Life Beyond High School Ingraham High School AJ
Life Beyond High School Ingraham High School AJ Duxbury Bellevue College Disability Resource Center Interim Director
Summary of Differences Pre-K thru 12 education is a right provided to all school is responsible for identifying disability, testing, updating special/individualized education if needed IEP Team determines accommodations personal services (medical, tutoring) may be an option assignments and attendance requirements may be extended or waived students are under 18 and are treated as such, with parents able to access all information responsibility on school Higher Education education is not a right, student must meet eligibility student is responsible for identifying disability, testing, seeking updates academic accommodations, no special/individualized education disability office determines accommodations with student input no personal services assignments and attendance requirements rarely extended, rarely (if ever) waived regardless of age, students are considered adults, with parents unable to access info unless student gives permission (still limited info and power) responsibility on student
FERPA Family Educational Rights and Privacy Act applies to higher education regardless of student age student’s academic record (including enrollment) is confidential to that student even if parent/guardian/family member pays for school student can sign a waiver to allow school to communicate with parent/guardian/family member, does not require the school to do so offices that have the student’s best interest will ask the student about signing a FERPA without the parent/guardian/family member present so there is no coercion
Typical Higher Ed Process 1. student contacts disability office 2. student submits initial form and documentation 3. disability office schedules meeting 4. student discusses disability with disability office • parent may join if waiver signed • an office that has the student’s best interest will, even with a parent in the meeting, predominantly interact with the student 5. disability office determines appropriate accommodations 6. student must request/notify Disability office each quarter/semester 7. student may have additional responsibilities
Typical Accommodations alternative testing: volunteer note taker or scribe text-to-speech or speech-to-text software alternative media: copies of instructor notes copies of overheads/Power. Points, etc. captions or transcripts ability to audio or video record lecture ability to take breaks in classroom, group work, in exams ability to have instructor-approved note card for exams extended time, reduced distraction environment Braille, large-print, audio version
Models of Disability Medical Model: something is wrong with the person with the disability, and it should be fixed if possible “You have declining vision. You need to get glasses!” negative model promoting shame and embarrassment Social/Diversity Model: society creates inequality by defining a ‘norm’ and setting up systems only for that norm, diversity should be celebrated “Society prefers to communicate orally. That creates inequality for those who cannot communicate orally or hear well. What can we do as a society to make this more equitable? ” positive model promoting self-empowerment and confidence
General Questions? Feel free to ask follow-up questions! aj. duxbury@bellevuecollege. edu (preferred) 425 -564 -2658
- Slides: 7