrations view accommodations in terms of costs

Do not place an undue financial burden on the university Do not alter the curriculum standards Students have rights to equal access and reasonable

accommodations Students have responsibility to play an active role in

claiming that right Students must self identify Counselor uses documentation to determine eligibility Students negotiate accommodations with disability service

provider

Accommodations Determined Individually

Extended exam timeDistraction reduced environmentAlternative formats for texts and handout materialsUse of adaptive equipmentReaders, notetakers or audiotaped class sessionsClassrooms in accessible locationsAccessible furniturePlay video:

http://www.washington.edu/doit/Resources/postsec.html

What Colleges Provide

On site assistive technology/software: JAWS, screen magnification software, CCTV

Speech to text software: Dragon Naturally Speaking Kurzweil reading software Assistive listening device: FM system (on loan) University loans Daisy players for CD”s borrowed from Learning Ally Distraction free study/testing rooms Alternative media Limited number of accessible dormitory rooms Note takers, cart reporters, sign language interpreters Accessible parking Library adaptive work stations

What Colleges Do Not Provide

Medical, psychiatric, or learning assessments

Personal attendants

Personal tutors

Rehabilitation or case management services

Behavioral aides, companions, or individual monitoring

Progress reports to parents

Legal services

Personal use computers/laptops

Wheelchairs, medical equipment, or service animals

Key Points for Parents

Support autonomy in your adolescent

Arrange IEP transition planning to build self-awareness, self-identity, self-esteem, and self-determination skills

Remember that college students are expected to navigate independently as adults – do not be insulted if you are not included

Remember that colleges differ in their approaches to providing accommodations

View individual college websites to learn about the full range of disability services provided at a particular institution

Procure updated disability assessments and documentation in accordance with university guidelines

A diagnosis of a disorder, condition, or syndrome in and of itself does not automatically qualify an individual for accommodations

Request a pre-enrollment consultation

Self Determination

“...attitudes, abilities, and skills that lead people to define goals for themselves and to take the initiative to reach those goals.”

Ward (1988, p.2)

“...ability to identify and achieve goals based on a foundation of knowing and valuing oneself."

Field & Hoffman (1994, p. 8)

Student Self Determination Model Field & Hoffman 1994

Know Yourself

Value Yourself

Plan Act

Experience Outcomes

&Learn

Teach Self Determination

Becoming aware of personal preferences, interests, strengths, and limitations

Differentiating between wants and needs

Making choices based on preferences, interests, wants, and needs

Considering multiple options

Anticipating consequences for decisions Initiating and taking action when needed

Evaluating decisions based on outcomes of previous decisions

Striving for independence and

recognizing interdependence with others

Revising future decisions accordingly

Setting and work toward goals

Self-advocacy

Self-regulation

Self-evaluation Performing and adjust independently Using negotiation, compromise, and

persuasion to reach goals

Assuming responsibility for actions and decisions

Persistence, self-confidence, creativity and pride

Parents Role in Supporting Self Determination

Walk the tightrope between protection and independence Allow your son or daughter to explore his or her world While there are obvious limits to this, all parents have to

"let go," and it is never easy Encourage your son or daughter to ask questions and

express opinions Involvement in family discussions and decision-making

sessions is one way of providing this opportunity to learn Self-worth and self-confidence are critical factors in the

development of self-determination Model your own sense of positive self-esteem

Davis and Wehmeyer (1991)

Documentation Requirements

Licensed physician, psychiatrist, or PhD psychologist

Letter head stationary

Clinician’s signature

Current within three years for most conditions

Current within one year for psychiatric/psychological conditions

DSM-IV-TR or ICD-10 diagnosis

Articulate functional limitations

Articulate needed accommodations

Sample Guideline: Learning Disabilities

Testing must address the present impact of the student’s disability on current academic functioning. The report must indicate how the learning disability contributes to a significant impairment in cognitive functioning.

Report must clearly give a diagnosis of the specific learning disorder and should use Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV-TR) or ICD-10 diagnostic codes. Vague terms such as "may have", "seems to have" , and "suggests" are not acceptable as diagnostic.

Report must specify test scores and equated rationale used to determine the DSM-IV or ICD-10 diagnosis and suggested accommodations.

Report must include a history of the learning disability and previous accommodations.

Report must include recommendations for academic accommodations. Address both the current level of functioning and present need for accommodations.

Sample Guideline: ADHD

Address both the current level of functioning and present need for accommodations.

Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA.

Include a summary of assessment procedures used to make the diagnosis.

Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis.

Describe current medications, including side effects.

Describe functional limitations supported by the diagnosis and diagnostic test scores.

Sample Guideline: Psychiatric/Psychological

Address current level of functioning and present need for accommodations.

Include a clear statement of the DSM-IV-TR or ICD-10 diagnosis. Not all conditions listed in the DSM-IV-TR or ICD-10 are disabilities or impairments for the purposes of ADA.

Include a summary of assessment procedures used to make the diagnosis.

Describe present symptoms and fluctuation conditions/symptoms in relation to the diagnosis.

Describe current medications, including side effects.

Describe functional limitations supported by the diagnosis and substantiated by test scores.

When accommodations are requested based upon multiple diagnoses, documentation for each disability must meet documentation criteria for each disorder.

Sample Guideline: Physical Conditions

Include a clinical diagnosis, the date of original diagnosis, and the date of last contact with the individual. The documentation should be recent and address current levels of functioning.

Include a summary of assessment procedures and diagnostic test data used to make the diagnosis and determine functional limitations.

If the impairment interferes with cognitive functioning, test scores must substantiate a significant impairment to cognitive functioning. All sub-test standard scores must be provided for all tests reported.

Establish a clear link between the requested accommodations and the substantiated functional limitations that are pertinent to the academic/functional demands of the academic setting for which the accommodations are being requested.

Describe the expected progression or stability of the impact of the disability over time.

Detail treatments, medications, assistive devices/services currently prescribed or in use.

Sample Guideline: Hearing Impairments

A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the student's academic functioning.

A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate.

Medical information relating to the student's needs, the status of the individual's hearing (static or changing), and its impact on the demands of the student’s academic program.

A statement regarding the use of hearing aids (if appropriate).

A description of the student’s functional limitations supported by the diagnostic data, and how they would relate to a significant impairment** in academic functioning.

Sample Guideline: Blindness and Low Vision

A clear statement of the diagnosis with supporting numerical description of vision limitations that is within five (5) years.

A summary of the present symptoms used to meet the criteria for diagnosis of the specific condition.

A summary of assessment procedures and evaluation instruments used to make the diagnosis, including a summary of evaluation results.

Current medical information relating to the student’s needs and the status of the student’s vision (static or changing) including the use of corrective lenses and ongoing visual therapy.

A description of the student’s functional limitations supported by the diagnostic data, and how they would relate to a significant impairment** in academic functioning.

Sample Guideline: Traumatic Brain Injury

Include a clinical diagnosis including the date of original diagnosis of the traumatic brain injury and the date of last contact with the individual.

Include a summary of assessment procedures used to make the diagnosis and determine functional limitations.

Identify the major life activities affected by the student’s traumatic brain injury that will affect the student in an academic setting.

Include test scores that substantiate a significant impairment in academic functioning as it relates to the student’s traumatic brain injury. All sub-test standard scores must be provided for all tests reported.

Address both the current level of functioning and present need for accommodations, including an assessment of the individual’s cognitive abilities, including processing speed and memory.

Resources

7 Steps for Success: High School to College Transition Strategies for Students With Disabilities

http://www.cec.sped.org/ScriptContent/Orders/ProductDetail.cfm?section=CEC_Store&pc=P6041

Office of Civil Rights: Transition Guide for High School Educators

http://www2.ed.gov/about/offices/list/ocr/transitionguide.html

Office of Civil Rights Guide for Students: Know Your Rights and Responsibilities

http://www2.ed.gov/about/offices/list/ocr/transition.html

National Center on Secondary Education and Transition: IEP and Transition Planning

http://www.ncset.org/topics/ieptransition/default.asp?topic=28

AHEAD – Transition Resources A-Z

http://www.ahead.org/students-parents/transitions

DOIT: Disabilities, Opportunities, Internetworking, and Technology

http://www.washington.edu/doit/Brochures/overview.html