Transitioning to College with a Disability

Presented by: Tessa Timler, Director of Student Accessibility Services

Carroll University, Waukesha, WI

Agenda Overview

• Discuss disability law in K-12 vs. post-secondary
• Discuss common accommodations
• Discuss disability trends
• Discuss standard eligibility process
• Discuss how to improve self-advocacy skills
• Questions

I.D.E.A

• 13 disability categories
• Free and appropriate public education
• School district responsible for identifying and evaluating students
• Parental involvement
• IEP or 504 Plan
• Goal = student success
• Common accommodations: Extended time on exams, distraction reduced test setting, extended time on assignments
• Potential modifications: Exemption from certain classes/curriculum, classroom aide, additional reading support, access to notes on tests

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Americans with Disabilities Act (ADA)

• Disability: A condition that is substantially limiting to one or more major life activities
• Emphasis on equal access and equal opportunity
• Accommodations are available but students must self-disclose to their institution
• FERPA and self-advocacy
• Accommodations do not alter the structure or learning objectives of their course, nor do they alter University requirements
• Common accommodations: Extended time on exams, distraction reduced test setting, notetaking assistance, flexibility, alternative formats

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Disability Trends

• Nationwide – 25% of the population has a disability
• Most college campuses work with 10-15% of the student population, though these numbers are increasing
• Why?
• Generally, more than 90% of students affiliated with their University’s accessibility center have non-apparent disabilities
• Students with mental health diagnoses make up the fastest growing population of students with disabilities nationwide
• Should I disclose disability status during the admission process?

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Standard Eligibility Process

• Students must reach out to the appropriate disability/accessibility center
• Generally, a 3-step eligibility process:
• Application for services
• Intake meeting
• Recent provider documentation
• Students generally need to request their accommodations each semester
• Some colleges ask students to re-apply for services regularly, some do not
• Students will follow-up with disability/accessibility center to discuss issues or concerns with accommodations, as needed

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Improving Self-Advocacy Skills

• Know your resources! Contact accessibility services at all potential institutions
• Will all your accommodations cross over?
• How will that impact your ability to succeed?
• Take lead in your IEP/504 meetings
• Talk to your teachers about your accommodations
• Sit down with someone you trust and start to talk about your past academic experience – find a way to articulate strengths and weaknesses
• Get to know your diagnoses

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Improving Self-Advocacy Skills

• Consider any housing needs early on – housing accommodations are often limited and, on a timeline
• Try to shadow in the classroom at your prospective colleges to get a feel for the class sizes and teaching styles
• Talk to an RA or another student who has been on campus for awhile
• What went well during their first year?
• Looking back, what would they do differently?
• Prepare and plan for meetings with your instructors/other campus resources
• Follow-up in writing

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Tessa Timler, Director of Student Accessibility Services

ttimler@carrollu.edu

Questions?