Recruiting
Differently
Jason Peacock
Assistant Director
UNT Office of Admissions
Successful Strategies in Recruiting Students with
disabilities and learning Differences.
ADA and Section 504


Americans w/ Disability Act

Passed in 1990, amended 2008

Title II prohibits public Colleges and Universities from discriminating
against people with disabilities

Title III covers Private Colleges and Universities from discriminating

May not apply to schools operated by religious entities
Section 504 of the Rehabilitation Act

Passed in 1973, dealing with elementary and secondary education

ADA amended in 2008 brought 504 and ADA into more concordance

Covers any and all institutions provided any federal funding
Success vs Access
High School


Required Documentation
College

Required Documentation

IEP – Individualized Education
Program or 504 Plan

Diagnosis documenting each
disability

Provided by School District

At student’s expense (ISDs should
provide if students is enrolled)
Self Advocacy

Self Advocacy

Student ID’ed by School

Student must self-identify

Responsibility for accommodation
falls on school

Responsibility for accommodation
falls on student

Teacher’s approach student to offer
help

Students must initiate contact with
professors with regards to
accommodations
Success vs Access
High School


Parents Role

Parent has access to students
records and can participate in the
accommodation planning

Parent serves as student advocate
Grades & Tests
College


Parent’s Role

Parent has no access to records
without consent, and may have
limited access to accommodations
planning

Student should self advocate
Grades & Tests

Test Modification

Testing extensions

Testing frequent covering small
amounts of material

Testing infrequent covering large
amount of material

Make-Up tests available

Make-up tests unlikely
Success vs Access
High School

Study Responsibilities
College

Study Responsibilities

Tutoring provided as part of the IEP
or 504 plan

Tutoring offered is the same offered
to all students

Time and Assignments are
structured by others

Students is responsible for time
management

Little outside homework
requirements

Preparation of 2-3 hours for each
class period
Types of Learning Disabilities
 Auditory Processing Disorder (APD)
 Affects how sound is processed or interpreted by the brain. Difficulty in
recognizing differences between sounds in words and blocking out ambient noise
 Language Processing Disorder (LPD)
 Type of APD, affecting the ability to apply meaning to words, sentences, & stories.
 Dyscalculia
 Affects the ability to understand numbers and learn math facts. Poor
comprehension of math symbols and struggles with memorizing numbers, telling
time, counting
 Dysgraphia
 Affects handwriting and fine motor skills. Problems may include poor spelling,
poor spatial planning, and difficulty in contemporaneous composition.
 Dyslexia
 Affects reading and related language-based processing skills. Can influence
fluency, decoding, reading comprehension, recall, writing, and spelling
Other Disabilities
 ADD/ADHD
 Will manifest in tandem with learning disabilities, the combination having a
considerable effect on learning. May also include difficulty in controlling behavior
resulting in hyperactivity, following instruction, sitting still, staying organized and
completing assignments
 Autism Spectrum Disorder - Asperger’s Syndrome
 Often highly intelligent, but may suffer from any combination of the following:
 Inappropriate body language, gestures, and facial expressions
 Unlikely to pursue social interaction
 Resistance to being touched
 Speaking in abnormal tone or cadence
 Repeating words and phrases without intent
 Difficulty communicating needs
 Trouble starting a conversation
 Hearing Impairment
 Visual Impairment
 Physical Impairment
LDs, Disabilities & Admissions
Colleges and Universities are required to make
reasonable accommodations in their practices,
policies and procedures, unless to do so would
fundamentally alter the nature of the goods,
services, facilities, privileges, advantages and
accommodations they offer, or would result in an
undue financial or administrative burden on the
institution.
28 C.F.R. § 36.104
What impact would this policy have on admissions?
Disclosure of Disability/LD
Is disclosure of a learning difference or disability obligatory? Suggested?
Discouraged?
Will disclosure of a learning difference or disability hurt or help a student in the
admissions process?
Can Admissions Officers ask if the student has a disability or learning
difference?
Can a Learning Difference be used as a component of the Admissions
Decision process? If so, how and when?
Learning Differences and the
Admission Process
 The State of Texas allows public institutions 18 factors to be considered
beyond academics when determining admissibility.
These include the following:
 Personal Interview
 Any consideration the institution considers necessary to complete the
institution’s stated mission
 Private institutions may provide discretion during the review process for
students with learning differences.
Hints for Recruitment
 How many students are served/receive accommodations?
 Know the services often provided by your institution
 Common Accommodations
 Extended Test Time
 Test Proctoring
 Reduced Distraction Testing Rooms
 Assistive Technology
 Adaptive Furniture
 Sign Language Interpreters
 Disability Related Counseling
 Peer Support Groups
 Know your institution’s Disability Accommodations staff, and direct students
and families there for more information
Hints for Recruitment
 Know about special options offered
 Sober Living Housing
 Attendant Assistance/Housing
 Specialized programs for Hearing/Visual impairments
 Listen!
 Engage the student!
 Speak clearly about processes and expectations
 No idioms, analogies, or metaphors.
 Find appropriate environment for a meeting.
 Do not communicate through facial expressions
 Be frank about admissions opportunities
Final Word of Advice
Graduation is the goal of the admissions process, not admissions.
If you admit a student that does not persist after the Freshman year, you
have not done your institution, the student, or the student’s family any
favors.
Finally, be caring. Even if you may not be able to extend admissions to a
student, be compassionate and supportive and suggestive of other
opportunities the student may have.