S uc c c c e es s s s ful T f Trans s i itions s i in D is is abil ilit ity a and H ig igher E E d J essica Diener, Michigan State University Kelly Loftis, Wayne State University
D is is abil ilit ity and H ig igher E ducatio ion Estimated that 26% of students with disabilities attend four year universities It is expected that even more individuals with disabilities will wish to attend college as technology continues to improve and creates more opportunities. Estimated only 21% of students with disabilities persist to graduation compared to 58% of peers without disabilities “Many students with disabilities enter college not knowing how to communicate their needs (self-advocacy), how to evaluate their own performance (self-regulation), how to recognize the connection between behavioral outcomes and whether these outcomes occur as a result of something within or outside of one's perceived control (locus of control), and how to become aware of their own strengths, interests and limitations (self-knowledge; Flong, et al., 2007; Wehmeyer, 1996).” Herbert et. al., 2014, Getzel et. al., 2008
S tuden ent E E ngagem em en ent There are 3 distinct phases of association with other members of an institution. Separation from communities of the past, transition between high school and college, and incorporation into the society of the college. Student engagement is a critical component to retention. Becoming actively engaged in campus life in a variety of ways helps with the transition between high school and college. Disability supports can help students to engage more effectively with their instructors and classes, identify other campus resources, and offer a safe haven on campus. Early intervention is key!
M ic c h higan S tate U nivers s i ity’s s R es s o ourc c e e C enter for P ers s o ons s with D is s a abilities s (R C P D ) Missi ssion: Lead Michigan State Univeristy in maximizing ability and opportunity for full participation by persons with disabilities https://www.rcpd.msu.edu/ Today’s RCPD was created in 1971 We are located on the first floor of Bessey hall in the middle of campus for easy access Our S St aff: ff: Eight disability specific specialists, one braillist, and three full time CART providers By t t he N e Number ers: During the 2014-2015 school year RCPD served almost 1,592 permanent students, 111 temporary students, and about 163 employees Wh What We We D Do: Provide accommodations to both students and employees on MSU’s campus including academic/workplace, housing, transportation and technology. We also offer multiple Signature Program, scholarship opportunities, and other unique disability focused opportunities. WE provide advocacy to the student and employees we serve, as well as partner with other departments on campus to provide education and increase awareness of disability issues.
W ayne e S tate U e U niver ersity S tuden ent D D isability S er ervices es (S D S ) Missi ssion: The mission of Student Disability Services (SDS) is to serve as a resource for the Wayne State University community in order to ensure academic access and inclusion for students, supporting a view of disability guided by social, cultural, and political forces. Student Disability Services works to create inclusive academic environments by promoting the construct of universal design throughout the university. SDS was created in 1964 to support the needs of a physically impaired student SDS is housed in the Student Academic Success Services suite within the Undergraduate Library. We share space with the Academic Success Center and University Advising Center. Our S St aff: ff: 3 Disability Specialists (general caseloads), Accommodation Support Specialist, Intake Specialist, Assistive Technician, and a Director. Wh What We We D Do: Provide classroom, campus, and housing accommodations to students with disabilities and offer a testing center for students with testing accommodations. We serve as advocates for students, and educators on access issues and the disability experience on campus.
M S U R C P D P opulation opul on W W S S U U S S D D S S P opul opulation on Both offices serve students with disabilities including: Learning Disabilities, ADHD, Psychiatric Conditions, Brain Injury, Deaf/Hard of Hearing, Blindness/Visual Impairments, Chronic Health conditions, Mobility Disabilities, Autism Spectrum Disorders, and “other”. ● Disability Specialists carry one or more ● Disability Specialists carry general caseloads disability specific caseloads ● Caseload sizes range between 310-370 ● Caseload size varies from 45-350 students ● Serve both students (all levels and ● Director serves students in the medical school schools) and employees ● We currently have 1312 registered SDS ● During the 2014-2015 school year we students served 1,703 students and 163 employees ● Majors with the most SDS students: Art, Social Work, Psychology, Biological Sciences, and ● Largest disability population served is undeclared. LD/ADHD
The A c com om m oda odation on P roc oc es s W S S U U : M S S U U : Student SELF identifies with our office through an Student SELF identifies with our office through an online system or by coming to the office. online system Students are assigned to a Disability Specialist based Specialist(s) is notified and requests the student on who has the first availability to meet for an initial provide supporting documentation of disability from appointment (intake). an appropriate professional Students bring their documentation with them to the Once documentation is received and reviewed the initial appointment or can upload it to their online student attends a Needs Assessment (intake) appointment request form. Most accommodation determinations are made Most accommodation determinations are made during the needs assessment and generated in a during the initial appointment and generated in an Verified Individualized Services and Accommodations Accommodation Letter that the student takes to each (VISA) form. instructor for signature. VISAs are renewed every semester. Accommodations are renewed every semester.
E xam pl ples of of A cc om om m oda odation ons Test ing: extended testing time, separate testing room, reduced distraction, etc. Te Classr ssroom : modified attendance, deadline extension, adaptive equipment,ability to move, notetaking assistance, ability to take breaks, etc Assi ssist st ive t t echnology: FM systems, CART, Livescribe pens, CCtv, screen reading, assistive apps, etc Housing: g: Single room, specific location, PA access, dietary restriction/allergies, air conditioning Ot hers: s: electronic text, braille, service and assistance animals
S treng ngth B h B as ed A dvising ng Model that promotes identify talents and abilities and helping students learn to apply those skills productively. Belief that all students can learn under the right conditions Frame conversations around abilities and access as opposed to disabilities and barriers. Ex: What are you good at? What are you complimented on? What are you like at your best? ● Steps of strength based advising are: ○ Identify strengths ○ Affirm strengths and increase awareness of strengths ○ Envision the future by discussing goals and how strengths help you reach your goals ○ Plan specific steps to take towards the goal
E duc at ation an and D is ab ability Law aw COLLE LLEGE HIGH HI H SCHO HOOL ADA/ Section 504 (attending colleges is a priv ivile ilege, IDEA (Individuals with Disabilities Education Act)/ Section students must be elig ligib ible le) 504 (Ri Right to a free and appropriate public education) Student is responsible for cost of evaluations and School provides evaluations to determine disability providing their own documentation School district identifies students with disabilities, teachers Student must self-identify to the Disability Office. approach student if they believe assistance is needed. Parent does not have access to student information Parent has access to records, participates in the without written consent. Student is their own advocate. accommodation process, and can be an advocate. Assignments and curriculum are not required to be Curriculum and pace of assignments can be modified or redesigned. altered/modified Students manage their own time and deadlines. Time is structured by others, you are reminded of due dates Emphasis is on equal a access. ss. Emphasis is on student su success ss
S ec tion 5 on 504: D ifferenc nc es from om H igh h S c hool hool To o P os os ts ec onda ondary E E duc duc ation ( on (M ada daus us & S S ha haw, 2004) Se Secondary Pos ost S Secon ondary Area Ar Ident if ific icat io ion School District Student Eval aluat at ion an and F Fees Student IEP EP/Se Service P Plan Not Required Cour urse p planni nning ng, s select ion, n, and nd Student pro rogra ram m ing Transit it io ion P Pla lan Student Mo Moni nit oring ng S St ud udent nt P Progress Student Ens nsur uring ng p provision n of r f reasona nable Institution IF student self-identifies accom om m od odat ion ons Monit oring ef effec ect iven enes ess of Student accom om m od odat ion on
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