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Postsecondary Education for Students with Disabilities

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Presenters

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Marcia E Fitzpatrick

Assistant Director of Transition

Boston Public Schools

Hannah Huynh

Assistant Director, Ross Center for Disability Services

UMass Boston

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What are the Differences

Between

High School and College

For Students With Disabilities?

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Federal Law Governing K-12 Education

The Individuals with Disabilities Education Act is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

Individuals with Disabilities Education Act (IDEA)

The Americans with Disabilities Act Amendments Act (ADAAA)

The Americans with Disabilities Act Amendments Act (ADAAA) is a civil rights law that was originally passed by Congress in 1990 (as the Americans with Disabilities Act-ADA) and protects individuals with disabilities from discrimination in the workplace, as well as school and other settings. The ADA was amended in 2008 and became effective January 1, 2009. The law does not provide funding for services or accommodations.

Section 504 of the Rehabilitation Act of 1973, as amended, is a civil rights law that prohibits discrimination on the basis of disability. This law applies to public elementary and secondary schools, among other entities.

Section 504 of the Rehabilitation Act of 1973 (Section 504)

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Federal Laws Governing College Services

The Americans with Disabilities Act Amendments Act (ADAAA) is a civil rights law that was originally passed by Congress in 1990 (as the Americans with Disabilities Act-ADA) and protects individuals with disabilities from discrimination in the workplace, as well as school and other settings. The ADA was amended in 2008 and became effective January 1, 2009. The law does not provide funding for services or accommodations.

Section 504 of the Rehabilitation Act of 1973, as amended, is a civil rights law that prohibits discrimination on the basis of disability. This law applies to public elementary and secondary schools, among other entities.

Section 504 of the Rehabilitation Act of 1973 (Section 504)

The Americans with Disabilities Act Amendments Act (ADAAA)

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K-12 Model

Higher Education Model

Education is a right and must be provided in an appropriate environment to all individuals�
School district is responsible to identify a student’s disability�

Education is NOT A RIGHT. Students must meet certain admissions criteria defined under ADAAA as “otherwise qualified.”�
Students must self-identify and contact the school’s disability services center to apply for accommodations.�

The goal of services under IDEA is to remediate the skill deficits as a result of the disability.

The goal of college services under Section 504 is to accommodation the students disability.

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Transition Planning Form

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K-12

School districts provide free testing and evaluations.�
School district develops Individualized Education Plans (IEP) to outline educational services.�
IEP TEAM determines services and school districts must ensure that services are provided

Higher Education

Student must provide documentation of their disability and request accommodations.�
Student collaborates with the Center for Accessibility Resources & Services to create a faculty accommodation letter each semester. This letter is delivered by the student to faculty and informs the faculty about approved accommodations.

Student self-advocates to initiate accommodations with support, when requested.

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Transition Planning Form

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K – 12�

Modifications to curriculum and assignments may be required by the IEP�
Modifications to test format may be provided�
Personal services for medical or physical disabilities are provided when required

Higher Education

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Instructors are not required to modify or fundamentally alter the requirements of a course or program.�
Changes to test format are rare and need to be supported by disability documentation.�
Personal services are not required to be provided (i.e., personal care attendants, specialized tutoring).��

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Disability Services in Higher Education

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Suggested Timeline

From senior year to freshman year!

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Deciding where to apply

Contact DS office
Find your “person”
Practice self-advocacy
Learn about:
General services (coaching, tutoring, etc)
Documentation requirements

Admitted!

Go through formal accommodation request process (this part can take multiple weeks!)
Start any time (don’t need to wait for graduation, orientation, etc.)

Ahead of classes starting

Request notification letters (this will not happen automatically)
Connect with professors (optional but recommended)
Review logistics

How do I use my accommodations?
Who can I go to for help?

Different schools structure the registration process in different ways, but in general students can expect:

Request for documentation: Students will submit documentation of their disability. The office can provide guidance if they are not sure what to submit. Typically students will also prove a self report.

Intake meeting: Students will meet with a staff member who is a specialist in disability accommodations. They’ll discuss their needs, accommodations that have worked in the past, and what college accommodations might look like. Students will be able to tell their story and ask questions about what to expect as a college student.

Accommodation approval: The office will communicate to the student in writing the accommodations for which they are approved. They will also invite the student to schedule an appointment to learn how to use the accommodations and ask questions. If the student was not approved for any requested accommodations, they will receive an explanation as to why.

Professor Notification: The last step is to notify students’ professors of their accommodations. Typically they will submit a request to the disability services office, which will send a formal letter by email. Professors will not be notified of the student’s disability - only their accommodations.

Notifying Professors

Once a student is approved, most schools will have them submit a request online for each class in which they want to use their accommodations. This needs to happen each term.
Most schools will then email the letters directly to the professors; some schools may print a formal letter that the student hands to the professor in person.
The notification letters only include the approved accommodations and no other personal information. The professor will not know the student’s disability unless the student chooses to disclose it. Professors do not have the right to know that information.
Professors are obligated to provide the accommodations that are on the letter. If a professor ever does not do so, the student should let the Disability Services office know immediately and they will intervene.
If students have testing accommodations, most schools have a testing center at which they can take their exams.

Generally, accommodations are not retroactive, so starting the process early is crucial.

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What should students expect when working with the Disability Services office?

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Registration Process:

Student responsibilities

Structure will vary by school

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Make contact with the office

Submit documentation

Intake meeting

Review approvals / Formal registration

Notify professors

(ONLY accommodations, NEVER diagnoses)

Schedule/utilize throughout term

(e.g., tests will not be automatically scheduled)

Different schools structure the registration process in different ways, but in general students can expect:

Request for documentation: Students will submit documentation of their disability. The office can provide guidance if they are not sure what to submit. Typically students will also prove a self report.

Intake meeting: Students will meet with a staff member who is a specialist in disability accommodations. They’ll discuss their needs, accommodations that have worked in the past, and what college accommodations might look like. Students will be able to tell their story and ask questions about what to expect as a college student.

Accommodation approval: The office will communicate to the student in writing the accommodations for which they are approved. They will also invite the student to schedule an appointment to learn how to use the accommodations and ask questions. If the student was not approved for any requested accommodations, they will receive an explanation as to why.

Professor Notification: The last step is to notify students’ professors of their accommodations. Typically they will submit a request to the disability services office, which will send a formal letter by email. Professors will not be notified of the student’s disability - only their accommodations.

Notifying Professors

Once a student is approved, most schools will have them submit a request online for each class in which they want to use their accommodations. This needs to happen each term.
Most schools will then email the letters directly to the professors; some schools may print a formal letter that the student hands to the professor in person.
The notification letters only include the approved accommodations and no other personal information. The professor will not know the student’s disability unless the student chooses to disclose it. Professors do not have the right to know that information.
Professors are obligated to provide the accommodations that are on the letter. If a professor ever does not do so, the student should let the Disability Services office know immediately and they will intervene.
If students have testing accommodations, most schools have a testing center at which they can take their exams.

Generally, accommodations are not retroactive, so starting the process early is crucial.

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Content

Documentation Requirements

(will vary by school - some are more rigid than others)

Common Types

Diagnosis
Functional limitations

Specific “verbs”

Clinician recommendations

Considered but not guaranteed

Clinician letter (yes, therapists count)
Neuropsych, educational, or psych evaluation
Diagnostic paperwork
School-provided form

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Neuropsychs done during re-eval are typically accepted (adult norms preferred/ required)

IEPs and 504s are supplementary

What information should the documentation contain?

Check with the college for specific requirements, but typically:

Diagnosis: e.g. learning disabilities, ADHD, Autism Spectrum Disorder, mobility impairments, visual impairments, Deaf/hard of hearing, mental health conditions, chronic medical conditions, etc.
Functional limitations caused by the symptoms: “how do the symptoms impact your ability to complete academic tasks and/or physically access campus?”
Clinician recommendations: not required, but are considered in the context of what is appropriate at the college level and in line with the requirements of the ADAAA
Supplemental documents: Students may provide their IEP, 504 plan, etc. as a supplement to clinical documentation - this provides context and helps support your requests. Generally speaking an IEP alone will not be enough for accommodation approval, but it should still be submitted.

The disability services office will provide guidance as the student gathers documentation. Different schools have different levels of rigidity in terms of what they will accept.

What is a clinician?

Doctor, physician assistant, nurse practitioner
Specialist (gastroenterologist, cardiologist, neurologist, orthopedist, rheumatologist, physical/occupational therapist…)
Licensed mental health provider (psychiatrist, psychologist, therapist, social worker, counselor…)
Evaluator (school psychologist, neuropsychologist…)

Documentation Examples

(requirements vary by school; typically documentation that only confirms the diagnosis without additional narrative will not be enough)

Letter from a clinician
Neuropsychological evaluation (including those done during an IEP re-eval)
Medical test results or hospital records (typically must be accompanied by narrative)
Form provided by the school

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Considerations for IEP and 504 Meetings:

Transitioning to a “College Ready” Plan

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Know the Rules:

Legal standards set by the ADAAA

that govern college-level accommodation approvals

Approved accommodations must be considered “reasonable” according to the ADAAA:

Cannot pose a direct threat to the health or safety of others

Cannot place undue burden (financial or administrative)

Creating a new section of a course
Moving a section to a different time

Cannot make a substantial change to an essential element of the curriculum

Exemption from public speaking
Removing a reading with triggering content

Cannot fundamentally alter the manner in which services are provided

Remote learning instead of in-person
Change a test from essay to multiple choice

Or, there may simply be no barrier to access in the first place.

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Helping students transition:

Common accommodations in HS, but typically not approved at the college level

Study Guides

No barrier to access; students have the material they need to create study guides themselves

Graphic Organizers

No barrier to access (see above)

“Check-ins With Teachers”

No barrier to access; students can access their professors via email, during office hours, or by appointment

Reduced Workload (i.e. HW items)

Fundamental alteration; students are expected to complete coursework without modification
However - reduced course load (taking fewer classes) is typically possible

Word Banks / Formula Sheets

Fundamental alteration: test is designed to assess students’ knowledge without additional support

Fewer multiple choice options

Fundamental alteration; see word banks

Unlimited time for tests

Fundamental alteration; tests are designed to be completed within a time limit (however, extended time on exams is common)

Stop the clock for breaks

Met by other approved accommodation: Typically extended time is intended to cover time used for breaks

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Helping students transition:

Commonly approved accommodations at the college level

Extended time on exams

1.5x / 50% is most common
1.25x / 25% is also used at some schools
2x / 100% is less common, but more likely to be approved if the student had it in HS

Reduced distraction / separate setting

Frequent breaks

Alternative formats

Audiobooks
E-text
Braille

Deaf/HoH

FM systems
Live captioning (CART)
ASL interpreters

Note-taking

Peer Note-takers
Software (Glean, Messenger Pigeon)
Audio recording lectures
Copies of PPTs
Use of laptop/iPad

Requirement waivers/subs

Foreign Language
Math / Quantitative Reasoning
Reduced Course Load (“under-enrolling”)

Physical Access

Wheelchair desks
Preferred seating
Class Clustering
Standing desks

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Honorable mention: housing accommodations

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Special Case:

Extensions on assignments / Deadline flexibility

Accommodations granted for episodic conditions; generally not granted for global executive functioning impairment (e.g. time management)

Goal is to mitigate flare-ups / unexpected episodes that interrupt students’ ability to work and/or attend class

Typically 1-3 days max
Only by request (not blanket)

Examples

Epilepsy
Chronic pain
Chronic migraines
Certain mental health disorders

Note: Each school approaches this accommodation differently!

If you have students with “only” ADHD with an accommodation for extended deadlines…

Start laying the groundwork: “this may not be approved in college!”

Consider “weaning” students off the accommodation: lessen the amount of time offered, add restrictions, etc.

Consider avoiding approving it in the first place unless students have an episodic condition

Continue supporting students in learning time management skills

Help students find colleges that offer EF coaching

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Time for a Kahoot!

Team up (or fly solo!) and let’s discuss some case studies.

www.kahoot.it

Game Pin:

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Questions?

Access this presentation:

https://tinyurl.com/SESdisability

Marcia Fitzpatrick

mfitzpatrick2@bostonpublicschools.org

Hannah Huynh

hannah.huynh@umb.edu

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Appendix

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Ross Center for Disability Services	Students with disabilities	Academic accommodations, academic coaching	https://www.umb.edu/academics/seas/disability-services/
Center for Academic Excellence (CAE)	All enrolled	Tutoring, academic coaching, mentoring, workshops	https://www.umb.edu/academics/seas/center-for-academic-excellence/
Writing Center	All enrolled	Individual writing consultations, writing groups, workshops	https://www.umb.edu/writingcenter/
Taffee Tanimoto Math Resource Center	Students enrolled in 100- and 200-level math courses	Math tutoring (drop-ins and appointments)	https://www.umb.edu/science-mathematics/academic-departments/mathematics/math-tutoring-advising/
Career Engagement & Success	All students and alumni	Career exploration, internships, networking, resumes/interviews	https://www.umb.edu/academics/seas/career-services/
Counseling Center	All enrolled	Counseling, medication evals, resources for off-campus care, crisis intervention	https://www.umb.edu/health-services/counseling-center/
Student Support Services (TRiO)	First-generation, low-income, and/or students with disabilities	Financial aid counseling, tutoring, mentoring, community building, Foundations course, tuition grants, laptop loaners	https://www.umb.edu/academics/seas/student-support-services-sss/

Resources at UMass Boston

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Handout:

Support Services at Five Local Colleges

Interactive version:

https://tinyurl.com/ BPS-to-College

Credit: Catherine Chiu

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Kahoot! Question 1

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Julian, a student with anxiety and depression, does not want to request accommodations in college despite having used them successfully throughout high school. He says that he hates that all his teachers know his diagnoses from his IEP, and he doesn’t want his professors to know he struggles with mental health.

How can you respond?

Good call. Your professors will definitely judge you once they know.

That's fair, but you should still request them since they're so helpful.

Your diagnoses will stay private - only the accommodations get shared.

If you're that worried about professors, maybe college isn't right for you.

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Kahoot! Question 2

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Rosie has dyslexia. It is her first semester at college, and she is excited to “graduate” from having a 504 plan. On her first test, she struggles to comprehend the questions due to not having enough time to use her learned strategies, and fails the test as a result. She begrudgingly requests testing accommodations and is approved for extended time.

TRUE OR FALSE: Rosie should be allowed to retake her test with extended time.

True

False

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Kahoot! Question 3

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Bill has ADHD and has difficulty managing his time. In high school, Bill’s special education teacher helped him with time management during his academic support block 4x/week.

Should Bill continue to expect to receive organizational support as an accommodation during college?

Yes, this is a reasonable accommodation at the college level.

Yes, but only because he received it in high school.

No. College students should know how to manage their time independently.

Not as an accommodation, but there may be supports offered at his college.

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Kahoot! Question 4

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Bella gives her professor a copy of her HS 504 plan.

Is the professor obligated to provide the listed accommodations?

No, because Bella needs to request accommodations from Disability Services.

No, because the 504 plan does not include a list of college accommodations.

Yes, because Section 504 applies to colleges as well.

Yes. Approval in high school means automatic approval in college. Why wait for Disability Services?

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Kahoot! Question 5

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Rowan is autistic and struggles to communicate when overwhelmed. His mother contacts the disability services office to share that Rowan is too stressed out to reach out himself, and asks to take over for him so that she can ensure he gets what he needs.

Rowan has signed a FERPA waiver allowing his mother to access his educational records.

Will Rowan's mother be able to complete the accommodation request process on his behalf?

Yes, because the FERPA waiver gives her the right to act on his behalf.

Yes, because she's got a point: Rowan can't do it himself.

No. Rowan must act on his own behalf, but he can ask his mom for support.

No, Rowan must act on his own behalf without parental support.