Preparing Students with Disabilities for Post-Secondary Education:

It’s More Than Just the Diploma…

Sharon deFur College of William and Mary sharon.defur@wm.edu

• What is one critical concern or question that you have as a GRASP advisor for students with disabilities applying for financial support for post-secondary education?

• What are critical “competencies” youth with disabilities or their families need to be successful applicants for post-secondary education and for scholarship applications?

• How might GRASP advisors collaborate with the IEP transition team to maximize youth with disabilities’ participation in post-secondary education?

Based on your observations as GRASP advisor…

Research in the last decade found that…

• 1/11 college freshmen reported having a disability up from 1/33 20 years ago (Mott, 2004)

• There is an increasing percent of full-time college freshman with disabilities reporting a learning disability – 1988 - 15.3% 1991 - 24.9% 1994 32.2% 2002 (VA follow-up) majority of students

who completed high school with a diploma engaged in work or post-secondary education

• NTLS2 data report that 47% of all SWD indicate post-secondary education as a transition goal; 14% of age-eligible youth are taking college entrance exams

• Interestingly, all students with disabilities were more likely to be Caucasian males and enrolled in two year colleges

• Students with LD were more similar in age to typical peers; were more likely to receive remedial courses in college than other peers with disabilities; NTLS2 shows that >60% of SWD are > 3 grade levels behind in both reading and math

• Fewer students with disabilities complete their post-secondary studies within 5 years of high school than non-disabled peers (12% vs 18%)

Key policies that influence planning for participation in post-secondary

education…• Individuals with Disabilities Education

Improvement Act (IDEA)• Americans with Disabilities Act (ADA)• Section 504 of the Rehabilitation Act (504)• Family Education Rights and Privacy Act

(FERPA)

A reminder --- according to IDEA, transition services---

• Are designed with a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities …

• … including post-secondary education, …• Beginning not later than the IEP to be in effect when the child is

16, (in VA this begins at age 14) and updated annually thereafter…the IEP shall include:– Appropriate measurable postsecondary goals based upon age-appropriate

transition assessments related to training, education, employment, and, where appropriate, independent living skills

– The transition services (including courses of study) needed to assist the child in reaching these goals

Transition Services (cont.)

• In a State that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student’s IEP must include a statement that the student has been informed of his or her rights under Part B or the Act, if any, that will transfer to the student on reaching the age of majority, consistent with Section 300.517.

IDEA TRANSITION SUMMARY REQUIREMENT

• … students with disabilities leaving the secondary school will receive a summary of their accomplishments and transition needs along with their report cards…

Rights your graduating student(s) need to

understand

ADA & 504

• Forbid post-secondary institutions from discriminating against otherwise qualified individuals with disabilities in the programs and services they offer– Programs and services include recruitment, admissions, financial aid, housing,

transportation, the classroom, extra-curricular activities, student employment, etc.– Programs and services, not necessarily facilities, must be accessible

• Institutions are required to provide appropriate, reasonable accommodations that ensure students with disabilities have the access needed to enjoy the full benefits of a college experience

Under 504, a College or University May Not:

1. Limit the number of students with disabilities admitted2. Make pre-admission inquiries as to whether or not an applicant has a

disability3. Use admission tests or criteria that inadequately measure the academic

level of applicants with disabilities because special provisions were not made for them

4. Exclude a student with a disability from any course of study solely on the basis of his/her disability

5. Counsel students with disabilities toward a more restrictive career than students without disabilities, unless such counsel is based on strict licensing or certification requirements in a profession

6. Measure student achievement using modes that adversely discriminate against students with disabilities

7. Institute prohibitive rules (such as barring of tape recorders or other auxiliary aids) that may adversely affect the performance of students with disabilities

Accessing services

• What documentation is required?

Issues in Post-Secondary Education

• Admissions – students must meet the essential, academic, and technical standards of the IHE

• Documentation of a disability• Faculty perspectives on accommodations• Ethical concerns

– What is a reasonable accommodation?

College? University? OR Not

• Choosing a career goal• Planning a course of study• Matching career goals and post-secondary

options

Transition Timeline

• Pre-high school– Take preparatory classes – Develop study skills and

strategies– Plan for high school classes– Start saving money– Identify the course of study in

the IEP • Remediate basic skills deficits

HS Freshman Year Goals• Develop a clear understanding of

the nature of disability• Prepare academically• Explore career options• Develop academic independence• Participate in extra-curricular

activities• Explore career options• Continue to remediate basic skill

deficits

Sophomore Year Goals• Continue academics,

remediation, etc.• Identify interests aptitudes, etc.• Meet with guidance counselor to

discuss colleges and college requirements

• Take the PSAT with or without accommodations

• Attend college fairs• Visit colleges and other post-

secondary education training options

Junior Year Goals

• Continue as above• Focus on matching interests and

abilities and career goals to appropriate post-secondary education choice

• Identify services that would be appropriate for post-secondary education setting of choice

• Take the SAT or ACT, if required• Establish a tentative career goal

Junior Year (cont.)• Take courses or participate in

groups that promote skills in time management, study skills, assertiveness training, stress management, and exam preparation

• Gather information about college programs and about disability services offered

• Identify people to write recommendations

Senior Year Goals

• Strengthen self-advocacy skills• Prepare a transition packet that

includes evaluation reports, transcripts, test scores, current IEP, medical records, a writing sample, and letters of recommendation

• Role-play interviews• Evaluate the services offered by

the college or post-secondary training institution and determine whether these settings match individual needs and goals

• Talk with students who are receiving support services at the colleges and other post-secondary education training settings about their experiences

• Prepare application• Check with DRS to see if eligible

for DRS services

Family needs• Costs

-- What are the costs for tuition? Rooms? Meals? -- Are different plans available? Payment schedule? Down payment? When?

• Financial aid -- What financial aid programs does the college have? -- How many students receive financial aid? -- What are the requirements? -- Does the college place students in jobs on or off campus?

Questions to Think About

• What are 3 new ideas that you got from this presentation?

• What surprised you? Excited you? Made you nervous?

• How will you use the ideas that you got today?

• What recommendations would you have for GRASP advisors?