moving ahead – transition resources for everyone
The successful transition of students with disabilities to, through and beyond college is a team effort. AHEAD offers the following to students, parents, professionals and employers so that all are aware of the wide range of resources that are available.
FAQ’s - Students
FAQ’s - Parents
Transition Resources A – Z
FAQ’s – Students
1. Should I tell about my disability on my application to college?
You are not required to disclose your disability at any time and the college is prohibited by Federal law from asking you about a disability on the application form. If you believe your disability has had a negative impact on your grades and test scores and, thus, those scores do not truly reflect your ability to do college level work, then it might benefit you to explain that to the admission officer or committee. However, this is a personal decision that you should also discuss with knowledgeable folks such as your parents, school counselor, vocational rehabilitation counselor, or even someone at the college. Often, once a student has been accepted, the college will give incoming students information regarding the office or offices that provide services for students with disabilities as well as time frames for requesting accommodations. It is, then, up to you to contact the appropriate officials if you feel you will need services.
2. Are there any scholarships for disabled students?
Generally, no, there are no Federally-funded scholarship or loan programs specifically targeted to students with disabilities. However, there may be local or regional scholarships or loan programs established by eleemosynary or charitable organizations for which you might be eligible. You should contact the Student Aid Office at the colleges you are considering; they are knowledgeable about the various scholarships and loan programs available and often can give you a list which describes the qualifications and application deadlines required for the various loans and scholarships. If you are not a client of Vocational Rehabilitation, you may wish to apply for services from VR to see if you are eligible and could receive support.
The HEATH Resource Center produces a helpful guide to scholarship and other funding sources. Look for the “Financial Aid Guide” publication at http://www.heath.gwu.edu/node/9
3. How do I find out what my rights are in college?
The college may very well provide you this information in the admission packet. Prior to that, you can go online to Office for Civil Rights, U.S. Dept. of Education’s page: http://www.ed.gov/policy/rights/guid/ocr/disability.html which provides access to the Federal law and regulations as well as some FAQ’s. You may also contact the college’s office for disabled student services which can provide you information on Federal, state, local, and campus regulations that you should know.
4. Where do I go to get tested for a learning disability or ADD?
If you regularly see a family doctor, ask him or her if they can make a referral to someone that can provide you with the appropriate testing. You may also contact the college’s office for disabled student services for a recommendation. You can go online and research possibilities through the Learning Disabilities Association of America, http://www.ldanatl.org/
5. Campus transportation says they won’t give me a ride to my apartment. It’s right near campus – why not?
As the name implies, campus transportation usually only works on campus. The college is mandated by Federal law only to ensure that the transportation system it utilizes is accessible to persons with disabilities. If the system does not provide everyone transportation to off-campus locations, then there is no requirement to provide such service to people with disabilities. However, it is always a good idea to discuss the issue with the college’s office for disabled student services. There may be alternatives available or modifications that could be made and that office might be able to negotiate that with you.
6. Can I have my therapy animal with me in my dorm room?
There is no definitive answer to this question; this is an issue that you must discuss with the appropriate college officials well in advance. Generally, you should bring this up to the office for disabled student services very early in the process so they can explain what the college’s rules, policies, and procedures are regarding therapy animals.
7. My doctor says I should get unlimited time for taking tests. The disability office says I’m allowed time and a half – why?
The college has the responsibility under Federal law for ensuring access to their programs and activities by students with disabilities. Often, the office for disabled student services is delegated the authority to make decisions on what is regarded as reasonable adjustments to ensure equal access because they have the knowledge, credentials, and experience to do this. The office often uses medical or other professional documentation provided by the student as a basis for making such decisions but they are not required to follow exactly the recommendations made in the documentation provided. If you feel the decision is not fair or appropriate, you may utilize the college’s appeal process or file a complaint with the Office for Civil Rights.
8. My professor refuses to give me my accommodations; what can I do?
You should discuss the issue with the college’s office for disabled student services. The processes and procedures used by colleges for providing accommodations vary greatly but all are directed towards ensuring equal access to their programs for students with disabilities. The office can guide you through the appropriate actions you need to take or they may need to intercede. You may need to utilize the college’s appeals process or file a complaint with the Office for Civil Rights, both of which are processes that are generally used if all other avenues have failed.
FAQ’s – Parents
1. Which colleges are the best for students with learning disabilities?
It would be impossible for anyone to rank colleges and universities in such a way. First, as you may already have learned years ago, the term learning disability is a catch-all phrase that describes a vast array of major impediments to learning. Under §504 of the Rehabilitation Act and the ADA, each college and university is required to provide academic adjustments (i.e., accommodations) to ensure that students with learning disabilities can have access to their programs. However, there are many colleges and universities that go beyond the minimum requirements and provide a variety of programs and services to better serve students with learning disabilities. If you believe your child would benefit from a more intense program of services, it will be necessary to research the various colleges and universities providing these services to determine which best fits your child’s needs. Two sources for finding this information include:
The Princeton Review K&W Guide for Colleges for Students with Learning Disabilities or ADD. ISBN 037576495X
Peterson’s Colleges with Programs for Students with Learning Disabilities or Attention Deficit Disorders. ISBN 0768912687
2. What kinds of housing options are there for my child in college?
Housing is exactly that, an option. Many colleges and universities do not provide any housing; others have outsourced their housing to private organizations or other agencies. Others offer very limited housing and others still will provide a full-scale of choices. If the college offers housing, it must ensure that the housing is accessible to students with disabilities. It is very important to discuss your child’s needs with appropriate college officials well in advance to ensure that any accommodations that might be necessary can be handled in a timely manner.
3. Does the college have a set up to handle students with food allergies?
If the college offers a meal plan, then it is important to discuss this issue with appropriate college officials well in advance to ensure that your child’s needs can be met under the meal plan. Often, food services on campus are contracted out to private companies and while this does not release the college from its obligations under a meal plan, it may complicate the process of informing appropriate officials of your child’s needs and implementing appropriate accommodations. If the college does not offer a meal plan of any sort and students are on their own to utilize on-campus or off-campus food establishments, then the matter is solely yours to resolve; however, it would still be worthwhile to discuss this issue with the disabled student services office on campus. More than likely, they have experiences and knowledge with this and can assist.
4. Can we visit the disabled student office on our college tour?
More than likely the office would love to have you visit and learn about their services, processes, and personnel. However, if your visit is occurring during an academic term, they may be very busy and if it occurs during the summer or between terms, they may not be in the office. Either way, it is imperative to make an appointment in advance so someone can be available to answer your questions.
5. My child has an IEP/504 Plan. Why isn’t that good enough for college?
An IEP or 504 Plan addresses your child’s needs in the K-12 educational program. Postsecondary education is a totally different arena. Almost everything about the postsecondary system is different from what you’ve experienced before. This includes how a college may address your child’s needs for accessing its educational program and the information it needs to accomplish this. While the IEP or 504 Plan may provide the disabled student services office with some of what it will need, additional information may be required. This chart gives a general overview of the differences in the various laws: http://www.postitt.org/transition_topics/pu_compare.htm See the additional information below about the IDEA, ADA and civil rights.
6. My child will need some extra help to understand the class material. Can someone help him with that?
The short answer is possibly, more than likely probably; however, you may have to pay for it yourself. Because of Federal guidelines, colleges are not mandated to provide tutorial services to ensure access to their educational programs. Often, colleges provide tutorial services to all their students and, if so, they must ensure that the tutorial programs are accessible. Because of the wide range and variety of tutorial services offered by colleges, this would be a mandatory issue to bring up to the colleges your child is considering to attend.
7. How does my son get special arrangements for the SAT?
You must make arrangements with Educational Testing Services (ETS) who administer the SAT. Usually, the high school officials who have been working with your son or the school official responsible for administering the SAT should have all the information necessary and should be assisting with the process. Of course, you could contact ETS directly to find out what would be necessary. You should plan on this well in advance of any scheduled administration of the exam.
8. We just bought an adapted laptop for our daughter with a physical disability. Can the college help pay for any special equipment for her?
The college is responsible for ensuring that their programs and activities are accessible to students with disabilities. If this means that physical modifications are needed such as a raised desk or lowered laboratory table, then the college takes care of that. Special equipment of a personal nature is not necessarily paid for by a college. However, the distinctions between modified equipment for accessibility and personal special equipment can vary so it is always best to discuss these issues with the disabled student services personnel at the college. If your daughter is a client of Vocational Rehabilitation, she should be discussing these issues with her counselor as well.
Transition Resources A – Z
Assistive Technology
Center for Assistive Technology and Environmental Access
http://www.catea.org/
CATEA is an established interdisciplinary research and design
center devoted to applications of technology to alleviate problems of human
need, providing service, research and education under the auspices of a
world-class academic institution. Multiple Web resources, teleconferencing
and new media production allow Center staff to provide technical assistance
and information dissemination across the globe.
Rehabilitation Engineering and Assistive Technology Society
of North America (RESNA) http://www.rsna.org/
RESNA is an interdisciplinary association of people with a
common interest in technology and disability. Their purpose is to improve
the potential of people with disabilities to achieve their goals through
the use of technology. They serve that purpose by promoting research, development,
education, advocacy and provision of technology; and by supporting the
people engaged in these activities.
Abledata (http://www.abledata.com)
ABLEDATA provides objective information about assistive technology
products and rehabilitation equipment available from domestic and international
sources. Although ABLEDATA does not sell any products, they can help
you locate the companies that do.
Job Accommodation Network (http://www.jan.wvu.edu)
JAN, a free consulting service designed to increase the employability
of people with disabilities by: 1) providing individualized worksite
accommodations solutions, 2) providing technical assistance regarding
the ADA and other disability related legislation, and 3) educating callers
about self-employment options.
The American Network of Community Options and Resources
ANCOR is a nonprofit trade association representing private
providers who provide supports and services to people with disabilities.
ANCOR is distinguished in this industry by its balance of leading practices
resources and advocacy for member agencies and the people and families
they serve and support. ANCOR’s efforts in the area of public policy,
federal legislative and regulatory initiatives, judicial results, state-level
initiatives and the culling of leading practices have uniquely positioned
it as the national presence for private providers.
The American Congress of Community Supports and Employment Services
The American Congress of Community Supports and Employment
Services (ACCSES) is a national, nonprofit organization of vocational
rehabilitation service and community supports committed to maximizing
employment opportunities and independent living for individuals with
mental and physical disabilities.
The John J. Heldrich Center for Workforce Development
The Center provides an independent source of analysis for reform
and innovation in policy-making and employs cutting-edge research and evaluation
projects to identify best practices in workforce development and employment
and workplace policy. It is also engaged in significant partnerships with
the private sector to design effective education and training programs
and is committed to assisting job seekers and workers attain the information,
education, and skills training they need to move up the economic ladder.
The National Center on Workforce and Disability
The National Center on Workforce and Disability is geared for
assisting Adults and youth. It is a comprehensive technical assistance
resource that can assist organizations and professionals who provide
workforce development and employment related services to people with
disabilities. They provide training, technical assistance, policy analysis,
and information to improve acc The National Collaborative on Workforce
and Disability for Youth (NCWD-Y) is a comprehensive technical assistance
resource to assist the workforce development community to address issues
affecting the employment of youth with disabilities. The NCWD-Y includes
partners with expertise in disability, education, employment and workforce
development issues. The Collaborative strives to ensure that youth with
disabilities are provide full access to high quality services in integrated
settings that maximize employment and independent living opportunities
for all in the workforce development system.
Career Exploration and Assessment Tools
ACT (Work Keys tests and profiles of occupational requirements).
http://www.act.org
ACT is an independent, not-for-profit organization that provides
more than a hundred assessment, research, information, and
program management services in the broad areas of education and workforce
development. Though
designed to meet a wide array of needs, all ACT programs and
services have one guiding purpose: helping people achieve education and
workplace success.
Bureau of Labor Statistics’ Career Information for
Students:
http://stats.bls.gov/k12
The Bureau of Labor Statistics is the principal fact-finding
agency for the Federal Government in the broad field of labor
economics and statistics. With the strongest commitment to integrity
and objectivity,
the BLS will be premier among statistical agencies, producing
impartial, timely, and accurate data relevant to the needs of our users
and to the
social and economic conditions of our Nation, its workers, and
their families.
CareerInfoNet: http://www.acinet.org
CareerOneStop is a U.S. Department of Labor-sponsored Web site
that offers career resources and workforce information to job seekers,
students, businesses, and workforce professionals to foster talent development
in a global economy.
Major-to-Career Converter: http://jobshadow.monster.com/converter/
Job Shadowing is led by the National Job Shadow Coalition and
is supported through a national sponsorship by Monster and co-sponsorship
by News Corporation.
Marketing Education Resource Center: http://www.mark-ed.com
They are a not-for-profit center, designed to help all who
are preparing students for their futures in the business world. A consortium
of 43 state education departments operates this center.
O*NET on-line. Making occupational information interactive and
accessible for all. Includes occupation and skills search,
details and crosswalks for individual careers. http://online.onetcenter.org
The O*NET system serves as the nation's primary source of occupational
information, providing comprehensive information on key attributes and
characteristics of workers and occupations. The O*NET database houses this
data and O*NET OnLine provides easy access to that information. O*NET online
makes occupational information interactive and accessible for all. It includes
occupation and skills search, details and crosswalks for individual careers.
Center for Learning Connections. http://www.learningconnections.org
The Center for Learning Connections (CLC) designs training
and manages projects to help individuals and helps organizations respond
to change and improve quality. We are especially effective in working
with educators (at all levels and locations), welfare and workforce development
professionals, and community based organizations. The CLC is a self-supporting
office located at, and legally part of, Highline Community College, Des
Moines, Washington.
Work Values, rating satisfactions from work: a self-evaluation:
http://www.uwplatt.edu/counseling/career/values.html
How do your skills relate to careers and occupations? Online
evaluation form to help you identify what careers are best for your skills.
Steps to Career/Life Planning success. http://www.cdm.uwaterloo.ca/steps.asp
This site has an eManual that has been organized into six "steps" to
help you manage your career development process.
Disability specific information
ADHD: http://www.chadd.org
CHADD (Children and Adults with Attention-Deficit/Hyperactivity
Disorder) is the nation's leading non-profit organization
serving individuals with AD/HD and their families. CHADD
has over 16,000 members in 200 local
chapters throughout the U.S. Chapters offer support for individuals,
parents, teachers, professionals, and others.
Deaf
and Hard of Hearing: http://www.pepnet.org
PEPNet's national network of regional centers provides
resources, information, in-service training, and expertise
to enhance educational opportunities for individuals who are deaf
or hard of hearing
and their
families.
Learning Disabilities: http://www.ldonline.org
Ldonline is the world's leading web site on learning disabilities
and ADHD, serving more than 200,000 parents, teachers,
and other professionals each month. LD OnLine seeks to
help children and
adults reach their full
potential by providing accurate and up-to-date information
and advice about learning disabilities and ADHD. The
site features hundreds of helpful articles,
monthly columns by noted experts, first person essays,
children’s writing and artwork, a comprehensive resource
guide, very active forums,
and a
Yellow Pages referral directory of professionals, schools,
and products.
Heath Resource Center http://www.heath.gwu.edu
The George Washington University HEATH Resource Center
is an online clearinghouse on postsecondary education
for individuals with
disabilities.
The HEATH Resource Center Clearinghouse has information
for students with disablities on educational disability
support services, policies, procedures,
adaptations, accessing college or university campuses,
career-technical
schools, and other postsecondary training entities.
We have information on financial assistance, scholarships,
and materials that
help students
with disabilities transition into college, university,
career-technical schools, or other postsecondary programs.
Find your state vocational rehabilitation office: http://www.workworld.org/wwwebhelp/state_vocational_rehabilitation_vr_agencies.htm
WorkWORLD™ is decision support software for personal computers
designed to help people with disabilities, advocates, benefit
counselors, and others explore and understand how to best use
the work incentives associated
with the various Federal and State disability and poverty benefit
programs. It automates the computation of benefits, and takes
into account the complex
interaction of income, benefit programs, and work incentives.
Know Your Rights.
U.S. Department of Education’s Office for
Civil Rights
Office for Civil Rights http://www.ed.gov/ocr
The mission of the Office for Civil Rights is to ensure equal
access to education and to promote educational excellence
throughout the nation through vigorous enforcement of civil rights. They
serve student
populations facing discrimination and the advocates and institutions
promoting systemic solutions to civil rights problems. An important responsibility
is resolving complaints of discrimination. Agency-initiated
cases, typically
called compliance reviews, permit OCR to target resources
on compliance problems that appear particularly acute. OCR also provides
technical assistance
to help institutions achieve voluntary compliance with the
civil rights laws that OCR enforces. An important part of OCR's technical
assistance
is partnerships designed to develop creative approaches to
preventing and addressing discrimination.
Disability Discrimination: http://www.ed.gov/policy/rights/guid/ocr/disability.html
ED was created in 1980 by combining offices from several federal
agencies. ED's mission is to promote student achievement
and preparation for global competitiveness by fostering educational excellence
and ensuring
equal access.
“Students with Disabilities Preparing for Postsecondary
Education: Know Your Rights and Responsibilities” http://www.ed.gov/ocr/transition.html
The information in this pamphlet, provided by the Office
for Civil Rights (OCR) in the U. S. Department of Education, explains
the rights
and responsibilities of students with disabilities who are
preparing to attend postsecondary schools. This pamphlet also explains
the obligations
of a postsecondary school to provide academic adjustments,
including auxiliary aids and services, to ensure the school does not
discriminate on the basis
of disability.
Transition overview
The Post-outcomes network: http://www.ncset.hawaii.edu/
The Postoutcomes Network is one of four networks at the National
Center on Secondary Education and Transition (NCSET).
The
National Center for Secondary Education and Transition:
http://www.ncset.org/
The National Center on Secondary Education and Transition
(NCSET) coordinates national resources, offers technical
assistance, and disseminates
information related to secondary education and transition
for youth with disabilities in order to create opportunities
for youth to achieve successful
futures.
Outside the US
United Kingdom – Resource page http://www.ability.org.uk/support_groups_disability.html
The Ability Project aim is to show that quality of life is
related to how free a person is to make their own choices
and for a significant number of disabled people computer
technologies and the Internet holds
the keys to those choices. Ability understands that, despite
the daunting task many disabled persons and disabled groups
etc. face when using the
Internet as a means of obtaining information or down loading
related software, it is still the preferred place to find
information.
Association for Children with Disabilities – Australia
http://www.acd.org.au/home/index.htm
They are an information, support and advocacy organization
for children with disabilities and their families, in Victoria,
Australia.
Canadian resources (Manitoba): http://www.umanitoba.ca/outreach/linkd/families/associations.shtml
As you may already know, assistive technology and augmentative communication may play a very important role in the lives of children with disabilities and their families. This site provided links to these valuable resources.
Parent education and support
Parent Advocacy Coalition for Educational Rights: http://www.pacer.org/
The mission of PACER Center is to expand opportunities and
enhance the quality of life of children and young adults with disabilities
and their families, based on the concept of parents helping parents.
PACER Center Projects related to Transition: http://www.pacer.org/tatra/index.htm.
This national project provides training, information and materials
to parent center staff across the country who are helping the
families of youth with disabilities learn about transition,
independent living and
vocational rehabilitation services.
Preparing for college
Documenting disabilities http://www.ahead.org/resources/bestpracticesdoc.htm
Student support groups
Connecting Youth to Communities and Careers: http://www.c3online.org/
Project C3 is an innovative partnership between several Minnesota state agencies and PACER Center, a nonprofit agency serving Minnesota families of youth with disabilities. The goal of Project C3 is to help young adults become successfully employed or to continue their education in high school, colleges or universities.
National Educational Association of Disabled Students: http://www.neads.ca
The National Educational Association of Disabled Students is a
consumer organization, with a mandate to encourage the self-empowerment
of post-secondary students with disabilities. NEADS advocates
for increased accessibility at all levels so that disabled students may
gain equal access
to college or university education, which is their right. The
Association provides information on services and programs for students
with disabilities
nationwide, publishes a regular newsletter, and conducts research
on issues of importance to its members. Members include disabled students,
educators,
organizations and professional service providers.
Understanding IDEA
Office of Special Education and Rehabilitative Services (OSERS)
web site on IDEA 2004: http://www.ed.gov/policy/speced/guid/idea/idea2004.html
ED’s
purpose is to establish policies on federal financial aid for education,
and distributing as well as monitoring those funds. Collecting
data on America's schools and disseminating research, focusing
national attention on key educational issues, and prohibiting discrimination
and
ensuring equal access to education.
Council for Exceptional Children: http://www.ideapractices.org/
The Council
for Exceptional Children (CEC) is the largest international
professional organization dedicated to improving educational outcomes
for
disabled children.
Families and Advocates Partnership for
Education: http://www.fape.org/
The Families and Advocates
Partnership for Education (FAPE) project is a partnership that aims to
improve the educational outcomes for children
with disabilities. It links families, advocates, and self-advocates
to information about the Individuals with Disabilities Education Act (IDEA).
The project is designed to address the information needs of
the 6 million
families throughout the Country whose children with disabilities
receive special education services.
WrightsLaw, Special Education Law Library: http://www.wrightslaw.com/idea/index.htm
IDEA
Wrights Law includes information about IDEA topics such as child find,
eligibility, evaluations, reevaluations, high stakes testing,
IEPs, IEP teams, IEP meetings. accommodations, alternate assessments,
placements, transition, parental rights, and more.