Postsecondary Education & Training Webinar 2 Strategies for Success PRESENTED BY: The Center for Change in Transition Services.

Postsecondary Education & Training

Webinar 2Strategies for

Success

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.

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.

CCTS Introductions

Cinda JohnsonEd.D., Principal

Investigator

Sue Ann BubeEd.D., Director

Julia SchechterM.Ed., Doctoral

Research Assistant

Meet today’s guest participant

Kim ThompsonDean of Students Shoreline Community College

CCTS Contact Information

Email: [email protected]

Phone: 206.296.6494

http://www.seattleu.edu/ccts

2014-2015 Webinars

November 12thStrategies for Success

Self-determination and self-advocacy are key attributes students should possess for success beyond graduation. Learn how these skills can be acquired in high school and applied in higher education environments.

December 10th

Identifying OptionsWhat are the education opportunities for students with disabilities post-high school? Options including on-line education,

vocational education, and 2- & 4-year colleges and universities will be reviewed.

January 14thApplying for Admissions

Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities.

February 11thIDEA vs. ADA and 504

Join us to explore how students with disabilities are impacted by the differences in law when transition between k-12 schools and higher education.

March 11thAccommodations

Students 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 8thAffordable?

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.

Strategies for success

Students with disabilities: From high school to postsecondary

Strategies for Success

Strategies for Success  1. Self-advocate

  2. Self-determination

  3. Academic preparedness

  4. Understand legal protections

  5. K-12 vs higher education

  6. Access disability services

Resources, Q & A

Roadmap to Success

Students with disabilities need the same competencies as any other college student

PLUS whatever special skills or strategies are needed to cope with his or her disability.

Kim Thompson, Dean of Students, Shoreline Community College

•

Research

• 19% of youth with disabilities are enrolled full-time in postsecondary settings compared to 40% from the general population (Newman, 2005)

• Teaching self-determination is one of the key practices in facilitating transition (U.S. Dept. of Ed., 2002)

• Self-determination and other empowering student strategies can be learned and are linked to student success. (Morningstar et al., 2005)

Strategies for success

Hamblet (2011)

1. Self-advocate

Components

Hamblet (2011)

Building self-advocacy

Hamblet (2011)

The IEP

IDEA 2004 calls for increased student participation by adding the consideration of student strengths to the previously mandated focus on preference, interests and needs when developing the transition plan.

Konrad, Walker, Fowler, Test & Wood (2008)

2. Practice Self-determination

Self-determination

Eckes & Ochoa, 2005; Wehmeyer (2004)

Assessments

Zarrow Center for Learning and Enrichment

Components

F

Field & Hoffman (2007)

Process

Hamblet (2011)

• Explain self-determination to the student.• Encourage students to be proactive.• Understand the laws as they pertain to self-

determination.• Provide instruction.• Provide opportunities to practice SD skills.• Create a supportive school environment.

For teachers & counselors

GWU Heath Resource Center

Campus resources

Kim Thompson, Dean of Students, Shoreline Community College

3. Academic preparedness

Flowchart

Transition strategies

• Understand the functional limitations, strengths & weaknesses that result from one’s disability.

• Actively participate in IEP or Section 504 meetings.

• Practice explaining one’s disabilities and needs as a way to gain confidence for having such conversations in postsecondary settings.

• Take appropriate preparatory curriculum. U.S. Dept. of Ed., Office of Civil Rights, 2014

Ask questions

• Is the campus a good fit for me? (e.g., accessibility, supports, size, welcoming)

• Do I have the study & time management skills I need and understand the expectations for study time per class?

• Has my coursework prepared me for admissions and success, if not what are the options?

Kim Thompson, Dean of Students, Shoreline Community College

4. Understand the differences in laws governing K-12 and higher education

Legal differences

IDEA ADA

Success Access

Guarantee of services to those that qualify

Prohibits discrimination

Ages 3 - 21 All ages

FAPE Equivalent access

IEP No formal plan

IEP Team Responsible Student/Employee Responsible

Legal protections change

Hamblet (2011)

5. Recognize differences between K-12 and postsecondary

Accessing supports is different in K-12 vs. higher education

Academic adjustments

U.S. Dept. of Ed. Office of Civil Rights (2014)GWU Heath Resource Center

Balance of participation

Kim Thompson, Dean of Students, Shoreline Community College

Roles transition

6. Disability services and supports

Self-initiated activities

Kim Thompson, Dean of Students, Shoreline Community College

Disability services

Registering with campus disability service office for:•Determination of eligibility for academic adjustments.•Coordination of adjustments with faculty (e.g. extended test time, large print books, priority seating).•Referrals to other campus support programs.•Referrals to outside agencies when appropriate.•Computer adaptive equipment/assistive technology.

Prevatt, Johnson, Allison & Proctor (2005)

In conclusion: Strategies for success

Strategies for success

Attitude, self-advocacy and preparation

U.S. Department of Education, Office of Civil Rights

Dos & Don’ts

Kim Thompson, Dean of Students, Shoreline Community College

Questions and Answers

Thank you for Participating!

Resources

George Washington University HEATH Resource Center

http://heath.gwu.edu/

The GWU HEATH Resource Center Clearinghouse 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 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

University of Washington DO-IT (Disabilities, Opportunities, Internetworking and Technology)

http://www.washington.edu/doit/

DO IT serves to increase the success of people with disabilities in challenging academic programs and careers. The website provides extensive college planning resources including a list of scholarships by disability. DO-IT produces: Preparing for College: An Online Tutorial: http://www.washington.edu/doit/Brochures/Academics/cprep.html

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.

Resources

Self-Determination Assessments. The Zarrow Center http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools.html

The AIR Self-Determination Assessment focuses on two main components: Capacity and Opportunity.  Capacity refers to the knowledge, abilities, and perceptions which allow the student to be self-determined.  Opportunity refers to the student's chances to use their knowledge and abilities.

1.The AIR Self-Determination Scale is available free of charge in a variety of forms:  student form,  (Spanish) student form, parent form, and educator form. 

2.The ARC Self-Determination Scale was developed by Dr. Michael Wehmeyer and colleagues to  measure strengths and weaknesses of adolescents with disabilities, facilitate student involvement in educational planning and instruction to promote self-determination as an educational outcome, and assess student self-determination skills for research purposes.

3.The ChoiceMaker Self-Determination Assessment is used to measure the self-determination skills of middle and high school students with mild to moderate disabilities.

•George Washington University, National Clearinghouse on Postsecondary Education for Individuals with Disabilites. (2006). Guidance and Career Counselor Toolkit: Advising high school students with disabilities on postsecondary options (U.S.Dept. of Education H326H01005). Retrieved from https://heath.gwu.edu/sites/heath.gwu.edu/files/downloads/Toolkit%202014.pdf

References

•AIR Self determination Assessments (2014, November). Zarrow Center for Learning Enrichment. Retrieved October 30, 2014, from http://www.ou.edu/content/education/centers-and-partnerships/

•Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school to higher education. American Secondary Education, 33(3), 6-20.

•Field, S. & Hoffman, A. (2007). Self-Determination in Secondary Transition Assessment. Assessment for Effective Intervention, 32(3), 181-190.

•George Washington University, National Clearinghouse on Postsecondary Education for Individuals with Disabilites. (2006). Guidance and Career Counselor Toolkit: Advising high school students with disabilities on postsecondary options (U.S. Dept. of Education H326H01005). Retrieved from https://heath.gwu.edu/sites/heath.gwu.edu/files/downloads/Toolkit%202014.pdf

•Konrad, M., Walker, A. R., Fowler, C. H., Test, D. W., & Wood, W. M. (2008). A model for aligning self-determination and general curriculum standards. Teaching Exceptional Children, 40(3), 53-64.

•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.

References

•Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., . . . Williams-Diehm, K. (2010). A preliminary investigation of the relationship of transition preparation and self-determination for students with disabilities in postsecondary educational settings. Career Development for Exceptional Individuals, 33(2), 80-94. doi:10.1177/0885728809356568

•Newman, L. (2005) Postsecondary education participation of youth with disabilities. In M. Wagner, L. Newman, R. Cameto, N. Garza, & P.Levine, After high school: A first look at post-school experiences of youth with disabilities. Retrieved November 11, 2008, from http://www.nlts2.org/reports/2005_04/nlts2_report_2005_04_ch4.pdf

•Prevatt, F., Johnson, L. E., Allison, K., & Proctor, B. E. (2005). Perceived usefulness of recommendations given to college students evaluated for learning disability. Journal of Postsecondary Education & Disability, 18(1), 71-79.

•U.S. Department of Education. (2002, July). Study of Personnel Needs in Special Education (SPeNSE): Key findings. Washington D.C: Author. Available: http://www.spense.org

•U.S. Department of Education, Office of Civil Rights, Transition of students with disabilities to postsecondary education: A guide for high school educators, Washington D.C., 2011.

•Wehmeyer, M. L., & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33(8),