November 17, 2009

Stuart S. Segal, Ph.D.sssegal@umich.edu

Eight Ways College is Different than High

School

One…Academic Environment

More competitive – In four-year schools especially, the majority of students have taken college preparatory classes in high school.

More work – more reading, writing, and larger assignments. Less extra credit.

Quicker and Less flexible deadlines.

Two…Grading

May be based on tests only.

You may receive a grade in the course with fewer tests and papers (but longer). There may be several chapters of material on each test.

Requires self-monitoring. Often must calculate yourself as the semester progresses.

Three…Knowledge Acquisition

There is more reliance on note taking and reading comprehension.

Text and materials may be assigned but not taught in class.

Test items often includes material not taught or reviewed in class.

There is an expectation that students can “self teach”.

Four…Support

The overall amount is significantly less.

The relationship with instructors is more impersonal and distant.

The student is responsible for contact and requesting the accommodations needed throughout the semester.

Five…Responsibility

The responsibility is on the student.

No other person monitors homework completion.

No one to “check in” and see how you’re doing.

Six…Distractions

College social life—more opportunities to socialize, more adult activities, more appealing activities than the classroom.

Residence halls--more to do, more people, more noise, potentially less rest.

Seven…

The student is responsible for finding the appropriate office on campus for accommodations BEFORE the start of the semester.

The student must make an appointment to register and request accommodations.

The student must have current documentation that supports the accommodation requests.

The student may be responsible for advocating for their academic accommodations.

Eight…Stress

Significantly more stress due to the previous academic factors

Time management issues, such as work, homework, residential living, family obligations, etc…

Prioritizing commitments

Physical Signals: How your Body is FunctioningTension , or migraine headachesUpset stomach; problems retaining foodChange in appetiteTightness in chest, back, shouldersAching jaw, tight foreheadExcessive sweatingSweaty palmsTingling sensation in fingers, toesNervous tension all over; heart palpitationsDiarrhea or constipation

Physical Signals, con’t.Constant low grade feverCold, or sore throatRashes, hives, skin irritationIncreased blood pressureAlways tiredMenstrual problems, missed menstrual

periods

Behavioral Signals: What You Are Doing

Change in eating habitsEating more or lessSleep problemsToo much, too littleDifficulty talking to, holding, loved onesIsolating self from othersStaying at home or staying at workComplaining moreIncreased use of alcohol, drugs, coffee, tobaccoChange in general activity level

Behavioral Signals, con’tChange in sexual activity, either more or lessPacingIncreased nervous habit, such as nail biting or

hair twistingLoss of temper: yelling, throwing, and kickingIncreased recklessness, risk-takingBossiness or inflexiblity with othersGrinding teethStutteringSudden outbursts of cryingLaughing or anger

Emotional Signals: What You Are Feeling

Less interest in hobbies, familiar fun activitiesUpset by the unexpectedSudden shifts in moodFrequent and/or recurring nightmaresVague feelings or uneasiness, restlessnessFeelings of being swamped, overwhelmedFeelings of anger, resentmentIntolerance, irritability with othersMore easily frustratedIncrease fear of failure

Emotional Signals, con’tChanges interest in sex, either more or lessApathy, general dissatisfactionDesire to cryReduced confidenceFear that everyone except you is doing fineWorry that you are asking for too much help

or too much time from others

Intellectual Signals: How Your Mind Is Functioning

Having difficulty remembering recent information or details of recent situations

Less able to make decisionsDifficulty in concentratingAttention span shortensFeeling confused, especially with familiar

tasksRepetitive thoughtsContinually thinking particular thoughtsMisunderstanding what others tells youIncreasingly poor judgment

Intellectual Signals, con’t

Thoughts of escaping, running awayRacing thoughtsUnable to slow down thought processLoss of Objectivity

Keys to Successful Coping1. Eat Regularly2. Sleep Regularly3. Keep Living Space Neat and Organized4. Exercise 5. At Least Initially Take a Lighter Load6. Make and Maintain Friendships7. Connect with Social Groups (Join Clubs,

Social Groups, Intramural Sports, Fraternities and Sororities

8. REMEMBER EVERYTHING IN MODERATION

Federal MandatesIndividuals with Disabilities Education Act

(IDEA), Re-authorized 2005 Entitlement Act

Vocational Rehabilitation Act, 1973 Section 504

Civil Rights Act

Americans with Disabilities Act (ADA), 1990 Civil Rights Act

Entitlement vs. Civil RightsThe institution is

responsible to find, assess and remediate disabling conditions

The implications of an entitlement act result in a broader range of services and equipment

IDEA

The key to Civil Rights is equal access (leveling the playing field)

The responsibility is shifted to the individual

Services are aimed at equal opportunity and access to programs

504 and ADA

Understanding the transition (K-12 vs. College)

School must assess

Once diagnosed the students must receive services (entitlement)

Parents can receive information about their children

Parents can initiate communication with teachers

Students receive assistance with technology

Student must disclose

Student must provide acceptable current documentation before becoming eligible for services

Parents cannot receive information about their children (FERPA)

Students must initiate communication with instructors

Students must know how to use technology

Reasonable

Effective: Producing the intended or

expected effect

reasonable vs. preferential

Reasonable AccommodationAny modification or adjustment that will assure equal opportunity to rights and privileges of all programs and services offered by a post secondary institution.

All accommodations are based on documented need.

Reasonable Accommodations Examples

Academic adjustments such as extended time to complete tests, coursework, or graduation

Tape recording of classes

Taped textbooks, e-text, note taking assistance

Alternative testing and evaluation

Academic Adjustments NOT Required

If it would fundamentally alter the nature of the program

When the academic requirements are essential to a program of study or to meet licensing requirements

If it would be an undue burdensignificant difficulty or expense

Auxiliary Aids and Services Examples

qualified interpreters, note takers, real time transcription services, written materials, assistive listening systems, closed captioned decoders, open and closed captioning, TTY

NON Examples Attendants, individually prescribed devices

(glasses, canes, wheelchairs, hearing aids, computers, etc.),

readers for personal use or study other devices of a personal nature.

Documentation Guidelines Best Practices

Documentation must be currentName, titles & professional credentials at the

evaluationReport must be on letterhead, typed, date & have

original signatures of the evaluationA list of all the tests given & all of the standard

percentile scores based on age or grade normsThere must be a clear diagnosis “suggest”, “seems to

be similar” “is indicative”, Needs to ruled out are NOT diagnosis.

The report must describe the impact of the disability and on specific major life activities and provide a rational on how specific accommodation will allow equal access to the curriculum

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Reasons for ineligibility

Can result from one or more of the following:

Out-dated documentationInsufficient informationDocumentation developed by a relativeInappropriate professional making the diagnosisNo diagnosis givenFor a learning Disability or Attention Deficit

Disorder, no IQ test data or no achievement test battery (with score) administered to support the diagnosis

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Reasons for ineligibility, con’t.Average test scores (no scores

representing a significant limitation)Unsigned reportsReport not written on evaluator’s

letterheadNo functional limitations given (for

instance, how the diagnosis affects the individual related to the accommodation request)

Diagnosis based upon subtest score with no additional support

In the case of a head injury no assessment conducted after trauma or the recovery period

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Best Practices in the Accommodation Process

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1. Student makes contact withDisability Student ServicesAnd asks for accommodation 2. Student may have to

provide the Disability Student Services with recent professional documentation of disability

3. Disability Student Services and student determine accommodations and instructor(s) will be consulted when necessary

4. Disability Student Services prepares form or letter stating approved accommodations

5. Letter from Disability Support Services is provided to instructor

6. Accommodations are provided

7. Student and Disability Student Service evaluate accommodations with input from instructor

Accommodation ResponsibilitiesDisability Student Services

Publicize how to request accommodations Maintain written procedures for handling accommodations Verify student’s disabilities Implements individual Accommodations Model in

consultation with student instructor Approve accommodations Lead role in arranging and providing accommodations in a

timely manner Respect and maintain a student’s right to privacy about

disability information and accommodations Maintain the academic and conduct standards of the

college

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Accommodation Responsibilities

StudentsRegister with DSSProvide professional documentation of disabilityRequest accommodationsWork cooperatively with DSS to determine and

implement accommodationsBe prepared! Request accommodations as far in

advance as possibleMaintain the academic and conduct standards of

the college

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Accommodation ResponsibilitiesInstructor

Comply with the college's policies and procedures for providing accommodations

Notify students that accommodations are available, This is achieved by putting accommodation information on the class syllabus and/or by announcing it during class

Set and enforce academic and course conduct standards Determine essential elements of the course or program Collaborate with student and DSS in arranging and

providing accommodations Permit the use of approved accommodations Respect and maintain a student’s right to privacy about his

or her disability

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Issues to Consider When Choosing a College

Are there people on campus who have experience with your type of disability?Disability services office Financial aidAcademic advising Health centerAcademic support services

Is there a separate admissions process?

Choosing a college, cont.Are there separate programs and are there

additional charges?

How sensitive are faculty?

Are there specialized tutoring programs and what are the costs?

Issues Learning Disabilities and Attention Deficit

DisordersCan a student take a

reduced course load and still be considered full time?

Can a student obtain a substitution or a waiver for a course?

Does the school have guidelines or criteria for documentation of LD/ADD?

Classroom accommodations such as extended time, note takers, quiet room, books on tape.

Assistive technology

Goal: Equal Access Benefits, aids and services, to be equally

effective, are not required to produce the identical result or level of achievement.

Accommodations must afford equal opportunity to obtain the same result or to reach the same level of achievement.

Questions??