LESS THAN 17% OF STUDENTS ELIGIBLE FOR ACCOMMODATIONS IN POST-SECONDARY PROGRAMS, ACCESS THEM.
Only 34% of special education students who go on to post-secondary education graduate within 8 years.
Students who started using available accommodations during their first year in college graduated 3.8 times more frequently than those who waited a year to implement them.
Do you think there might be a connection among those statements? Do you work with a student who does not want to self-disclose, or a student who is intimidated by the prospect of requesting accommodations every time they are needed?
The role of the advocate and parent is to prepare the student for the differences between high school and college and how to navigate the rules of ADA and Section 504 vs. the rules of IDEA. Modifications and accommodations that are taken for granted in high school frequently disappear at the post- secondary level.
The student’s willingness to stand up for themselves and request accommodations that make it easier to be successful can frequently mean the difference between graduating and not. Yet, many students and parents are actually shocked by the limitations that they find on the average college campus when it comes to modifications or accommodations that are available on campus.
The transition to post-secondary education is difficult enough when you know what to expect because you have already spoken to the office that handles all requests and approves any modifications or accommodations. When an in depth look at what is available at a given college is not done, there can be overwhelm and discouragement when reality hits. Not all disabilities offices at colleges are created equal.
So, let us first look at IDEA, ADA and Section 504 and how they relate to the student with disabilities then next week we can look at the specifics of documentation, eligibility, support services and the need for self-advocacy.
THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT 2004 (IDEA)
THE AMERICANS WITH DISABILITIES ACT (ADA)
SECTION 504 OF THE REHABILITATION ACT OF 1973
o Provide academic accommodations based on individual needs
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Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
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