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Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
Serving Students with Learning Differences and Disabilities
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Serving Students with Learning Differences and Disabilities

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IACAC Summer Institute 2012 …

IACAC Summer Institute 2012
Julie Smith

Published in: Education
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  • 1. Visions of Post-Secondary Education• Julie SmithTransition Specialist
  • 2. COLLEGE
  • 3. Life Long Learning Alternative Work Post- Secondary2 year POST HIGH TechnicalCollege SCHOOL School 4 Year College Community College Apprenticeships
  • 4.  What kind of skills do you need in order to be successful in college? ◦ Strong self motivation in college prep courses ◦ A full scale I.Q. in the average range of intelligence ◦ Solid ability to understand verbal concepts and symbols and to communicate ideas and thoughts both orally and in writing ◦ Understanding of your learning style, including an awareness of your academic strengths and weaknesses ◦ Ability to function independently in the academic environment
  • 5.  IDEA  ADA ◦ Schools’ ◦ Individual responsibility Responsibility ◦ LRE, quality and free ◦ Focus on accommodations ◦ Individualized ◦ Focus on Planning and related nondiscrimination services and undue hardship ◦ Applies until student ◦ No link between graduates of reaches federal funds and age of 22 compliance with the ◦ Transition services law
  • 6.  No IEP No IDEA, working under ADA and 504 regulations Pay for services Students must self identify
  • 7.  Understand the disability and needs Understand the student’s strengths and how he/she learns best What strategies are beneficial Practice becoming a self advocate Know your rights!
  • 8.  Encourage student to be active in the IEP process and other decision making situation Help student identify future goals or desired outcomes Develop a list of strengths and areas of need Develop a list of accommodations Understand learning styles
  • 9.  For students with disabilities, decision making is complicated by limited choices and the tendency for others to tell the student what to do.
  • 10.  Should you disclose? How? ◦ Personal Statement  accommodations student has used  what made the student successful  examples from CHOICES booklet Be careful to not “over-disclose” Talk with your counselor and/or Transition Counselor to discuss how and what to disclose
  • 11.  At most schools you need to meet the admissions requirements to be accepted. After you are accepted you work through the disability support centers to gain accommodations.
  • 12.  In order to get accommodations, you need to provide the school or program with documentation of the disability ◦ Sign off on consent to disclose ◦ Ask Case Manager/Transition Coordinator to send the documents directly to the school ◦ Private testing? ◦ Remember that students files are held by the the district for 5 years after graduation
  • 13.  Case Management Model – Schools work on an individual basis with students to insure success. Services Model – School provides appropriate accommodations for students based on their needs.
  • 14.  Decisions regarding the exact accommodations are made on an individual basis. College selects the services Colleges are not required to provide aides, services or devices for personal use or study Requirements for graduation are the same as general population.
  • 15.  UW – Oshkosh (Project Success) UW- Whitewater (Project Assist) Southern Illinois University (Achieve Program) Lynn (Comprehensive Support Program) Loras (Learning Disabilities Program) University of Arizona (SALT Program) U of Indianapolis (BUILD) Vincennes University (STEP) Lincoln College
  • 16.  Landmark – specifically for students with LD or ADHD Beacon – specifically for students with LD
  • 17.  University of Wisconsin - Whitewater University of Illinois University of Wisconsin – Madison Purdue University of Arizona
  • 18.  College of Lake County, Harper, Oakton Offer a variety of programs both technical and academic All schools have offices for students with disability Remedial classes are sometimes necessary Some students will not be eligible for CC coursework
  • 19.  Vincennes (STEP Program) Lincoln (ADHD) also good for LD Ferris State (some two year programs) Kirkwood
  • 20. Some programs focus on basic skills review and reinforcement of independent life skills. usually have their own contained facility or separate facilities on traditional campuses. strong vocational component. An experiential approach to skill building and vocational planning leads to non-degree status upon graduation from the program. These programs are designed to accommodate students whose options may not include traditional college
  • 21.  PACE Program (National Louis) ELSA (Elmhurst College) Career Foundations (Harper College) Personal Success Program (College of Lake County)
  • 22.  Chapel Haven; Westville, Conn. Lesley College- Threshold Program; Cambridge, MA Life Development Institute; Phoenix, AZ Minnesota Life College; Richfield, MN New York Institute of Technology - VIP Program; Riverview School - GROW Program; East Sandwich, MA Univ. of Alabama - Birmingham; Horizon Program. Supported School to Work Transition Program, Lewis and Clark Community College., Godfrey, Il Reach Program, University of Iowa
  • 23.  A good choice for students with special needs? ◦ More “hands on” programs ◦ Requirements vary but most require subject based tests to assess potential for success in the chosen program ◦ Most schools require a similar work ethic and academic component as college ◦ Many do not offer anything more than mandated accommodations
  • 24.  Community College Certificate Programs Certificate programs are also available through vocational programs that are not taught in a community college, such as through adult education programs or specialized vocational schools. In addition, some high schools offer vocational classes to adults.
  • 25.  Environmental Technical Institute (ETI) Universal Technical Institute (UTI) Full Sail Flash Point Academy Aveda Institute Pivot Point Academy Cooking and Hospitality Institute of Chicago (CHIC) ORT Institute
  • 26.  Usually held on campus and give students a “feel” for what college is like Both academic and social components Not always limited to graduating seniors or students who have been accepted to the college
  • 27.  College Living Experience (CLE) -The CLE Summer Program Denver, CO Colorado Mountain College (CMC) Summer College-Prep Program Alpine ADVANTAGE Steamboat Springs, CO George Washington University - The GW Summer Scholars Washington D.C. St. Ambrose University - Davenport, IA Curry College -The Learning Academy Milton, MA Landmark School -Preparatory Summer Program Prides Crossing, MA, South Putney, VT Southern Illinois University -Carbondale, ILOther programs can be found in Naviance
  • 28.  Keep the students interest in mind Do not set the student up for failure Apply to a range of programs Research Campus/Site visits Know how student learns and operates Help the student to make smart decisions regarding college
  • 29.  CHOICES Fair www.postsecondarychoices.org OPTIONS Fair Transition Coordinator Naviance/CareerCruising College and Career Center College Visits/Internet Exploration Heath Center http://www.heath.gwu.edu Glenbrook Transition Website www.glenbrooktransition.org

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