Comments on: Alums with disabilities cite campus pros and cons http://www.futurity.org/society-culture/alums-with-disabilities-cite-campus-pros-and-cons/ Research news from leading universities Thu, 20 Jun 2013 02:39:10 +0000 hourly 1 http://wordpress.org/?v=3.0.4 By: Gina Carson http://www.futurity.org/society-culture/alums-with-disabilities-cite-campus-pros-and-cons/comment-page-1/#comment-398122 Gina Carson Tue, 06 Nov 2012 20:21:33 +0000 http://www.futurity.org/?p=188832#comment-398122 I believe students are basically unaware about the changes in the laws after they graduate high school. Child Study Teams are not properly transitioning students from high school to post-secondary. This lack of information to students and parents results in an ever-growing chasm once the student graduates from secondary school. This topic has become my passion. @Jill, I advise instructors and support staff in colleges that although we cannot ask, "Do you have a disability?" However, after an assessment, the concerned party can legally say, "I see that you are struggling/having difficulty with this concept/work/etc; did you have any extra help in high school? Like extra time of tests or resource room classes?" If student says: yes, maybe, what do you mean? or even no, the concerned party can follow with, "I ask because we have an office on campus that maybe be able to help you with extra support services." I believe students are basically unaware about the changes in the laws after they graduate high school. Child Study Teams are not properly transitioning students from high school to post-secondary. This lack of information to students and parents results in an ever-growing chasm once the student graduates from secondary school. This topic has become my passion.

@Jill, I advise instructors and support staff in colleges that although we cannot ask, “Do you have a disability?” However, after an assessment, the concerned party can legally say, “I see that you are struggling/having difficulty with this concept/work/etc; did you have any extra help in high school? Like extra time of tests or resource room classes?” If student says: yes, maybe, what do you mean? or even no, the concerned party can follow with, “I ask because we have an office on campus that maybe be able to help you with extra support services.”

]]> By: Jill http://www.futurity.org/society-culture/alums-with-disabilities-cite-campus-pros-and-cons/comment-page-1/#comment-378482 Jill Wed, 24 Oct 2012 20:35:16 +0000 http://www.futurity.org/?p=188832#comment-378482 I wonder what the drop out numbers are for students with disabilities? I can tell you a couple of reasons for why students fail to use such resources, both from helping a college age daughter with the process, and from working in an academic environment. First - the programs are there. But in addition to finding out about them on your own; they take a lot of time. For example, in my daughter's first year it took 3 months to process her to make her even eligible for any of the programs. Once approved - accessibility departments have the programs that will help with study, with accomodations, with tutorials and computer programs, notetakers etc. - but now students are into exams and final assignments. Where is the time for a student to attend these special programs and study as well? Students without disabilities have enough trouble finding time to study for exams. This part doesn't really work. Second - working in an academic environment, I am not allowed to recommend or even imply that any of the accessibility programs exist- period. It is considered discriminatory if I mention it to a student. Interestingly enough, I can recommend writing help programs, on campus tutorial programs, etc. to any student on a "did you know the university has..." basis. But unless accessiblily help is directly asked for - staff can't even explain that it is available. Students must self advocate and not everyone who works on campus knows about the programs. One thing that I would recommend to colleges, universities and government agencies is to develop a number of 'local to the students' programs (ie in their home towns) or given a week at the college or university that they will be attending that would take place early in the summer before a student goes away to school - this is when and where a student should be processed through and given access to the additional training or resources that will help them. That way they can start school with their already supports in place. I wonder what the drop out numbers are for students with disabilities?
I can tell you a couple of reasons for why students fail to use such resources, both from helping a college age daughter with the process, and from working in an academic environment.
First – the programs are there. But in addition to finding out about them on your own; they take a lot of time. For example, in my daughter’s first year it took 3 months to process her to make her even eligible for any of the programs. Once approved – accessibility departments have the programs that will help with study, with accomodations, with tutorials and computer programs, notetakers etc. – but now students are into exams and final assignments. Where is the time for a student to attend these special programs and study as well? Students without disabilities have enough trouble finding time to study for exams. This part doesn’t really work.
Second – working in an academic environment, I am not allowed to recommend or even imply that any of the accessibility programs exist- period. It is considered discriminatory if I mention it to a student. Interestingly enough, I can recommend writing help programs, on campus tutorial programs, etc. to any student on a “did you know the university has…” basis. But unless accessiblily help is directly asked for – staff can’t even explain that it is available. Students must self advocate and not everyone who works on campus knows about the programs.
One thing that I would recommend to colleges, universities and government agencies is to develop a number of ‘local to the students’ programs (ie in their home towns) or given a week at the college or university that they will be attending that would take place early in the summer before a student goes away to school – this is when and where a student should be processed through and given access to the additional training or resources that will help them. That way they can start school with their already supports in place.

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