PostSecondary from IEPs to 504

1
Post-Secondary from IEPs to 504

• Addressing LD/ED/Physical Disabilities/ and
  Aspergers Syndrome
• Tricia Finnerty, Libertyville High School
• Merle Spielman, New Trier High School
• Paige Lewis, University of Illinois at U-C

2
Defining Section 504

• Section 504 of the Americans with Disabilities
  Act protects qualified individuals with
  disabilities. Under 504, individuals with
  disabilities are defined as persons with a
  physical or mental impairment which substantially
  limits one or more major life activities.

3
What is a Major Life Activity?

• Major life activities are defined as
• Caring for Oneself
• Seeing
• Hearing
• Speaking
• Breathing
• Working
• Performing Manual Tasks
• Learning
• 
  U.S. H.H.S.

4
IDEA

• IDEA ensures that all infants, children, and
  youth who are identified as having a disability
  are provided a free, appropriate public education
  in the least restrictive environment.
• Students may remain in the public school system
  until one day prior to their twenty-second
  birthday, based on the IEP teams recommendation.

5
(No Transcript)
6
TABLE 1 DSM-IV MULTIAXIAL DIAGNOSIS of
CONDITIONS DEMONSTRATED by the INHABITANTS of the
HUNDRED-ACRE WOOD
Notes ADHD attention deficit hyperactivity
disorder OCD obsessive-compulsive
disorderShea, et. Al., http//www.cmaj.ca/cgi/con
tent/fu Il/163/12/1557Courtesy of MacGander,
Landmark College, 2008
7
At the Secondary Level

• Students with a current IEP are receiving
  services through the special education department
  and under the supervision of a certified special
  education educator.
• These services can be in the form of curriculum
  modification resource itinerant services etc

8
At the Secondary Level Contd

• Students who are receiving accommodations under
  Section 504 of the American with Disabilities Act
  do not have a written IEP, but a 504 Plan.
• 504 Plans are created by the student, students
  family, the school faculty and administration.
  (This person will vary school to school)
• Medical documentation of a disability is provided
  by the family.
• A plan of reasonable accommodations is then
  developed and distributed to classroom teachers
  and appropriate personnel.

9
Admissions 4 Year College

• Standard Admissions
• 4 years of English
• 3-4 years of Math
• 3-4 years of Science
• 3 years of Social Science

• 2-3 years of a foreign language. ( What does this
  mean if I have a learning disability?)
• ACT or SAT Scores
• Resume
• College Application to be competed in the Fall of
  Senior Year!

10
What Services Are Out There?

• Services Only
• Comprehensive
• Support
• Services
• Programs

11
504 Services Only

• 504 Compliant Accommodations as needed based on
  history and documentation.
• Student Must know and verbalize what he/she
  needs!
• Tutoring may be through general tutoring center.
• Counseling is generally through the general
  counseling center.

12
Comprehensive Support Services

• 504 Coordinator, Learning Specialist, additional
  staff.
• Student Must know what he/she needs!
• Designated appointments with staff.
• Will help facilitate accommodation requests by
  providing written notification to professors.
• Self-Advocacy Training

13
Programs

• 504 Coordinator, Learning Specialist (s),
  additional staff.
• Separate Application, once admitted to college
  or university.
• Typically Requires Additional Tuition!
• Guaranteed tutoring time by staff member.
• Usually, services are in separate office from
  general services.
• Students Must know what he/she needs.
• Self-Advocacy Training
• Assistance with accommodation requests.

14
Self-Advocacy

• Self-Advocacy begins as early as possible.
• Ask your child
• 1. Why do you receive special education
  services?
• 2. What does it mean to have a learning
  disability, ADHD, etc?
• 3. How do your accommodations and resource help
  you daily?

15
Self-Advocacy

• Parents will not be consulted.
• Student is responsible for knowing and being able
  to verbalize the following
• 1. What is his/her disability?
• 2. What accommodations has he/she received
  throughout high school?
• 3. What accommodations were most
• helpful? Why?

16
Psychological Services

• Most campuses have counseling services available
  to all students.
• If you have been seeing a psychiatrist for
  medication management, when will this be
  occurring? At home, every 6 months?
• What is available in the college town, establish
  yourself as a patient right away!

17
Medication Management

• Shhh, Its a secret!
• Maintain a list of what medications you are on.
• Find a buddy or roommate and let them know where
  you keep the list, or give them their own copy.

18
Medication Management

• Be Realistic Now is not the time to experiment!
• The Prescription(s)
• Why are you taking?
• When do you take?
• How do you take?

19
All previously mentioned accommodations have most
commonly been referenced with students with
Learning Disabilities/ Emotional Disabilities/ or
Physical Disabilities, so what do we do
differently for students on The Spectrum?
20
Differences Between High Functioning Autism and
Aspergers

• According to Dr. R. Kaan Ozbayrak, MD-
• It is believed that in Aspergers Disorder
• The onset is usually later
• The outcome is usually more positive
• Social and Communication deficits are less severe
• Circumscribed interests are more prominent
• Verbal IQ is usually higher than performance IQ
• (Usually reversed in cases of Autism)
• Neurolgical disorders are less common

21
GILLBERG'S CRITERIA FOR ASPERGER'S DISORDER
1.Severe impairment in reciprocal social
interaction(at least two of the following)(a)
inability to interact with peers(b) lack of
desire to interact with peers(c) lack of
appreciation of social cues(d) socially and
emotionally inappropriate behavior 2.All-absorbin
g narrow interest(at least one of the
following)(a) exclusion of other activities(b)
repetitive adherence(c) more rote than
meaning 3.Imposition of routines and
interests(at least one of the following)(a) on
self, in aspects of life(b) on others
22
.
4.Speech and language problems(at least three
of the following)(a) delayed development(b)
superficially perfect expressive language(c)
formal, pedantic language(d) odd prosody,
peculiar voice characteristics(e) impairment of
comprehension including misinterpretations of
literal/implied meanings 5.Non-verbal
communication problems(at least one of the
following)(a) limited use of gestures(b)
clumsy/gauche body language(c) limited facial
expression(d) inappropriate expression(e)
peculiar, stiff gaze 6.Motor clumsiness poor
performance on neurodevelopmental
examination (All six criteria must be met for
confirmation of diagnosis
23
Additional Diagnosis that can Co-Exist with
Aspergers

• Attention Deficit Hyperactivity Disorder (ADHD)
• Oppositional Defiant Disorder (ODD)
• Depression
• Bipolar Disorder
• General Anxiety Disorder
• Obsessive Compulsive Disorder

24
The Needs

• Social Skills Training
• Educational Intervention
• Self-Advocacy Training
• Behavior Modification
• Parent Education Training
• Counseling and/or Psychotherapy
• May include Medication

25
Admissions 4 Year College

• Standard Admissions
• 4 years of English
• 3-4 years of Math
• 3-4 years of Science
• 3 years of Social Science

• 2-3 years of a foreign language. ( What does this
  mean if I have a learning disability?)
• ACT or SAT Scores
• Resume
• College Application to be competed in the Fall of
  Senior Year!

26
4 Year vs. 2 Year

• Is the student ready for the transition to a four
  year residential campus?
• Would he/she be more successful commuting to a
  four year campus and maintaining his/her routine
  at home?
• SIZE MATTERS Knowing the names of professors,
  faculty/staff, students, but most
  importantlythey know him/her.

27
Innovative Progamming

• FRANKLIN ACADEMY, East Haddam, CT.
• Accredited College Preparatory Boarding School.
• Focuses primarily on Nonverbal Learning
  Differences and Aspergers Syndrome
• Unique Level 3 program Transitions

28
Franklin Level 3 Continued

• Seniors accepted into the level three program are
  expected to possess prior to graduation
• Self-Awareness How their learning difference
  affects his/her academically and socially.
• Pro-Activity Takes responsibility for both
  positive and negative decisions and actions.
• Emotional Coping Strategies Coping strategies
  for anxiety, frustration, adversity, etc
• Goal Setting Set specific and realistic goals
  that can be adjusted or modified to meet the
  demands of the situation

29
Franklin Academy Level 3 Continued

• Use of Effective Support Systems The student
  needs to seek support to provide guidance and
  reinforcement to make appropriate decisions or
  meet realistic expectations.
• Risk Taking To go beyond his/her Comfort Zone
  and try something different.
• Level 3 students have a double room in order to
  introduce them to living with another person
  prior to college.

30
On the Horizon

• Developing the Franklin Learning Institute for
  young adults of college age to further advance
  education and social skills.
• Landmark, Putney Vermont Piloting a summer
  program in 2009 for students with an Aspergers
  Syndrome diagnosis.

31
Contacts

• Franklin Academy
• Cynthia Pope
• Director of Admissions
• [phone]
• Landmark College
• Ben Mitchell
• Director of Admissions
• [phone]

32
AHEADD

• The AHEADD Model of Support 4 Core Elements
• AHEADD Professional Staff Development
• Development of Campus and Community Support
• Utilization of Campus Resources
• Peer Mentoring
• Can adapt any college campus
• Cost 4200-5350. per semester