Postsecondary Education & Training

Webinar 4Applying for

Admissions

PRESENTED BY:The Center for Change in Transition Services

CCTS Webinar Series

Welcome to the 2014-2015 Webinar series on postsecondary education and training.

Presented by the Center for Change in Transition Services (CCTS), a Special Education State Needs Project housed at Seattle University and funded through the Office of the Superintendent of Public Instruction (OSPI).

CCTS has been serving special need students, their families, and schools since 1990.

2014-2015 Webinars

February 11th

IDEA vs. ADA and 504Join us to explore how students with disabilities are impacted

by the differences in law when transition between k-12 schools and higher education.

March 11th

AccommodationsStudents with disabilities must seek their own accommodations after leaving high school. This webinar will explore what to expect and how this process

works at different types of postsecondary institutions.

April 8th

Affordable?Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar.

May 13th

Transition PlanningThe focus of our final webinar will be preparing for a successful transition

by learning how to write postsecondary education goals into the IEP and how to use the Summary of Performance (SOP) document

as a passport to education.

CCTS Introductions

Cinda JohnsonEd.D., Principal

Investigator

Sue Ann BubeEd.D., Director

Julia SchechterM.Ed., Doctoral

Research Assistant

Today’s guest participant

Katie O-BrienSeattle University Assistant Director of Admissions, Marketing, and OutreachSeattle University Undergraduate Admissions http://www.seattleu.edu/undergraduate-admissions/

Seattle University901 12th AvenueSeattle, WA 98122+1.206-220-8040

Registration

1) Everyone participating in the webinar needs to type the following in the chat box

– Name

– Email Address

2) You will be sent a link following the webinar to register for Clock Hours. You must complete the registration process to apply for clock hours!

Thank you for joining us today!

This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

Closed Captioned (CC)

Raise your hand and wait to be called on by moderator

You may ask questions by typing in the chat box or by raising your hand (if you have a microphone).

If you have a microphone, please keep it turned off until called on.

Agenda

CCTS Contact Information

Email: ccts@seattleu.edu

Phone: 206.296.6494

http://www.seattleu.edu/ccts

Overview

Applying for admissions

Disability types

In 2008, the largest proportion of students with disabilities nationally in higher education:

GAO analysis of NPSAS, 2008

24% Mental, emotional, psychiatric condition, or depression.

19% Attention deficit disorder (ADD).

15% Orthopedic or mobility impairment.

You’re not alone!

FACTS:

In a class of 20 people, there will be at least one other person who has self-identified, and others who have chosen not to.

U.S. Government Accounting Office, 2009 & Hamblet, 2011

11% Of college students have a disability.

Admission denied?

If an applicant meets the essential requirements for admission, an institution may not deny admissions and may not exclude an applicant with a particular disability as not being qualified.

“No assumption should be made that a student with a hearing impairment would be unable to meet the requirement for its music program.”

U.S. Dept. of Education, Office of Civil Rights, 2011

Postsecondary continuum

Least Selective

MostSelective

Admissions requirements

Type of Institution Entrance exam required Outcome Example

Post-high School Programs

Campus-based

• Open admission, first-come-first-serve

• GED or diploma

• Non-degree granting

• Life skill

development

• Job preparation

Achieve Program for students with intellectual disabilities, Highline College

Community College

Often called“2-year”

• Open admission• Varies by program• On-line application see

Resources: “How to Get Started”

• Placement test required

• Certificate

• AA Degree

• Running Start

• 2+ 4

• Transfer

34 Community & Technical College campuses in Washington

CheckOutaCollege.com

Job Corps

Free2-yearResidential

• For ages 16-24

• Eligibility, must be low-income (if student is on an IEP or 504, student’s income only used to determine eligibility)

• GED or High School

diploma

• Education & job

training

4 Jobs Corps Centers in Washington: Sedro Wooley, Moses Lake, Curlew & White Swan

Type of Institution Entrance exam required Outcome Example

Private for-profit trade schools

• Usually age 16+• GED or high school

diploma

Varies from certificate to degree-granting

ITT Technical Institute, 3 campuses in Puget Sound area

Apprenticeship Programs

• Age 16+• May need to satisfy

sponsor that they have the ability, aptitude, and education

• Apply directly to WA approved apprenticeship program in your area.

• On-the-job training & education

• Programs often admit new apprentices only where there are enough jobs to keep all apprentices working.

Airplane or auto mechanic

Public or Private baccalaureate granting institutions of higher education

•Often called “four-year”

• Standardized test: ACT or SAT

• GED or diploma• Some test-optional

• Bachelor of Arts or Sciences

Washington State UU of WashingtonSeattle University

Entrance exam accommodations

Testing in higher education

Federal law requires changes to the testing conditions that are necessary to allow astudent with a disability to participate as long as the changes do not fundamentally alter the examination or create undue financial or administrative burdens. (Campuses that receive test scores will not know that a student received testing accommodations.)

C.F.R. § 35.130(b)(7) and 28 C.F.R § 35.164

Students must initiate

Test accommodation

The College Board grants accommodations for the SAT exam if:

Process may take up to 7 weeks and request is best submitted by high school disability coordinator or counselor.

The College Board

• Student has a documented disability.

• Participation in a college board exam is impacted.

• Requested accommodation is needed.

• Accommodation is received on school tests.

Standardized testing

Typically granted by the College Board for the SAT exam:

• Extended time• Computer use for

essays• Extra time and

extended breaks• Reading and seeing

accommodations

The College Board

Community college

Top three Compass placement exam accommodations granted at Seattle Central College:

•  Unlimited time (only on placement test)•Quiet room to take an exam•Paper and Pencil exam (Asset test) in place of computer Compass exam

Accommodations for entrance exams vary by campus.Al Souma, DSO Counselor, Seattle Central College

Prepare for exam

Practice and or prepare for a high-stakes standardized exam:

•Integrate test-taking goal as part of IEP or 504.•Students should take PSAT. •Identify if student performs better on ACT or SAT.•Direct students to test prep books & free review courses.

College admission Q & A

Disability disclosure

Q: Generally, post-secondary institutions are not permitted to make an inquiry about an applicant’s disability status.

A: A student has no obligation to inform a postsecondary institution that he or she has a disability.

U.S. Dept. of Education, Office of Civil Rights, 2011

Low SAT scores

Q: My SAT scores are lower than the average score for admitted students at the colleges I am considering, if I tell them that I have a learning disability, will they evaluate me under different criteria?”

A: Test scores are just one piece of a larger picture that will be evaluated. Disclosing may help explain discrepancies in scores or performance. Most schools publish a range of test scores of admitted students. Some colleges are “test optional”.

Hamblet, 2011

Early decision

Q: Should students with disabilities consider applying early action or early decision?

A: Early decision (ED) is binding so students must visit the campus before applying ED. Committing early may preclude the student from financial aid offers other campuses might make.

GWU Heath Resource Center p.119

Essay

Q: Should students use the essay to talk about their disability?

A: Colleges look to the essay to provide them with insight into who students are beyond the objective credentials detailed in their application. Consider what might be conveyed in other sections vs. essay.

Hamblet, 2011

Interview

Q: Should I interview for admissions even if that means the interviewer would see my disability?

A: The interview can be an excellent opportunity for students with disabilities to convey their strengths, enthusiasm, and determination for succeeding in postsecondary education. To prepare for interviews, students should: plan in advance, role play, & know the school.

GWU Heath Resource Center

Recommendations

Q: Should students with disabilities be worried about what their teachers might write in their recommendation letters?

A: Students should ask for recommendations from teachers who will write strong recommendations. If the student asks that the disability not be revealed, then the teacher should honor that request.

Hamblet, 2011

In summary

• Plan ahead.• Visit campuses & DSO Offices.• Pick a campus that makes sense for level of

preparation, goals, interests & admissibility.• Prepare for high-stakes standardized entrance

exam or seek accommodations.• Keep options open, apply to a range of campuses.• Include postsecondary admission planning in IEP &

SOP.

Questions?

Thank you for participating!

Resources

George Washington University HEATH Resource Center http://heath.gwu.edu/

The GWU HEATH Resource Center provides information on transition to higher education including information about disability support services, policies, procedures, accommodations, and financial assistance. The Heath Guidance and Career Counselor Toolkit (acessible on front page of website) provides extensive resources.

ThinkCollege! http://www.thinkcollege.net/index.php

This website provides resources for students, families, and professionals supporting youth with intellectual disabilities exploring postsecondary education options.

United States Department of Education, Office of Civil Rights

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

The USDE Office of Civil Rights has many resources and publications to support students, families and professionals explore options for transitioning to postsecondary education. One such publication is: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.

Washington State Board of Community and Technical Colleges Application for admissions to any Washington community or technical college: How to Get Started http://sbctc.edu/public/pe_index.aspx

Washington Labor & Industries Apprenticeship Coordinators, job training and education opportunities: http://www.lni.wa.gov/TradesLicensing/Apprenticeship/About/AppCoordinators/Default.asp

Helpful books

Cobb, J. (2001). Learning how to learn: Getting into and surviving college when you have a learning disability. Washington, DC: CWLA Press.

Kravets, M., & Wax F. (Eds.). (2001). The K & W guide to colleges for students with learning disabilities. Cambridge, MA: Educators Publishing Service.

Mangrum II, C., & Strichart, S.S. (Eds.). (2000). Colleges with programs for students with learning disabilities or attention deficit disorders (6th ed.). Princeton, NJ: Peterson’s.

Taymans, J.M., & West, L.L. (Eds.). (2000). Unlocking potential: College and other choices for people with LD and AD/HD. Bethesda, MD: Woodbine House.

References

Hamblet, E. C., & Council for Exceptional Children. (2011). 7 steps for success: High school to college transition strategies for students with disabilities. Arlington, VA: Council For Exceptional Children.

U. S. Department of Education, Office for Civil Rights. (2004). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities.

U. S. Department of Education, Office for Civil Rights. (2011). Students with disabilities preparing for postsecondary education: A Guide for High School Educators.

U.S. Government Accountability Office. (2009) Higher education and disability: Education needs a coordinated approach to improve its assistance to schools in supporting students (GAO-10-33). Washington D.C.: Author. Retrieved from http://www.gao.gov/products/GAO-10-33