Elizabeth+Carpenter

**//FINAL PROJECT WIKI//** **//Below please find Website Content// //and accompanying brochure (open PS&F brochure.doc below)//** **//aimed to assist prospective students with disabilities and their families during their college search, and provide information about the transition needs specific to students with disabilities. First is a landing page accessed via a link from the CETL main disability support webpage, and links to subsequent pages are in the table of contents. Horizontal rules indicate a new page.//**

=Welcome Prospective Students and Families! = The Center for Excellence in Teaching and Learning (CETL) offers a variety of disability services for undergraduate students in the College of Arts, Sciences and Engineering at the University of Rochester. These services aim to provide an inclusive experience and equal access to academic content and program requirements that values the diversity of the university community.

Through exploring the information found through the links provided, you will find out more about disability services at CETL. If you are unable to satisfactorily discover the answers you seek, please feel free to contact us at cetl@rochester.edu or phone 585-275-9049.



**__Campus Visitstoc__**

While visiting UR during an admissions event or on your own, students and families are welcome to stop by or make an appointment to meet with a disability support coordinator. This is a great opportunity to review expectations, ask questions, and obtain clarification regarding services and accommodations provided by our office.

We are located on the River Campus, Eastman Quadrangle, 107 Lattimore Hall.

Getting Here/Campus Accessibility

About Rochester



**__Disability Support Coordinators__**

Students in the College are assigned an individual disability support coordinator to facilitate the provision of services throughout their undergraduate years at the University of Rochester. During this time, it is our hope to encourage the development of our student's self-advocacy and compensatory strategies through a supportive relationship in which the student becomes increasingly confident to discover their strengths and explore their academic interests. Your disability support coordinator is your partner to collaborate with instructors to arrange reasonable accommodations in a manner to assure equal access to academic content and equal opportunity to demonstrate knowledge of academic program requirements.

We are happy to speak with students or parents at any time by email, phone or appointment, and strongly encourage this contact be made well in advance so services are in place at the start of the semester.
 * **Contacts Us** ||
 * = **Disability Support Coordinator** ||= <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">**Caseload Assignment by Last Name** ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Pamela Spallacci ||= <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">A - G ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Elizabeth Carpenter ||= <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">H - M ||
 * = <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Amy Clark ||= <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">O - Z ||

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">Disability Documentation =

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">A qualified evaluator, such as a psychologist or medical doctor, must document the need for accommodations. Acceptable documentation should reflect the student’s current level of functioning affected by the disability and provide a rationale for any recommended classroom-related accommodations. Such accommodations are intended to mitigate the impact of the disability, and provide the student the ability to engage with all aspects of the academic environment on an equal footing as their non-disabled peer.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The University of Rochester follows documentation guidelines set forth by the Association on Higher Education and Disability.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__The Review Process__ <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Center for Excellence in Teaching and Learning <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">University of Rochester <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">107 Lattimore Hall ~ PO Box 270359 <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Rochester, NY 14627-0359
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Documentation submitted to the Center for Excellence in Teaching and Learning will be reviewed within 2 weeks. Diagnostic materials can be in the form of a psycho-educational report, neuro-psychological evaluation, and/or rehabilitation reports.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Documentation that meets the University of Rochester guidelines will initiate a confirmation letter to the student outlining the approved accommodations and instructions to access services.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students submitting documentation that does not meet the University of Rochester guidelines will receive notification indicating the additional information needed in order to grant accommodations.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Mailing address:
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">All disability-related materials will be treated confidentially and secured in CETL files.

//<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__Appeal Process__ // //<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">If a student is dissatisfied with a decision concerning accommodations, both informal and formal processes are available to request further review. The initial review consists of an informal review of all relevant materials by the local Disability Support Coordinator, in consultation with appropriate committees. The purpose of this local review is to mediate and resolve differences. If a student is dissatisfied with the decision made at the informal level, the student may formally request that the decision be reviewed by the dean of the school or by his or her designee. The dean may request a report and recommendations from the University Disability Resource Coordinator and, when appropriate, the Eligibility Assessment Team. A final appeal may be made to the provost, who may accept or reject the appeal or, at his or her discretion, assign it to a designee. //

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">If you receive a letter requesting additional information, please feel free to contact us with any questions or concerns.

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">Classroom Accommodations =

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students with approved documentation are eligible to receive reasonable and appropriate accommodations determined on a case-by-case basis. These may include alternative test-taking arrangements, note taking services, interpreters, or adaptive equipment. Students are encouraged to request a letter each semester to notify their instructors of their classroom accommodations. We recommend that students register with CETL and formalize services, even if they may not be required during the semester. Circumstances may change, and this assures notification is set up in advance. Support coordinators are available to work with instructors and to provide disability-specific resources to better inform their work with students as needed.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">CETL has designed online systems for submitting extended-time test accommodations and note-taking requests, as these are used most frequently by students with disabilities. Other classroom accommodations are set up through individual consultation with the student's assigned coordinator. Below are descriptions and information about typical services that may be implemented as they apply to an individual student's approved accommodations:
 * < <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Test Accommodation System (TAS)
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Student creates an online request //5 business days// prior to the exam date.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Instructor receives an email notification of an exam request that includes a link to the student’s case in which the instructor can verify the conditions of the exam administration at CETL.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Arrangements for exam delivery and return, and approval of auxiliary aids are also verified through TAS.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Student takes exam under the supervision of CETL proctors in 124 Lattimore Hall. ||< <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Note-Taking System (NTS)
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">When indicated in the student's approved documentation, the provision of notes services may be considered a reasonable accommodation.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students with note-taking services must still meet attendance requirements per their courses' syllabi.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">CETL hires student note-takers registered in the same class, and trains note-takers in best practices, procedures and confidentiality.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">CETL Note-takers are required to deliver class notes to Lattimore 107 within 24 hours.
 * Note-takees are expected to pick up notes regularly, and are responsible to communicate with CETL for note quality issues. ||
 * < <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Livescribe Pen and Audio Recordings
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students may have audio recording of lectures as an approved accommodation listed in their documentation.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">In some cases, students with notes accommodations find use of the Livescribe Penan acceptable alternative to a student notetaker, as this device captures both written notes and audio.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students must first secure instructor's signature on our CETL Audio Recording Agreement form prior to using any recording device or signing out a Livescribe Pen from CETL.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students must return their Livescribe Pen and unused materials at the end of each semester. ||< <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__Alternative text formats__
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students with alternative text or “text to speech” approved accommodations are provided with a digital version of their textbook obtained through the Access Text Network.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">A Kurzweil 3000 software license is available to the student and can be loaded onto their laptop computer for the duration of their study at UR.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students are encouraged to request their textbook list early in order for coordinators to secure a digital text in time for the first day of class.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">In the event a textbook is unavailable in a digital format, textbooks are unbound and scanned in our Multi-Media Center and the resulting pdf placed on a flash drive.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">As students increasingly rely on electronic notebooks or computers with built-in text-to-speech capability, often a digital copy in pdf format on a flash drive is all that is required. ||
 * < <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__Computer Use__
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Students may have approved accommodations for word processing during exams with essay components.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Our exam room is equipped with iMacs and AlphaSmart devices, and proctors monitor their use and print student's work at the conclusion of the exam period.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Internet access and spell check can be turned on or off both computers and AlphaSmart devices as it relates with the students approved accommodations. ||< <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__Assistive Technology__
 * The Multi-Media Center in Rush Rhees Librarymaintains an ADA workstation with the following pre-installed software for the Blind and Visually Impaired:
 * <span style="font-family: Verdana,Geneva,sans-serif;">Jaws 4.0 screen reading software
 * <span style="font-family: Verdana,Geneva,sans-serif;">Kurzweil 3000
 * <span style="font-family: Verdana,Geneva,sans-serif;">Zoomtext Express screen magnification software
 * <span style="font-family: Verdana,Geneva,sans-serif;">Duxbury Braille Translator to produce Braille documents from Word, Wordperfect or Text documents. ||
 * < __Interpreters__
 * The University of Rochester contracts with an outside company, Interpretek, to fulfill ASL interpreting needs for students in the College.
 * Classroom Technology arranges FM Loops. ||< __Other Accommodations__
 * Students who qualify for a medical single should contact Residential Life and their disability support coordinator over the summer to confirm these arrangements.
 * Students who qualify for a reduced course load should contact with their academic adviser and financial aid counselor well in advance of the entering semester to submit a request to the Administrative Committee. CETL will confer with these offices as needed. ||

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">The Student's New Role =

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">All services and arrangements for accommodations start with the student! Previously in the secondary setting, services were implemented by a team of educators and parents with an aim towards promoting the student’s //success//.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">In the post-secondary setting, the responsibility shifts to the student who must seek out assistance (i.e. self-identifying) by contacting disability service offices, such as CETL, to arrange //access//.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">This is a fundamental change in the way the student must relate to their instructors and advisers; the student now initiates all services and accommodations. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">No modification of curriculum || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Special education classes <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Co-teaching and resource room <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Teaching assistants or personal aides <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Speech/OT/PT providers <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Extended time exams || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Postsecondary accommodations are intended to mitigate the impact of disability based on eligibility to ensure //access//, such as: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Note taker <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Extended time exams <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Separate exam location <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Assistive technology <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Alternate textook formats || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">//Reference: advocacyconsortium.org and ThinkCollege.net//
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">**Ways in which Students With Disabilities are accommodated differ significantly between Secondary and Post-secondary Level** ||
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Secondary focus is to promote **//SUCCESS//** || <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: center;">Post-secondary focus is to provide //**ACCESS**// ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act is implemented at the secondary school level with an aim toward **//success//** for all students entitled to a free and appropriate education (FAPE) at their local education agency (LEA). || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The Americans with Disabilities Act (ADA) as well as Section 504 of the Rehabilitation Act guides college-level accommodation policy with an aim towards **//access//** for “otherwise qualified” students based on the colleges’ admission criteria ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Modification of instruction and curriculum are commonly provided in response to student learning needs || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">No modification of instruction
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The LEA is responsible for identifying a student’s disability, determining eligibility for services and implementing appropriate accommodations || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The student must identify their request for services to disability office, and provide documentation that verifies eligibility for accommodations specific to a functional limitation ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Cost of evaluations borne by LEA || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Cost of evaluations borne by student ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Individual Education Plans or 504 Plans are created to guide the students’ instruction and mandate services || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Individual Education Plans and 504 Plans do not suffice as adequate disability documentation at the college level ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Teachers and parents arrange services and assistance //for student// || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">//Student must initiate// request for services and arrange required accommodations ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">School-based services based on demonstrated need are put in place to promote //success//, such as:
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Personal aide services are arranged and provided by school district || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">College is not responsible for personal aide services ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Teachers and Parents remind student to complete homework, help in exam preparation and time management || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Student must independently plan homework and create reading and study schedules ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">High school provides a highly regimented, closely-monitored schedule with homework assigned at regular intervals || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">College schedule has more free, unstructured time; classes meet less frequently, more difficult homework and heavy reading load ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Parents communicate routinely with teachers, and can easily monitor student academic progress || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Parents have no contact with instructors, and written consent is required to access student progress ||
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Parents and teachers guide and intervene on student’s behalf, recommending strategies and supports || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Student must self-advocate and articulate their needs for services and accommodations and proactively pursue resources on campus for assistance ||

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">Transition Tips for Students =

Wherever and whenever you chose to attend college, and we hope it //is// UR!, self-advocacy and self-management are vital skills to develop in order to be a successful, self-determined college student. Self-determined students exhibit a strong desire to succeed, know how to persevere, have clear goals and an understanding and acceptance of their disability. Demonstrating persistence develops a positive academic self-identity, which is of utmost importance during this transition to higher education. In other words, recognize yourself as an active, rather than a passive, participant in your future planning and learning.

Throughout grades 9-12, and perhaps even earlier, it is important to be involved in every aspect of planning for college. The points below should be part of your planning process: Thinking ahead to graduate level exam accommodations is recommended || Develop a deeper understanding of your disability Research study strategies that promote success and meet your individual needs || Practice explaining your disability to high school teachers to gain confidence in self-advocacy || If possible, consider taking a college course while in high school or attend a summer program sponsored by the college to better self-assess your readiness to make the transition to college-level academics. Be aware of the increased level of academic difficulty, increased work load and pace of instruction. Because most academic content is delivered by lecture, paying attention, having the note taking skills to identify main ideas for later review is vital for acquiring, expanding and integrating knowledge. More weight is given to a limited number of assignments and exams that factor into final grades. Instructors are available during office hours, and students are expected to approach with questions rather than solicit feedback to check for understanding.
 * <span style="display: block; font-family: Verdana,Geneva,sans-serif; text-align: center;">**GET STARTED!!** ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**PLAN** ||= <span style="font-family: Verdana,Geneva,sans-serif;">**ACTION** ||
 * Explore your aptitude and interests to determine potential areas of study and career goals || Visit your high school guidance office or consult with transition specialist to complete interest surveys to narrow down academic interests and college search ||
 * Understand the differences in laws and services between secondary and post-secondary education || Research how laws impact your eligibility for services ||
 * Check that disability evaluation records are up to date and fulfill college documentation guidelines || Colleges set their own recency requirements
 * Check that disability evaluation records are up to date and fulfill college documentation guidelines || Colleges set their own recency requirements
 * Document the use of Assistive Technology as it applies to college level academics || Do your homework on devices, software and applications found to be beneficial during high school ||
 * Explore agency resources, if eligible, such as adult career and continuing education services through vocational rehabilitation (ACCES-VRin NYS) || Check your IEP transition pan for continuity of services through outside agencies ||
 * Become knowledgeable about your disability, the impact on learning, and your strengths and weaknesses as a learner || Read your educational evaluations to understand your needs as a learner
 * Make an honest self-assessment of your social/emotional readiness for college || Speak with your health care provider to maintain a continuity of counseling services, if needed ||
 * Reach a level of comfort in explaining your disability and need for accommodations to college advisers and instructors || Be an active participant in your IEP or 504 review meetings
 * Recognize when to ask for assistance || Successful students are ones who do not hesitate to seek out help, rather than avoiding bad news ||
 * Determine the most appropriate route to seek help || Explore available campus resources; consider making an appointment to acquaint yourself with their services ||
 * Exhibit self-motivation and self-management || Students who can independently stay on track are less likely to fall behind in their college work ||
 * Practice independent decision making, and take responsibility || Recognize that you are in charge and will live with the consequences of your actions (which may be expensive!) ||
 * = <span style="font-family: Verdana,Geneva,sans-serif;">**//Meet with college disability services office...at the University of Rochester, this is the Center for Excellence in Teaching and Learning//** ||

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">Especially For Parents =

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Every family’s journey to this point is as unique as each student, and parents deserve respect and admiration for their years of advocacy in support of their son or daughter. We acknowledge that this is a transition for parents, too, and are glad to engage in a dialogue that will foster the development of this new role from advocate to cheerleader.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Your role might have changed, but your involvement and guidance remains important. Families can have a positive impact on the development of students' self-determination, and parent's active and supportive role can be a welcome influence in your student's success in the transition to the post-secondary environment. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">We look forward to partnering with you to build a solid foundation of support for your student.


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">**//Parents Role for//** **//College Transition and Beyond//**
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Allow yourself the gradual process of letting go
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Make a plan to keep in touch; agree on method and frequency
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Guide, rather than pressure and direct
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Give unconditional support and encouragement
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Encourage your student to be proactive
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Discuss the importance of being a self-advocate
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Allow your student to make their own decisions and take responsibility for those decisions
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Encourage active participation in clubs or volunteer organizations
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Remind your student of available UR Resources
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Congratulate your student on their success

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Parents of admitted students should watch for an invitation to our session "Moving from Advocacy to Support: Your New Role as the Parent of a College Student With a Disability" during Fall Orientation.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Nationally known disability consultant, Jane Jarrow, Ph.D, published “An Open Letter to Parents of Students With Disabilities About to Enter College” that many find comforting as they develop a new relationship with their adult, college-aged child. It is well worth reading and sharing.

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">Resources =

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">In order to develop meaningful goals of further education and career, students should be encouraged to be actively and intimately involved in their transition planning to discover their passions, and take personal responsibility to attain their goals. Parents are valued partners in this planning as well, and can share a variety of resources found online and in print with their student:

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__Publications__

<span style="font-family: Verdana,Geneva,sans-serif;">Conner, David J. (2012). Helping Students With Disabilities Transition to College: 21 Tips for Students With LD and/or ADD/ADHD. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">//Teaching Exceptional Children,// 44(5), 16-25.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Office for Civil Rights, U.S. Department of Education’s publications:
 * <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">“Students with Disabilities Preparing for Post-Secondary Education: Know Your Rights and Responsibilities”
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">“Transition of Students With Disabilities to Post-secondary Education: A Guide for High School Educators”

<span style="font-family: Verdana,Geneva,sans-serif;"> Shaw, S.F., Madaus, J.W. & Dukes, L.L., III (Eds.). (2010). //Preparing Students with Disabilities for College Success: A Practical Guide for Transition// //Planning.// Baltimore, MD: Brookes.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">__ Online __

Association for the Blind and Visually Impaired (ABVI) provides orientation and adaptive technology consultations for students who are blind or have low vision impairments.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Association on Higher Education and Disability(AHEAD) is a national organization for professionals serving students with disabilities at the post-secondary level. Students and parents can also find links to resources and explore further the topics surrounding disability issues in higher education.

Attention Deficit Disorder Association (ADDA) has compiled a list of recommended accommodations and transition resources in print to support students with ADHD.

The Autistic Self Advocacy Network (ASAN) offers their <span class="wiki_link_ext">handbook, Navigating College, written by adults on the autism spectrum to advise and guide transitioning college students.

Children and Adults with Attention Deficit/Hyperactivity Disorder(CHADD) offers articles related to transition for students and their parents to aid in the transition from high school.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">DO-IT: University of Washingtonis a comprehensive clearinghouse of information, tip sheets and resources for students with disabilities, their parents and higher education faculty and staff.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Going To Collegeis a dynamic, interactive website designed for students to explore all facets of college transition planning, including campus life and communicating with instructors and advisers.

Heath Resource Centerat the National Youth Transitions Center serves as a portal to a multitude of publications and modules to prepare and inform parents and students for post- secondary education. An essential toolkit aimed at guidance and career counselors, but also of use to students and families, is available by download.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">LD Online: College and College Prepa variety of articles and books, links to external resources are found here.

National Center for Learning Disabilities<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">(LD.org)maintains a compilation of articles and podcasts that help students and families plan for post-secondary transition.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">National Dissemination Center for Children with Disabilitieshas a wealth of information related to transition of students with disabilities. Students and parents (as well as educators and guidance counselors) can complete a series of modules and explore resources through various links.

Organization for Autism Research offers a publication for parents: A Guide For Transition to Adulthood.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">PEPNet 2.0 iTransition <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">PEPNet 2.0 Transition Toolbox <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">PEPNet 2.0 is a website aimed toward supporting deaf and hard-of-hearing students in higher education. iTransition is a curriculum for students 14 and up to explore college and create a portfolio of information to aid in their college search.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Think College Islandis specifically designed for middle school students to help jump start their thinking about college and careers.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Veterans Outreach Center assists our veteran students in transition to 2-year or 4-year colleges enrolling under the Post 9/11 GI Bill.

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">U of R Resources = <span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Study Skills CounselingAll students in the College can access free study skills counseling through our Center. Disability Support Coordinators often work in partnership with our graduate student counselors to improve time management, test taking strategies and devise customized study plans. Our counselors also teach our study skills course, Methods of Inquiry.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;"> Study GroupsEach semester a slate of foundational courses are supported by a study group that meets under the direction of a peer leader on a weekly basis. Students are encouraged to take advantage of this free service.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Workshop ProgramStudents practice core concepts collaboratively, guided by a trained student leader assigned by the course instructor.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">University Counseling CenterIndividual and group therapy provided by licensed professionals are available under the student health fee at UCC. CBT and Asperger's support groups are offered.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">University Health ServicePrimary health care providers are available at UHS to full time students using the Student Health Plan.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">College Center for Academic SupportContact CCAS and make an appointment with an adviser for guidance on any academic-related concern or question to clarify program requirements.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">College Writing Program The CWP offers graduate student consultants to aid in writing assignments, including foundational planning, formulating persuasive arguments, and making strong conclusions.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Office of Parent RelationsHoused in the Dean of Students Office, parent relations staff serve as a resource for families during your student's undergraduate years.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Rush Rhees LibraryTake the time to learn how to use our vast library resources and consult with expert research librarians.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Rush Rhees Library Study SpacesGet Out Of Your Room! The library offers a variety of study space that can be the perfect change of venue to improve focus.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">University-Wide Disability Resources

=<span style="color: #000080; font-family: Verdana,Geneva,sans-serif;">References =

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">The Advocacy Consortium of Greater Rochester for College Students with Disabilities. www.advocacyconsortium.org/

Anctil, T. M., Ishikawa, M. E., & Scott, A. T. (2008). Academic Identity Development Through Self-Determination. //Career Development for Exceptional Children,// 31(3), 164-174.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Association on Higher Education and Disability (AHEAD). www.ahead.org/

<span class="wiki_link_ext">Attention Deficit Disorder Association (ADA). www.add.org/

<span class="wiki_link_ext">The Autistic Self Advocacy Network (ASAN). www.autisticadvocacy.org/

<span class="wiki_link_ext">Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD). www.chadd.org/

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Conner, David J. (2012). Helping Students With Disabilities Transition to College: 21 Tips for Students With LD and/or ADD/ADHD. //Teaching Exceptional Children,// 44(5), 16-25.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">DO-IT: University of Washington. [|www.washington.edu/doit/student/college.html]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Going to College: A resource for teens with disabilities. [|www.going-to-college.org/]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Jane Jarrow, Ph.D. "An Open Letter to Parents of Students With Disabilities About to Enter College." @http://www.ahead.org/affiliates/kentucky/letter_to_parents

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">LD Online: College and College Prep. [|www.ldonline.org/indepth/college]

<span class="wiki_link_ext">Learning Disabilities Association of America (LDA). www.ldanatl.org/

Morningstar, et al., (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings. //Career Development for Exceptional Individuals,// 33(2), 80-94.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">National Center for Learning Disabilities (LD.org). [|www.ncld.org/]

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">National Dissemination Center for Children with Disabilities. @http://nichcy.org/schoolage/transitionadult/education/

Opening Doors to Postsecondary Education and Training. (2007). Wisconsin Department of Public Education. Retrieved from @http://dpi.wi.gov/sped/transition.html

<span class="wiki_link_ext">Organization for Autism Research. www.researchautism.org/resources/reading/index.asp#Transition

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">PEPNet 2.0 iTransition. [|www.pepnet.org/itransition.php]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">PEPNet 2.0 Transition Toolbox. www.pepnet.org/transitiontoolbox/

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Shaw, S.F., Madaus, J.W. & Dukes, L.L., III (Eds.). (2010). //Preparing Students with Disabilities for College Success: A Practical Guide for Transition// //Planning.// Baltimore, MD: Brookes.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Think College Island. [|www.thinkcollege.net/think-college-island]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">University of Rochester. [|www.rochester.edu/college/cetl/] and [|www.rochester.edu/ada/]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 12px;">U.S. Department of Education, Office for Civil Rights. @http://www2.ed.gov/about/offices/list/ocr/index.html