Disability Services - HS to College

Disability Services at the Post-Secondary

Level

Marcus SimmonsOffice of Supportive Services - Coordinator

Itawamba Community College – Tupelo Campus

Agenda

• Differences between secondary and post-secondary services. • Steps for obtaining services at the post-

secondary level. • Intrusive Advising• How can students prepare for college. • GPA importance • ICC Resources

Understanding the differences between secondary and post-

secondary servicesThere are many differences between the secondary and post-secondary education and the way services are obtained and delivered.

We will look at the differences in the law, accommodations, and how students obtain and receive services at the college level.

Applicable LawsHigh School College/University

Individuals with Disabilities Education Act (IDEA), Section 504, Rehabilitation Act of 1973

Americans with Disabilities Act of 1990 – ADA, Section 504, Rehabilitation Act of 1973

IDEA is about SUCCESS ADA is about ACCESS

Required DocumentationHigh School College/University

Individualized Education Plan (IEP) or 504 Plan High School IEP or 504 Plan may or may not be sufficient to receive services. (each institution creates and follows its own guidelines – approval at one institution does not guarantee acceptance at another institution).

School provides evaluations at no cost to the student Students must pay for evaluations if required

Documentation focuses on determining whether the student is eligible for services based on specific disability categories in IDEA.

Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.

Self-AdvocacyHigh School College/University

The student is identified by the school and supported by parents and teachers.

Student must self-identify to the proper office dealing with students with disabilities.

Primary responsibility for arranging accommodations belongs with the school.

Primary responsibility of self advocacy and arranging accommodations belongs with the student.

Teachers approach the student if they feel the student needs assistance in school.

Professors are usually open and helpful, but expect the student to make the initial contact if they need help.

Parental RoleHigh School College/University

Parents have access to the student records and can participate in the accommodation process.

Parents do not have the right to access any student records without the student’s written consent. The Family Educational Rights and Privacy Act (FERPA)

The parent advocated for the student The student must advocate for him or herself.

Instruction High School College/University

Teachers may modify curriculum and/or alter the pace of assignments.

Professors are not required or expected to modify curriculum design or alter assignment deadlines.

Students are given a syllabus at the beginning of the semester for each class that spells out assignments in advance for the entire semester.

Grades and TestsHigh School College/University

The IEP or 504 Plan may include modifications to tests format and/or grading.

Grading or test format changes are generally not available. Accommodations can be provided during testing if the proper documentation is provided.

Testing is frequent and covers small amounts of materials. Make-up tests are often an option.

Testing is less frequent and usually covers large amounts of material and often is cumulative. Make –up test are seldom offered.

Teachers will remind students of tests and often provide review sessions.

Professors provide syllabuses to students and may not mention dates or assignments and tests again.

Students’ Responsibilities High School College/University

Tutoring and study assistance may be offered as a part of the IEP or 504 Plan.

Tutoring DOES NOT fall under the disability services offered by institutions. Resources and tutoring assistance may be available to all students on campus, but the student must seek help and their assistance on their own.

Steps to Gaining Services at the Post-Secondary Level

We will walk through the process and step of gaining services at ICC – keeping in mind that every post-secondary school has their own specific process and students and parents should research which schools their children plan on attending.

First and Foremost• Have all of your documentation and paperwork organized and ready

to present to the Office of Supportive Services (OSS) coordinator.• That information can include:

• IEP• 504 Plan• Medical Records• Vocational Rehab. Reports

• For students without IEPs/504 Plans:• Appropriate documentation is required – A note from one’s family physician or urgent

care physician stating a student is dyslexic is NOT appropriate documentation.

The Student Should Understand Their Own Needs

• The student needs to be aware of their strengths, weaknesses and limitations; and what their disability is and how it affects them. • The student will need to articulate:

• What their disability is• How their disability affects them• What accommodations they received in high school • What accommodations they are requesting in college • Any other information concerning accommodations OSS may ask

Side Example – The nursing program had a rash of dyslexic students; never diagnosed in High school and never received accommodations in high school or college until they wereaccepted into the nursing program.

The OSS Coordinator• The OSS Coordinator will: • Complete an in-take form – includes personal information, ruling, etc. • Complete an interview form - record of the conversation, special notes,

summaries, and personal evaluations • Complete an accommodations request form – A list of accommodations

requested by the student• Complete a medications form if needed – generally only used for students

with medications that can cause complications• Complete a parental release form – completely the student’s choice• All of these forms are completed and submitted for approval:

• Coordinators meet and approve all straight forward requests• The OSS Committee reviews any requests that are questionable• A letter of approval or disapproval is then send to the student

After Approved What Happens?

The student still has a great deal of responsibility.

The Coordinator emails each instructor to let them know if a students is entitled to certain accommodations – But -

It is still the student’s responsibility to request those accommodations to be provided in each individual class. ( This is because not every Accommodation may be appropriate or needed in every class).

Intrusive Advising

• Intrusive advising is vital – students and parents need to be told the truth about future options available and possibly those that are not available. • This type of advising needs to start in 7th

and 8th grade, but is extremely important as the student begins his/her high school education.

Intrusive Advising continued• Intrusive advising should not be considered or presented in a negative

way to students or parents – but present real life facts for them to consider. • Present the academic facts to the students and parents.

• We do not want to say, “No Johnny you cannot be a dentist”• Instead we can say, “Johnny if you want to become a dentist you are not currently taking

the courses you will need in order to do that. You will need to take some advanced science and math courses over the next couple of years.”

• It is unrealistic to expect a student that cannot take regular academic classes in high to be successful taking academic courses in college. • Presenting information to students and parents in the right way will allow

them to make more realistic educational goals.

How Can Students Prepare for College

There are suggestions and tips that will help students with disabilities to prepare for the college/university transition

These tips should help you as teachers when advising students during the transition part of the IEP

These tips should also be good to provide to parents

College Bound: 13 Ways to Prepare• Talk It Out – Discuss with your special education teacher and/or your counselor how

best to prepare for college. • Cut the Cord – Improve your independent skills by working more on your own with

assistance from parents or teachers. • Test Drive the Experience – Take a community college class (dual credit or summer

class) to get use to the differences in class demands between high school and college. • Think Bigger – take advantage of job shadowing and internships to assist in deciding

on a major. • Build Skills – Utilize all avenues of remediation to improve your reading and writing

skills. • Speak for Yourself – Attend your own IEP and 504 Plan meetings and be involved. • Get Your Timing Down – Make sure all of your testing information is updated and

meets the requirements of the college you are attending.

College Bound: 13 Ways to Prepare - continued• Know Yourself – Do some true self evaluation. Evaluate what your strengths and

weaknesses are. Work on those, and be prepared to tell the disability coordinator at the college about these.

• Practice, Practice, Practice – Practice for placement tests like the ACT. Take prep classes or at least use practice tests (many can be found online)

• Grow Up – Improve your independent living skills and personal responsibility. (wake yourself up in the mornings, keep up with appointments and test dates, keep up with medication schedules, etc.)

• Start the Search – Locate the college you want to attend and begin to research what services are offered that you can use.

• Show Up – Ask questions during campus visit or on your own personal “College Visit” day.

• Put it on Paper – Write an essay about yourself detailing your strengths, weaknesses, and how you have managed to overcome and successfully complete high school.

10 Tips for College Students with Disabilities

• Seek out help when you need it – Support from others is the KEY to success. Do not be afraid or shy to ask someone to help you….and do not wait too late to get the help you need. • Map out how you will use your time – Find a time management device

or plan that works for you and USE and keep it updated. • Plan ahead, especially for special projects and long term assignments

– Break down larger assignments into smaller chunks and work on them early, do not wait until the last minute to complete special assignments. • Learn how you learn – Know what works best for you and try to adapt

to get the most out of every class. • Be an active learner – When reading texts, stop and question yourself

during the reading. Discuss what you are reading with yourself.

10 Tips for College Students with Disabilities

• Create effective study routines – Find a place at home or dorm that is quiet, organized, and ready for studying. • Organize your study space – Take all of the clutter away from your

study space. Keep it clean and organized. • Start early – Never wait until the last minute to complete assignments,

start early and finish early. • Identify problems that always seem to get in your way – When

problems arise, evaluate yourself and recognize what the problem is and then search for a solution. • Inquire about available resources – Check the campus to see what

help, resources, and facilities are available to you to help you be successful.

Before the Semester Begins• Prepare for College Placement Tests• In Mississippi the ACT sub-test scores are used to determined remedial

placement of students. The math and the English/Reading scores are used to place the students in the proper level of math and English. • Other courses may be affected by the reading scores; such as, science,

histories, literatures, etc.)• Other than the ACT colleges will generally provide their own form of

placement testing (At ICC that is the Accuplacer). • Placement is VERY important because it determines what courses a student

must start with before advancing. And REMEMDIAL courses are not transferrable and do not count toward graduation towards an Associate’s Degree.

Before the Semester Begins

• Collect all of the documentation you have concerning your disability. (this can be medical reports, 504 Plans, IEPs etc. )• Locate the office at the college that services students with disabilities

and make an appointment to meet. • Ask before that meeting what you will need to bring with you for

documentation of your disability (remember every school/college may have different requirements to obtain special services - NOTE approval for services at one college for services does NOT guarantee you will receive services at another college).

Before the Semester Begins

• Attend the freshman orientation if one is offered.

• Attend the disabilities orientation if one is offered.

• If you want your parents involved in your college education, be sure to sign a disclosure agreement at the college so your parents will have access to your grades and information. (required by FERPA)

Registration Smarts• Consider taking a reduced load of courses your first semester. • Utilize the Disabilities office on campus and the personnel that are there to serve you. • Take any freshman seminar or college life course your first semester. (ICC requires College

Life and Improvement of Study Skills is an elective course) • Schedule your classes based on your biological clock or around your medication. Make sure

your classes are schedule for when you are at your best. • Balance your course schedule with easy and hard courses. • Schedule classes 5 days a week and not crammed into 2 days or 3 days. This will be a more

relaxed and les stress way to attend your classes. • Listen to your friends, students, advisors, and disability coordinator concerning professors to

determine which professors will be the easiest for you to work with in class. • It is suggested to only take the easier elective classes in the summer, and not the very

demanding courses – summer course are accelerated courses. • Online courses are NOT for everyone. If you are not self-motivated, self-directed, and very

dependable – online courses are not for you.

OSS Coordinator Advising

At ICC the OSS Coordinator will be assigned as the students’ with disabilities advisor. That is not the case at many other schools.

It is important for the student to be able to communicate effectively with the advisor for the advisor can meet the students’ needs.

Study Wise

• Remain in close contact with your disability coordinator. • Be aware of any and all tutoring services available on campus.• Make use of your time between classes – go to the library or tutoring sessions. • Research continues to show that effective studying occurs in short and frequent

sessions. Take breaks whenever you are tired or your mind is wandering. • Flashcards are an effective way to study, and convenient way of carrying study

material with you wherever you go. • Be aware of any web sites that are a part of your textbook. These often provide

extra materials not in the book; as well as, practice tests etc.• The last step of each study process should be a practice test. It is address

rehearsal for the real thing.

Managing Your GPA

• Get help at the first sign of confusion or poor performance. DO NOT wait until after mid-term to seek assistance. • Find good students. Find a reliable student in class and exchange phone

numbers. • If you do poorly on a test or quiz – try to determine why. Did you study the

wrong materials, did you study long enough, did you understand the material prior to testing? • Check and maintain your course grades and averages. One should always

know where they stand in a course. • Make sure socializing does not interfere with school or studying. • Try to keep employment to a minimum. If you have to work you have to work

– but try to limit your hours if possible.

Pulling up a G.P.A

• Students do not always realize that minimum G.P.A.s may be required for certain programs and even graduation. • A 2.00 G.P.A. is required to graduate

from ICC. • A 2.50 G.P.A. is required to transfer into

most education programs now. • It is hard to PULL UP a G.P.A.

Student needs to know the GPA does affect their financial aid and

Pell grants. • Students must pass/complete at least 50% of

classes within their first 30 hours of college credit. • Students must pass/complete at least 67% of

classes after the first 30 hours of college credit. • Students are allowed only 1 financial appeal. • Once a financial appeal is denied or a student

has lost their financial aid – there is no further appeal process – they have lost financial aid.

The Overall BIG Picture• Speed should not be an objective in completing one’s degree. • Do not worry about a major during your first 48 credit hours. • When you do choose a major choose something you are

interesting in and love doing – BUT also make sure it is in an area of strength for you. ( if you hate math and math is your weakest subject area – seeking a career as an engineer would not be wise)• Ring out the old, ring in the new! College is a time for starting

fresh and anew. Forget about any bad past study habits and be prepared to start all over when you begin college.

ICC Resources

• ICC has many resources that students can use. • The Writing Center – designed to assist students

with writing assignments and papers. • The Success Center – arranges tutorial assistance

to students• Open Computer Labs – there are several open

computer labs for students to use to online classes or any other assignments. • OSS – there is space for testing and computers

available for working and testing

Office of Supportive Services – ICC Marcus Simmons – Coordinator 2176 South Eason Blvd. Tupelo, MS 38804Phone: 662.620.5314Email: [email protected]: Student Support Center – Office 123E

Cathy McCarthy - Coordinator602 West Hill StreetFulton, MS 38843Phone: 662.862.8173Email: [email protected]: eLearning Building Office 4