Differences Between High School and College: IDEA vs. ADA
| Secondary School | Higher Education |
|---|---|
| Education is a right under IDEA and must be provided in an appropriate environment to all individuals. | Education is not a right. Students must meet admission criteria defined under ADA as "otherwise qualified". |
| School district is responsible to identify a student's disability. | Students must self-identify. |
| School district provides free testing, evaluation, and transportation to program. | Student must provide current and appropriate documentation as defined by the college. If documentation from high school is not adequate, student pays for additional testing and transport to program. |
| Transition planning and timelines exist to clarify students' vision, identify programming choices and coordinate appropriate coursework options. | Students make all coursework selections. |
| School district develops IEP to define educational supports and services under special education. | No IEP/special education in college. |
| IEP Team (including student) determines IEP supports and services that will be provided. | Student is responsible to contact faculty and advocate for services.* |
| Access to general curriculum, necessary modifications, and a variety of appropriate accommodations are available. | No fundamental alterations to the curriculum are made. Academic accommodations and modifications are available based on student's documented disability. |
| Personal services for medical or physical disability are required. | No personal services are required.** |
* Although responsibility lies with the student, DSS works closely to develop a Faculty Request for Services and will advocate if difficulty arises. ** Disability Support Services may assist students in efforts to advocate for such services.
| Differences in High School and College: DEPENDENCE vs. INDEPENDENCE | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Secondary School | Higher Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
School ye
SAMPLE PERSON CENTERED PLAN"What do you want to be when you grow up?"This age-old question takes on added significance when the young person asked has an intellectual disability. Too often the question goes unanswered, as when youth do not have access to the general curriculum, do not qualify for a high school diploma, or leave school with no real work experience. Or, when confronted with low expectations-whether from paid personnel or family members, students may end up with elusive, unexpressed, or unfulfilled dreams. Sometimes, however, dreams come true. The future looks brighter for students with intellectual disabilities who have had the same educational and vocational opportunities as their peers. Those students are now leaving high school in greater numbers and are moving on to college and gainful employment. At the same time, a variety of continuing educational experiences are developing, both for students still receiving services from their local school district (usually to age 22) and for others after leaving high school. Brainstorming ways to expand possibilities is a valuable first step to a more secure future for any young person. Person-centered planning, known variously as Whole Life Planning, Circles of Support, PATH, Maps, and Futures Planning, is a brainstorming process directed by the individual with a disability. People who share an interest in and a commitment to the youth come together to help him or her envision the future, map out steps along the way, and identify resources to make sure that the dream becomes reality. This process is an effective planning tool for youth with intellectual disabilities as they begin to consider what they want to be when they grow up. Transition is defined as a coordinated set of activities for a student, "designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to postschool activities, including postsecondary education," [H.R. 1350, reauthorization of IDEA 2004]. A person-centered approach fosters leadership and self-determination and also results in services that are supportive of consumer choice, change, and control. The person-centered planning process may be more effective when representatives of the adult service agencies participate. That way, the transition team can build partnerships at both local and state levels-to help guide the person's movement from school to adult services and to explore means of flexible service provision and cost sharing. Below are the minutes of an actual person-center planning session held for Sean (a pseudonym), currently an 18-year-old high school senior with Down syndrome. The notes provide a record of group conversations and a list of individual responsibilities for exploring and resolving questions, barriers and dilemmas that have arisen over the past year. The first sessions occurred in January, March, and June of Sean's junior year (2004) and again in October of Sean's senior year (2005). From all the information gathered, a plan for college has developed, setting the wheels in motion to accomplish Sean's vision for post-secondary education and gainful employment after high school. Sample Invitation list for Person-Centered Planning Sessions
Note: Due to a lack of interaction with Sean during his first three years in high school, it was determined that the Guidance Counselor would not be able to provide student centered information or suggestions. Person Centered Planning Meeting October 4,2004(Previous minutes are in reverse chronological order: June 11, 2004 followed by combined notes from January 16 and March 5, 2004.) Update on where Sean spends time in his community: Clarify who can help with supports in the future:
Review of current classes-Senior Year :
Where does Sean want to work?
Microboard
Making sure Sean stays challenged, socially active, and academically active
Teacher's desire:
College life:
Spiritual:
Work:
Transportation:
Action-oriented planning:
Person Centered Planning Meeting Minutes-June 11, 2004New staff member in the Special Education Department will be co-chair, working with current Chair of the Special Education Department. She joined the group this morning. Updates reported from last meeting in March 2004:
We talked about what his last year of high school will look like and firmed it up with the group. Senior courses:
Circle will reconvene in mid-October 2004It will be important to have the following people present:
Circle will focus on Sean's plans after participating in commencement. COMPILED FUTURES PLANNING MINUTES: January 16, 2004 & March 5, 2004 Monday - Friday He returns home either by walking or riding in the car Once a month he participates in Key Club Church Youth Group When at McDonald's with friends, Sean orders the #2 meal (chicken nuggets) He has been to see "Cats" at the theatre, enjoys musical theater productions was in community theater group when younger He goes hunting with his dad and Neil's younger brother and father. Sean crossed a log over running water without any fear. Lots of walking is involved and Sean keeps up without any problem! He's been to Kings Dominion, enjoys the thrilling roller coaster rides; also went to Disneyland for four days with his school chorus group. He has been horseback riding, sitting on the horse at Happy Trails Dude Ranch in California. Sean enjoys pigs! He's been to Working Farm tourist attractions; has enjoyed watching/feeding horses. He has been involved with a Theatre group in Los Angeles. Sean has great coordination! He enjoys soccer, basketball (pick up games), likes to play. Sean enjoys after school sports and working out at the Health Club/Spa. He takes chorus classes and loves wearing a tuxedo! Sean has an ATM card, savings account, and collects SSI. He is able to access money from ATM for personal shopping and uses it at stores. He gets own prescription by standing in line and paying with cash. He plans grocery shopping with his parents, he reads the list and finds the items. He cooks scrambled eggs and prepares cereal and sometimes has toast. Sean enjoys video games (Snowboarder- PS2) He likes Frisbee golf
Talking with friends
Email?? Typing and building computer skills need to improve AOL Instant messaging a possibility Perhaps voice recognition software that will "read" his voice and type his words is a possibility. Concern about the intelligibility of his communication Sean is a people person! SEAN'S DREAMSLive on a farm Feed and clean pigs Learn to drive-farm vehicles, riding lawnmower, golf cart Have a girlfriend and get married Own my own home-assisted NOT a group home! College and the social connections Finish High School (one more year) Transition to part-time junior college and part-time employment $$$ Buy a small non-profit farm (not a group home!) Computers Own a cell phone-Nextel? Explore other possibilities (needs to practice) Sean is reluctant to have phone up on his ears, but will use conference function on phone. (He has had seven ear-inserted tubes to drain ears due to frequent inner-ear infections. Between ages 3-7, he used hearing aids to assist in language acquisition.) Microboard is discussed: a Microboard developed from the person-centered planning philosophy, is created for the sole support of one individual with disabilities. A Microboard is composed of a small group (micro) of committed family and friends joined together and led by the individual with disabilities to create a non-profit society (board). Together, this small group of people address the person's planning and support needs in an empowering and customized fashion. Worries, Fears, Nightmares of Sean and Circle Members Sean worries about his family; when they aren't at home, he worries about when they will be home. Staff people worry about his need to be alert to cars approaching and lack of drivers' awareness. Sean experiences a sense of anxiety if his routine changes (e.g., mom running late getting home, dad on business trips). 911 Fear: Sean doesn't like to use the phone and won't call for help. Medical concerns-family history of Alzheimer's, diabetes. Generalizing what he has learned at school across settings. Fear of institutionalization (training/rehabilitation centers and group homes with more than 8 people). No money to support Sean in his community. Support that won't disappear! What is his future? Will he react if no one is there? College? Worry that Sean won't be happy. Lonely-he's not as social as he could be at school. Vultures/ Predators in society that may try to take advantage of Sean. Concerned about Sean not having a job that he is prepared to do. Will he be properly trained and will he have the job skills?
Turn over of support staff, not having staff that is trained-low wages may mean low abilities. Sean being pigeon-holed by people, limited by others' limited perceptions of the possibilities. Since January meeting: Family hired a tutor for Sean. Sean and tutor work on money, reading, concepts of time, Spanish that Sean understands. Sean is playing the piano. He has joined the track team at school and attends practice! Saving to go to Spain and California (to visit his sister)! Make a "chore chart" to earn money to save towards trip, work dollars from school employment experiences to be converted in savings, by parent. Ted / Mom / Sean will work on work and money concepts. Sean has a good sense of direction! WHAT ARE THE NEXT STEPS FOR SEAN?Summer employment? School employment trainer / job coach to be arranged Work Assessment by school to be arranged PLANNING Sean's LAST YEAR OF HIGH SCHOOL Senior year Subjects:
Community College explored as an end of high school transition option Focus on independence for Sean next year (2005) Examples of Student/Parent Statements-Stating the Desire, Building the Case
2004-2005 (senior year) Sean has enjoyed the experience of visiting a college campus and becoming reacquainted with peers and friends who have gone onto college. Sean has been included in his neighborhood since birth and his neighborhood schools since preschool. Sean has expressed an interest in remaining with the peers and continuing with the supportive friendships and relationships he has developed in his neighborhood school. Sean has enjoyed and advanced in piano lab, weight training, reading, and math courses. He enjoys the school environment. The family feels that Sean's educational needs would be appropriately met through an individualized service and support system to ensure Sean's access to the least restrictive environment (LRE) with his non-disabled peers, such as continued educational opportunities located on a college campus. The family expresses their concerns and Sean's refusal to participate in any substantially segregated program (whether educational or vocational), which would significantly impede the sustaining of current friendships, as well as interfere with the development of new relationships. The family suggests and recommends the development of an educational coach (similar in concept to a job coach) to support the skills necessary for accessing age-appropriate, integrated academic environments, including college settings. This request is based upon the following:
2003-2004 (junior year) Parents are very pleased with the significant interagency cooperation and collaboration that the IEP team has undertaken to develop an appropriate plan for Sean's future. By bringing in representatives from four outside agencies (Department of Rehabilitation Services, Community Services Board, The Arc, One Stop-Work Investment Act's Job Resources Center), community members/neighbors, and peers, significant information was gathered which lead to the development of a person-centered, outcome-oriented plan. Sean's parents remind the team to reflect upon and draw from that discussion when determining future goals/objectives and transition plans. Parents and Sean continue to be interested in the future development of postsecondary education and employment options. His parents understand that, at this time, existing programs at local colleges/universities do not fall under the federal and state regulations pertaining to IDEA for students who have completed their high school program, but who are still eligible for special education service through age 22. The parents are deeply appreciative of the continued efforts of school leadership in exploring these avenues for collaborative programming at postsecondary institutions that would meet the requirements of IDEA. They offer their support to school in this shared endeavor. 2002-2003 (sophomore year)
Parents state they would like to expand upon Sean's secondary successes by having the options that embrace and increase the capacity of his transition to full participation in higher education within a community college/university setting as well as other integrated community locations. Currently, and in his postsecondary programs, they desire an educational experience for Sean that includes components of self-determination and self-directed planning, self-directed job interest inventory and placement activities, and self-determined recreation and leisure activities. Sean participates in the Key Club and Music Club, both high school activity clubs. The school district anticipates exploring avenues for collaborative programming at postsecondary institutions that would meet the requirements of IDEA. This article was copied from www.thinkcollege.net. |
School year is August-December, January-May | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| The main office exists as the center of activity for school. | Students are responsible to know where to locate information, assistance, study support | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Rigid schedule with constant supervision | Greater flexibility of scheduling | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Classes meet daily | Classes meet 1,2,3 or 4 times a week. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Attendance is taken. | Attendance policies at discretion of instructor | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Guidance counselors or other staff schedule support services for students | Students connect with Disability Services staff and arrange all support services | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Someone is available to help plan study time (teachers, SPED, parents) | Student responsible for setting and following through on all scheduling and study time | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Classes generally held in one building | Classes are held at many different sites on campus | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Average class is 35 - 45 minutes | Class times vary from 50 minutes - 4 hours | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Daily contact w/teachers and support staff | Classes meet less frequently, impacting access to instructors and assistance | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Parent permission required (until 18 years). | School responds to parent concerns Student is an adult with all decision making authority. Parent permission not required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Students generally live at home. | Students are responsible for housing, transportation, finances, etc. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
This article was copied from www.thinkcollege.net.
