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S uc c e c c es s f s s ful T Trans i s itions i s in D is is abil ilit ity a and H ig igher E E d

J essica Diener, Michigan State University Kelly Loftis, Wayne State University

D is is abil ilit ity and H ig igher E ducatio ion

Estimated that 26% of students with disabilities attend four year universities It is expected that even more individuals with disabilities will wish to attend college as technology continues to improve and creates more opportunities. Estimated only 21% of students with disabilities persist to graduation compared to 58%

• f peers without disabilities

“Many students with disabilities enter college not knowing how to communicate their needs (self-advocacy), how to evaluate their own performance (self-regulation), how to recognize the connection between behavioral outcomes and whether these outcomes

• ccur as a result of something within or outside of one's perceived control (locus of

control), and how to become aware of their own strengths, interests and limitations (self-knowledge; Flong, et al., 2007; Wehmeyer, 1996).”

Herbert et. al., 2014, Getzel et. al., 2008

S tuden ent E E ngagem em en ent

There are 3 distinct phases of association with other members of an institution.

Separation from communities of the past, transition between high school and college, and incorporation into the society of the college.

Student engagement is a critical component to retention. Becoming actively engaged in campus life in a variety of ways helps with the transition between high school and college. Disability supports can help students to engage more effectively with their instructors and classes, identify other campus resources, and offer a safe haven on campus.

Early intervention is key!

M ic h c higan S tate U nivers i s ity’s s R es

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e c e C enter for P ers

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s with D is a s abilities s (R C P D )

Missi ssion: Lead Michigan State Univeristy in maximizing ability and opportunity for full participation by persons with disabilities https://www.rcpd.msu.edu/ Today’s RCPD was created in 1971 We are located on the first floor of Bessey hall in the middle of campus for easy access Our S St aff: ff: Eight disability specific specialists, one braillist, and three full time CART providers By t t he N e Number ers: During the 2014-2015 school year RCPD served almost 1,592 permanent students, 111 temporary students, and about 163 employees Wh What We We D Do: Provide accommodations to both students and employees on MSU’s campus including academic/workplace, housing, transportation and technology. We also offer multiple Signature Program, scholarship

• pportunities, and other unique disability focused opportunities. WE provide advocacy to the student and employees

we serve, as well as partner with other departments on campus to provide education and increase awareness of disability issues.

W ayne e S tate U e U niver ersity S tuden ent D D isability S er ervices es (S D S )

Missi ssion: The mission of Student Disability Services (SDS) is to serve as a resource for the Wayne State University community in order to ensure academic access and inclusion for students, supporting a view of disability guided by social, cultural, and political forces. Student Disability Services works to create inclusive academic environments by promoting the construct of universal design throughout the university. SDS was created in 1964 to support the needs of a physically impaired student SDS is housed in the Student Academic Success Services suite within the Undergraduate Library. We share space with the Academic Success Center and University Advising Center. Our S St aff: ff: 3 Disability Specialists (general caseloads), Accommodation Support Specialist, Intake Specialist, Assistive Technician, and a Director. Wh What We We D Do: Provide classroom, campus, and housing accommodations to students with disabilities and offer a testing center for students with testing accommodations. We serve as advocates for students, and educators on access issues and the disability experience on campus.

M S U R C P D P

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W S U W S U S D S D S S P

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Both offices serve students with disabilities including: Learning Disabilities, ADHD, Psychiatric Conditions, Brain Injury, Deaf/Hard of Hearing, Blindness/Visual Impairments, Chronic Health conditions, Mobility Disabilities, Autism Spectrum Disorders, and “other”.

• Disability Specialists carry one or more

disability specific caseloads

• Caseload size varies from 45-350
• Serve both students (all levels and

schools) and employees

• During the 2014-2015 school year we

served 1,703 students and 163 employees

• Largest disability population served is

LD/ADHD

• Disability Specialists carry general caseloads
• Caseload sizes range between 310-370

students

• Director serves students in the medical school
• We currently have 1312 registered SDS

students

• Majors with the most SDS students: Art, Social

Work, Psychology, Biological Sciences, and undeclared.

The A c com

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M S U S U :

Student SELF identifies with our office through an

• nline system

Specialist(s) is notified and requests the student provide supporting documentation of disability from an appropriate professional Once documentation is received and reviewed the student attends a Needs Assessment (intake) Most accommodation determinations are made during the needs assessment and generated in a Verified Individualized Services and Accommodations (VISA) form. VISAs are renewed every semester.

W S U S U :

Student SELF identifies with our office through an

• nline system or by coming to the office.

Students are assigned to a Disability Specialist based

• n who has the first availability to meet for an initial

appointment (intake). Students bring their documentation with them to the initial appointment or can upload it to their online appointment request form. Most accommodation determinations are made during the initial appointment and generated in an Accommodation Letter that the student takes to each instructor for signature. Accommodations are renewed every semester.

E xam pl ples of

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cc

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Te Test ing: extended testing time, separate testing room, reduced distraction, etc. Classr ssroom : modified attendance, deadline extension, adaptive equipment,ability to move, notetaking assistance, ability to take breaks, etc Assi ssist st ive t t echnology: FM systems, CART, Livescribe pens, CCtv, screen reading, assistive apps, etc Housing: g: Single room, specific location, PA access, dietary restriction/allergies, air conditioning Ot hers: s: electronic text, braille, service and assistance animals

S treng ngth B h B as ed A dvising ng

Model that promotes identify talents and abilities and helping students learn to apply those skills productively. Belief that all students can learn under the right conditions Frame conversations around abilities and access as opposed to disabilities and barriers. Ex: What are you good at? What are you complimented on? What are you like at your best?

• Steps of strength based advising are:

○ Identify strengths ○ Affirm strengths and increase awareness of strengths ○ Envision the future by discussing goals and how strengths help you reach your goals ○ Plan specific steps to take towards the goal

E duc at ation an and D is ab ability Law aw

HI HIGH H SCHO HOOL

IDEA (Individuals with Disabilities Education Act)/ Section 504 (Ri Right to a free and appropriate public education) School provides evaluations to determine disability School district identifies students with disabilities, teachers approach student if they believe assistance is needed. Parent has access to records, participates in the accommodation process, and can be an advocate. Curriculum and pace of assignments can be altered/modified Time is structured by others, you are reminded of due dates Emphasis is on student su success ss

COLLE LLEGE

ADA/ Section 504 (attending colleges is a priv ivile ilege, students must be elig ligib ible le) Student is responsible for cost of evaluations and providing their own documentation Student must self-identify to the Disability Office. Parent does not have access to student information without written consent. Student is their own advocate. Assignments and curriculum are not required to be modified or redesigned. Students manage their own time and deadlines. Emphasis is on equal a access. ss.

S ec tion 5

• n 504: D

ifferenc nc es from

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H igh h S c hool hool To

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ts ec

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• ndary E

E duc duc ation (

• n (M

ada daus us & S S ha haw, 2004)

Ar Area Se Secondary Pos

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Secon

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Ident if ific icat io ion School District Student Eval aluat at ion an and F Fees Student IEP EP/Se Service P Plan Not Required Cour urse p planni nning ng, s select ion, n, and nd pro rogra ram m ing Student Transit it io ion P Pla lan Student Mo Moni nit oring ng S St ud udent nt P Progress Student Ens nsur uring ng p provision n of r f reasona nable accom

• m m od
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Institution IF student self-identifies Monit oring ef effec ect iven enes ess of accom

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Student

P repa paring S tude udents B B E F O R E C

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Start early! Teach Students about their disability Teach students to self-advocate Teach students about changes in law, and their rights to service, prepare parents for the changes as well Help students to make good choices when selecting a school that meets their needs

• an informed consumer

Prepare students to organize and manage independently Teach how to utilize community supports Assist with gathering documentation needed for early self-identification

Skinner et. al., 2003

The A D A at S c hool

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The ADA protects individuals with disabilities in both employment and postsecondary education

Title I of the ADA covers employment Title II covers state funded schools (public universities, community colleges, some vocational schools) Title III covers private colleges and some vocational schools Any school receiving federal funds is covered by Section 504

The law requires reasonable accommodations be granted in both education and employment settings.

Provide equal access and opportunity but does not alter the essential elements of the course or job

B enefits

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igher E duc duc ation

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m pl ploy

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ent

Nearly 60% of all jobs in the US economy require higher education A bachelor’s degree recipient makes about 75% more money over a lifetime than a high school graduate Successful participation in education has been linked to improved employment outcomes and durable employment School as therapy

Structured setting Class can serve as motivation Opportunity to interact with people with a wide variety of interests

“Blanket of Support”

V R S er ervices es a and H H igher er E d

The United States state-federal rehabilitation service program spends more than $2.5 billion annually supporting individuals with disabilities in finding employment. 14% of VR customers nationwide are transition-aged youth. Increased focus on transition services legislatively J

• b placement of people with disabilities at the highest level possible has been central to the

mission of vocational rehabilitation programs Young adults with disabilities have historically lower levels of employment, earnings, and job security during times of recession It is critical for VR counselors to be knowledgeable of the supports available in postsecondary education when assisting young adult client in planning services and supports.

M S U /M R S C C ar areer C

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aborat ative

A partnership between MRS, the RCPD, and MSU’s Career Services Network to help connect students with disabilities directly to MRS services and increase employment outcomes Interagency Cash Transfer Agreement (ICTA): MSU’s portion was donor funded Brought one MRS counselor directly to campus Students no longer must go back to their “home” MRS, can receive services conveniently Original focus on juniors and seniors preparing to graduate, but has increased focus to younger students and internships Components: one on one VR services, career seminars, employer networking events,

M S U S U C C ase S t S tudy

Tony: Current out of state J unior at MSU with Asperger’s, majoring in Computer Science and Engineering. Has been a part of the RCPD since starting at the university. Tony also participated in Project Venture, a summer program for high school students with disabilities to “try-out” college. Tony was typically very quiet and experienced social communications impacts. Through use of the BOND program, ASSET (softskills program) and regular meetings Tony has completed a summer internship with Blue Cross Blue Shield and has now obtained an employment opportunity with a separate insurance company making $17/hr. Tony will graduate earlier than most of his same-aged peers, and hopes to gain employment working with a tech based company who prides themselves on diversity and inclusion of persons with disabilities.

W S U W S U C C ase S t S tudy

Adam: Adam is a non-traditional student. He is in his forties and is an accounting

• major. He is in his final year of undergraduate coursework. Adam initially

preferred to take classes at the Oakland Center satellite campus. He is a wheelchair user and has ADHD. Adam’s connection with SDS helped him to build his confidence and begin taking classes on Main Campus. He is connected with MRS and they have helped him with job readiness skills and assisted him in obtaining an internship at WSU as an auditor. Adam had a great internship experience and is now working with MRS and also with WSU Career Services to line up full time employment prior to graduation in May. He visits the SDS office almost weekly to check in or to use a quiet study room.

W hat at to Tak ake A way ay from Today ay’s P resentat ation

There are many support right on campus for student thinking of higher education Let’s create strong self-advocates! We must start early to prepare students with disabilities making the transition to higher education HIGHER EDUCATION IMPROVES EMPLOYABILITY Partnerships between higher education service provides, MRS, and other supports is imperative for success

Thank you! Are there questions?

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Dutta, Alo, Robert Gervey, Fong Chan, Chih-Chin Chou, and Nicole Ditchman. "Vocational Rehabilitation Services and Employment Outcomes for People with Disabilities: A United States Study." Journal of Occupational Rehabilitation J Occup Rehabil 18.4 (2008): 326-34. Fleming, A. R., and J. S. Fairweather. "The Role of Postsecondary Education in the Path From High School to Work for Youth With Disabilities." Rehabilitation Counseling Bulletin 55.2 (2011): 71-81. Getzel, Elizabeth Evans. "Addressing the Persistence and Retention of Students with Disabilities in Higher Education: Incorporating Key Strategies and Supports on Campus." Exceptionality 16.4 (2008): 207-19. Taylor & Francis Online. 11 Sept. 2015. Herbert, James, Barbara S.S. Hong, Soo-yong Byun, William Welsh, Charity Anne Kurz, and Heather A. Atkinson. “Persistence and Graduation of College Students Seeking Disability Support Services.” Journal of Rehabilitation 80.1 (2014): 22-32. 11 Sept. 2015. Schreiner, Laurie A., and Edward “Chip” Anderson. “Strengths-Based Advising: A New Lens for Higher Education.” NACADA Journal 25.2 (2005): 20-

• 29. 2 Jul. 2015.

Wessel, Roger D., James A. Jones, Larry Markle, and Curt Westfall. “Retention and Graduation of Students with Disabilities: Facilitating Student Success.” Journal of Postsecondary Education and Disability 21.3 (2009): 116-125. 13 Sept. 2015.