Preparing Students with Disabilities to be Successful in Post-Secondary Settings Andrea Burch, PsyD Michael Perrone, MA Elizabeth Shea, MA Alfred University
Jan 02, 2016
Preparing Students with Disabilities to be Successful in Post-Secondary
Settings
Andrea Burch, PsyDMichael Perrone, MAElizabeth Shea, MA
Alfred University
Special Academic Services (SAS) at Alfred University
Academic consultation model
Over 10 years experience
ACT Early Orientation Program
High retention and graduation rates
S ELF-ADVOCACY
Knowledge of Self
Knowledge of
Rights
Communication
Leadership
A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)
Developing “Knowledge of Self”
Promoting self-awareness
Brainstorming strengths Identifying interests Setting goals Recognizing motivations
Understanding Attributes of Disability
Details of disability Knowledge of terminology Effect on learning Support needs Identification of appropriate
accommodations Responsibilities as a
student with disabilities……
“To realize that you do not understand is a virtue; not to realize that you do not understand is a defect.” - Lao Tzu
Intake Interview Student Plan Referral to Career Development Center
Strengths Inventory Career Counseling
Review of pre-existing documentation and/or psycho-educational evaluation with student
SAS Strategies
“Shawn” Background Information Knowledge of Self Goals and Aspirations
Pitfall of special education system Students getting “lost” in the process
Considerations for School Psychologists/Special Education Professionals
Case Example
S ELF-ADVOCACY
Knowledge of Self
Knowledge of
Rights
Communication
Leadership
A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)
Knowledge of Rights:What students should know…
Disability Law in Higher Education 504/ADA vs. IDEA Responsibility for
Disclosure of Disability
Responsibility to request accommodations
Diversity of Disability Support Services
Instructors/ Professors in Higher education
Documentation AHEAD Guidelines Useful information
Campus Visits/ open houses/ transition meetings
Early Orientation Program Education about campus policies and
procedures Individual problem-solving and discussion Parent Advocacy to Student Advocacy
Partnerships Acting as liaisons
SAS Strategies:
Be explicit about differences in laws and service provision at the post-secondary level
Involvement in college search process Communicate with the institution about
documentation needs Facilitate awareness and use of resources
Agency/ Scholarship Support Assistive Technology
Promoting Knowledge of Rights
S ELF-ADVOCACY
Knowledge of Self
Knowledge of
Rights
Communication
Leadership
A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)
Communication: What are the issues?
“Learning how to communicate information effectively with others through negotiation,
assertiveness, and problem solving in individual and group situation is critical to self-advocacy”
(Test et al., 2005).
Assertiveness Negotiation Articulation Body Language
Use of Assistive Technology Listening Persuasion Compromise
SAS Strategies
Meet the students where they are at!What communication skills do they already
have? What skills are they lacking? Role-Playing
Facilitate writing of emails Normalize fears and
anxieties
Go to meetings with students
Create list of points to cover when meeting with faculty member
Explicitly practice communication skills: Practice writing emails to professors asking for
accommodations. Role-play various scenarios specific to the student’s needs. Truly involve students in the decision making process. Some simple things to teach:
Rehearsing what to say appropriate eye contact Awareness of body language Compromise Rephrase what is heard to ensure understanding.
Fostering Communication Skills
S ELF-ADVOCACY
Knowledge of Self
Knowledge of
Rights
Communication
Leadership
A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)
Leadership
Subcomponents:
Knowledge of group’s rights
Advocating for others or for causes
Political action Knowledge of resources Organizational
participation
Carrie Leadership capstone project Coordinated a half-day event designed to educate
campus about learning disabilities/ ADHD Included a student panel to discuss experiences
Seth Student frustrated by lack of accessibility on
campus Partnered with AU’s Diversity Coordinator to hold
a focus group
Case Examples:
Post-Secondary School Psychology Increased involvement in the transition
process A theoretical framework to guide self-
advocacy development in students
Expanding the Role of the School Psychologist:
Balancing Theory and Practice
Questions??Contact: Andrea Burch, Psy.D.Director, Special Academic Services at Alfred University [email protected]