We were so happy to have Jennifer Arroncena from Georgia Gwinnett College present information on transition to college for Students with Disabilities. Her Power Point Presentation is below:
***Also, please do not forget to share Dr. Heller’s Death and Dying Survey with any professional that has worked with students with terminal illnesses. She is in the process of gathering information regarding this sensitive topic in order to provide greater resources to educators and health care providers in the school setting. Here is the link to the survey:
Please contact Dr. Heller with any questions at: firstname.lastname@example.org
The following are the notes from the 1/19/12 meeting:
January 19, 2012
Presenters: Ms. Jennifer Arrocena, – College Disability Services
Dr. Kathy Heller – Georgia State University
Next meeting date: March 15th – Gwinnett Instructional Center
504 vs. Special Education
Recommendation for a future meeting is to have a Vocational Rehabilitation counselor talk with the Consortium.
During the presentation by Ms. Arrocena, differences between disability services K-12 and Postsecondary were outlined.
She encouraged candidates to:
- Visit the college’s website for information
- Come up with a list of questions
- Be prepared to answer questions about yourself
- Visit the campus ahead of time
- Disability Services
- Campus tour
- Individual visit
- Open house/orientation
- Register wit Vocational rehabilitation
- Utilize Disability Services as a resource
- Find out about other services available to you at the college and how that service can assist you in succeeding – Tutoring center, career services, counseling center etc.
Documentation requirements may vary according to the school:
- Typically current documentation needed (usually in the last 3 years and/or after the age of 18)
- You only need to provide documentation if you are requesting accommodations or services through the school
- Board of Regents Criteria – on their website search disability documentation and will describe documentation guidelines
- For medical conditions, most colleges will have a form for the appropriate professional
- Should be individualized
- Documentation must warrant the accommodations
- Accommodations should be a collaborative process
- The accommodations may not be the student’s preferred accommodation but it must provide equal access
- Accommodations may vary depending on the course
- There are no fees for accommodations
Most of the evaluations done in the high school will not be accepted. Sometimes provisional services will be provided at the school while a full psychological evaluation is being done.
The Regents Center for learning disorders will usually provide testing at a reduced rate if the student goes to a Regents’ school. Typically it is $500 for the testing under these circumstances.
It was noted that students who have only physical disabilities and need accommodations, a psychological is not needed. Instead a medical form is required, such as for OI, VI, D/HH, etc.
Examples of Accommodations:
Extended time on exams, etc. (see handout)
College Students’ Rights as well as the College’s Rights were outlined – see handout
A video was shown “You Can Do It” regarding college disability services for students with disabilities. Video is on YouTube. Some schools offer assistance such as advocacy training, etc.
Note: teach your students how to explain their disability to their professors, and develop a rapport with them individually. They should have an awareness of needs, look closely at the environment and determine barriers that must be resolved. Students should develop leadership experiences while in high school. Students should think about what they like to do and assess their qualifications to get an understanding of preferences and limitations. Socialization skills are also important to develop in high school.
Video – See powerpoint for access
College: You Can Do It
Georgia Gwinnett College: offers mini-coaching on organization, stress management, developing a calendar, tutoring lab with 3 different kinds of tutors (professors, peers and paid tutors). Test anxiety, organization, and relaxation techniques are also taught.
www.ACT.org/compass to help prepare for the compass exam
SAT, ACT of Compass are now required for admissions for Board of Regents School
Voc. Rehab. Provides some assistance and the college provides some services.
Most disability services work closely with Voc. Rehab. Counselors
Recommendation: Always encourage your students to appeal
There is a scholarship students can apply for to pay for the psychological assessment – disability services will often work with students to help find moneys available.
On the handout regarding testing, the BOR criteria website can give the school psychologist the information and criteria required for the college to accept for testing.
Jennifer will come to schools for IEPs or to transition forums
Points to remember –
- Safety: what is the procedure in the event of a fire
- Disability Services may not be open when all classes meet
- Make sure students have a chance to walk/wheel around
- Seizure policy
- Assistive Technology is always something to consider
- Professors are required to accommodate – if the student is having difficulties they should go back to disability services
Dr. Heller is sending the group a list of websites for Transition to College and Work
Students do have to be such advocates for themselves – Start early (see Transition Checklist Dr. Heller provided)
The more the teacher pulls back and enables the student to state the needs to teachers, the better.
Example: Have the student write a letter regarding the accommodations needed in class and hand them to the teacher, once edited by you
AAC users – program all kinds of things that say what the student needs
Handout with transition resources included:
- Person Centered Planning
- Customized Employment
- Checklist for Preparing a Student with a Disability for a Postsecondary Education, which emphasizes students and parents as well
The Transition Handbook – Strategies High School Teachers Use that Work!
Carolyn Hughes & Erik W. Carter (Foreward by Paul Wehman)
Preparing Students with Disabilities for College Success – A Practical Guide to Transition Planning
Stan F. Shaw
Joseph W. Madaus
Lyman L. Dukes, III
Dare to Dream for Adults – 2004
Bureau of Exceptional Education and Student Services
Florida Dept. of Education 2004; Reprinted 2007
Also has workbook
A Guide for Students Who are Deaf-Blind Considering College
Developed by: JoAnn Enos, Beth Jordan
College Bound – A Guide for Students with Visual Impairments
Ellen Trief and Raquel Feeney
Kathy’s program: Focus on Transition – A Guide for Parents & Teachers, 2nd Edition
Georgia Sensory Assistance Project EPSE
Georgia State University 404-413-8043
Planning Ahead – A Hand book for Parents, Family Members and Guardians of Individuals with Developmental Disabilities
Sponsored by the U.S. Dept. of Health and Human Services, Administration on Developmental Disabilities & the Fla. Developmental Disabilities Council, Inc.
Person-Centered Planning with MAPS and PATH – A Workbook for Facilitators –
John O’Brien & Jack Pearpoint
Pepnet – an entire portfolio that takes students through all the steps of transition
Kathy’s current project:
- Death of students and supports needed
Survey will be forwarded – feel free to send to other teachers of students who are dying –
Goal is to determine supports that are needed and what can be done to help teachers