Postsecondary Education & Training Webinar 2 Strategies 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! Closed Captioned (CC) This webinar is closedcaptioned. To view the captioning click on the CC icon just above the video. Webinar Norms Raise your hand and wait to be called on by moderator If you have a microphone, please keep it turned off until called on. You may ask questions by typing in the chat box or by raising your hand (if you have a microphone). CCTS Introductions Cinda Johnson Ed.D., Principal Investigator Sue Ann Bube Julia Schechter Ed.D., Director M.Ed., Doctoral Research Assistant Meet today’s guest participant Kim Thompson Dean of Students Shoreline Community College CCTS Contact Information Email: ccts@seattleu.edu Phone: 206.296.6494 http://www.seattleu.edu/ccts 2014-2015 Webinars Strategies for Success November 12th 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 What 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. Identifying Options Applying for Admissions January 14th Navigating admissions is challenging for everyone. This webinar will explore admissions issues specific to students with disabilities. February 11th 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 11th 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 8th Exploring financial aid resources and opportunities to finance postsecondary education will be the subject of this webinar. IDEA vs. ADA and 504 Accommodations Affordable? Transition Planning May 13th The 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 1. Selfadvocate 4. Understand legal protections 2. Practice selfdetermination 5. Recognize differences between K-12 and college 3. Be academically prepared 6. Access disability services Hamblet (2011) 1. Self-advocate Components Knowing one’s rights Selfadvocacy Communicating effectively Understanding one’s disability Hamblet (2011) Building self-advocacy Component Activity Responsibility for daily organization tasks • Completing and turning in assignments Responding to challenges • Identifying areas of need • Seeking help • Working out conflicts effectively Developing postsecondary goals • • • • Participation in IEP meetings Identifying accommodations Understanding postsecondary options Choosing appropriate high school courses 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 Selfdetermination is the ability to identify and achieve goals based on a foundation of knowing and valuing oneself To receive support in higher education students must disclose their disabilities Selfdetermination training while in secondary is critical to receiving postsecondary supports Eckes & Ochoa, 2005; Wehmeyer (2004) Assessments Zarrow Center for Learning and Enrichment Components Self Determination F Environment Know Yourself and Your Environment Value Yourself Plan Act Experience Outcomes and Learn Field & Hoffman (2007) Process SET A GOAL FORM A PLAN WITH STEPS TO ACHIEVE GOAL ACQUIRE SKILLS & KNOWLEDGE TO ACHIEVE GOAL EXECUTE PLAN REFLECT ON PLAN Hamblet (2011) For teachers & counselors • Explain self-determination to the student. • Encourage students to be proactive. • Understand the laws as they pertain to selfdetermination. • Provide instruction. • Provide opportunities to practice SD skills. • Create a supportive school environment. GWU Heath Resource Center Campus resources Disability Service Office Trio Center Faculty office hours Counseling center Peer mentoring programs Tutoring centers Skills workshops Faculty syllabi 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 COLLEGES DO HAVE TO PROVIDE: COLLEGES DON’T HAVE TO: EQUAL ACCESS TO THE CURRICULUM “LEVEL THE PLAYING FIELD” FUNDAMENTALLY ALTER ADMISSIONS, TEST, COURSE, MAJOR OR GRADUATION REQUIREMENTS “REASONABLE” ACCOMODATIONS PROVIDE “PERSONAL SERVICES” SUCH AS TUTORS Hamblet (2011) 5. Recognize differences between K12 and postsecondary Accessing supports is different in K-12 vs. higher education Services given to student in K-12 without asking Student must seek out services in higher education Academic adjustments Unlike K-12, higher education institutions are not required to lower essential academic standards or fundamentally alter their program. • For example, the college may be required to provide extra testing time but not required to change the substantive content of the test. Academic adjustments may include: Substitution of some classes. Permission to tape record classes. Additional time to complete tests. U.S. Dept. of Ed. Office of Civil Rights (2014) GWU Heath Resource Center Balance of participation 80 20 Kim Thompson, Dean of Students, Shoreline Community College Students transition to be their own advocates Parents transition to becoming mentors START EARLY PRACTICE incrementally Roles transition 6. Disability services and supports Self-initiated activities Get help Go to office hours Identify recurring problems Time management Plan ahead Map out time Study Good practice Be active Create a routine Sit near front of class Learn how you learn Organize your space Put phone away Recopy notes Attend entire class Learning Identify issues 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 Understand disability Articulate strengths and weaknesses Participate in IEP meeting Selfdetermination & advocacy Understand differences between K-12 & postsecondary Identify best accommodations Attitude, self-advocacy and preparation Understand disability Own responsibility Take appropriate curriculum • Functional limitations, strengths & weaknesses. • Assume responsibility for success & failure. • Meet essential standards. Research • Types of institutions, financial aid, supports. postsecondary options Learn time management • Keep a calendar, understand time-on-task. Get involved • Join a club, volunteer, make a friend. U.S. Department of Education, Office of Civil Rights Dos & Don’ts DO FORM A PARTNERSHIP WITH DS OFFICE & VISIT OFTEN DON’T EXPECT ANYONE TO WORK HARDER THAN SELF KNOW MOTIVATION FOR BEING IN SCHOOL TAKE TIME TO FIND BEST ACCOMODATIONS THINK PARENTS CAN SPEAK FOR STUDENT UNDERSTAND STUDENT, NOT PARENT IS CLIENT BE PASSIVE HAVE A PLAN 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-andpartnerships/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 selfdetermined. 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 selfdetermination 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 selfdetermination 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., . . . WilliamsDiehm, K. (2010). A preliminary investigation of the relationship of transition preparation and selfdetermination 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),