Academic Accomodation in College for Special Education Students
Ask the Experts by Marianne Balton
Q: My daughter is a special education student, who will be attending college next fall. What can I do to help her arrange to receive academic accommodations while in college?
The best way a parent can help a daughter who is transitioning from high school to college is to support her autonomy. Once a student has been accepted into a college or university, she is expected to navigate independently, as an adult. Because the laws which govern services in higher education differ greatly from those of K-12, parents and students need to be aware of these differences in order to maximize ease of service attainment. In K-12, parents participate in the IEP process, but are excluded from the arranging of accommodations in higher education unless the student authorizes them to do so in writing with a FERPA waiver. Colleges and universities are not obligated to contact students to recruit them for accommodations; but rather, students are obligated to contact the university disability service office to identify their needs and request services. The Americans with Disabilities Act (ADA) and section 504 of the Rehabilitation Act ensures that adults receive accommodations when the student makes the request, and provides qualifying documentation.
Documentation requirements differ from K-12 higher education. The Individualized Education Plan (IEP), Summary of Performance (SOP), and 504 plans that were used in high school do not qualify for accommodations in higher education, but will serve only as "historical documents." Adult documentation requires a DSM diagnosis by a qualified physician or PhD psychologist. The documentation must be on the provider's stationary, including a signature, and must articulate how the impairment substantially limits a major life activity. The information must adequately document the existence of a current disability, as well as recommendations for accommodations based on functional limitations. Once the disability is established, the institutional service provider will work collaboratively with the student to identify "reasonable" and appropriate supports. The ADA defines "reasonable" accommodations as those which "do not fundamentally alter" the curriculum or "create undue financial or administrative burdens." Federal law also allows for students to receive "reasonable" accommodations on entrance exams and standardized tests, and it s the student who must initiate the request.
In K-12, student success is defined as graduation. In higher education, the ADA only guarantees "equality of access." Success in higher education is viewed as the individual's responsibility as the student is expected to exercise autonomy, and a mature sense of self determination to procure help and support. A parent can assist by working with the family treatment provider to ensure that all necessary documentation meets university criteria. Sometimes it is necessary for the student to obtain new or updated assessments, as documentation must be current within the past three years. When there is a psychiatric disability, the documentation must be updated yearly. Post secondary institutions differ in their approaches to providing accommodations, thus it is critical to make contact with the disability services office to inquire about the full range of services provided. All public institutions which receive federal funding must provide accommodations, but may not have the funds to provide auxiliary aids and services.
The U.S. Department of Education has a publication for students outlining their rights and responsibilities in higher education: http://www2.ed.gov/about/offices/list/ocr/transition.html
The University of Washington DOIT website contains excellent information and resources for parents, students and faculty on the topic of accommodating students with disabilities in higher education: http://www.washington.edu/doit/
Marianne Balton, LMSW, ACSW, Doctoral Candidate, is a psychiatric social worker who maintains a private practice in Grosse Pointe Farms. She served for 5 years as a university counselor and disability specialist, where she advised and arranged accommodations for students with disabilities. A former secondary Language Arts instructor to mainstream, gifted, and special education students, Marianne has also taught in the Department of Counselor Education at Oakland University. Her clinical specializations include: Adult, Child and Adolescent Mental Health, Psychiatric Social Work, Couples Therapy, Counseling for Addiction and Chemical Dependency, Trauma, Chronic Illness/Disability, Sex Therapy, and Coaching for AD/HD. She is a member of the National Association of Social Workers, The American Association of Sex Educators, Counselors and Therapists, The Michigan Association of College Personnel, and The Family Center Association of Professionals. Visit www.mariannebalton.com
SAVE the DATE
College Transitions: The College Accommodations Process for Students with a Disability
Date: Thurs. November 17
Time: 7:00-8:30pm
Location: Barnes Early Childhood Center, 20090 Morningside Dr., Grosse Pointe Woods
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