Katie+Hudd-+Postsecondary+Education



Now What??? A Guide to Get You Thinking about Transitioning into "The Real World"



So, you've heard all of the options. Graduate, and then you either go to college or get a job. Seems pretty straight forward, right? But have you ever taken the time to really think about how you go to go college or get a job? Do you know what laws protect you in these places or how to receive accommodations?

Or how about, "How do you get accommodations? Do these "accommodations" only exist in college, what about employment? Am I supposed to ask for these? What if I am not sure if college is right for me?"

These are only a few examples of the questions you will tackle while trying to prepare to exit the comfortable nest of your secondary school. "**Welcome to the REAL WORLD**", is a phrase you will begin hear often, and may even eventually say yourself, that tends to become a pseudonym for all of the unanticipated events that we feel we do not have satisfactory preparation for.

So, you have a choice. Do you want to be prepared to enter this "real world"? You do? Perfect.

** So, NOW WHAT??? Well, let's explore your options **.


 * Table of Contents **

**1. Exiting High School**

**2. Disability Laws**

**3. Self-Determination and Self-Advocacy Skills**

**4. Post-secondary Education**

**5. Alternatives**

**6. References**

**Exiting High School** Let's begin by examining some vocabulary that should be very familiar to you by the time you are ready to transition.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">To start, a **transition** is defined as "a period of floundering that occurs for at least the first several years after leaving school as adolescents attempt to assume a variety of adult roles in their communities" <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(Halpern, 1991 ). Students typically "transition" after exiting high school either into education or employment. At this point, your coverage under the **IDEA** will end. This means you have either graduated, reached the age of 21, dropped out or completed a certificate. When leaving special education because you are graduating or reaching the age of 21, you will be given a **summary of performance**.

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">What is the **IDEA**? The IDEA is a national special education law designed to protect all children with disabilities and ensure Free Appropriate Public Education (FAPE), along with a Planning and Placement Team (PPT) and Individualized Education Program (IEP). The State of Connecticut requires that at the annual PPT after a child turns 15, transition planning must begin. Students need to be aware of this and be proactive in their transition plans!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The IDEA defines a **transition service** as " a set of coordinated activities that are designed to be a results-oriented process, that focuses on improving the academic and functional achievement of the student with a disability to facilitate their movement from school to post-school activities." <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Results-oriented means that a student must have goals that are clearly written that represent their desires, strengths and needs and are observable.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The IDEA clearly indicates that **exit evaluations** are not required for students leaving high school (Madaus, Shaw, Miller, Banjeree & Vitello, 2011). These exit evaluations only occur when student's change their status to not having a disability, and require a re-evaluation. The IDEA does however require a "summary statement of academic achievement and functional performance", also known as a **summary of performance**, that provides the student and their network (family, friends, case manager, service providers, etc.) with recommendations on ways the individual can achieve their post-secondary goals once they exit the school system. The summary of performance has three core requirements: statement of academic achievement, a statement of functional performance and recommendations on how to help the student meet post-secondary goals (Madaus, Shaw, Miller, Banjeree & Vitello, 2011).

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">It is very important for **YOU** to be included in **YOUR** transition planning and to be aware of **YOUR** post-school transition goals.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">How can I get involved in my IEP and Transition Planning? **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">1. Develop your timeline of events and meeting dates. Inform your parents of the program or area you are interested in. Gather materials necessary for or related to your plan. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">2. IEP team should share consent on ground rules. The IEP should have an orientation where everyone gets to know each other and then discuss important vocabulary with your team. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. Get information from your team regarding transitioning, disabilities, laws, accommodations or any other area of interest that you may not know about! <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">4. Develop your IEP! Send invitations to members, collect information at the meetings and draft your meeting documents/notes. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">5. Conduct your IEP! Practice the meeting with your counselors, teachers, parents, etc. Create a meeting agenda to help remind yourself what is to be discussed. Decide on your goals. If post-secondary education, make preparing for this a goal! <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">6. Celebrate! Make sure everything you needed or wanted to discuss was covered, and then thank your team for taking the time to listen and give positive criticism and feedback into your plans. //<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">*Adapted From: Van Dycke, Jamie L., Martin, James E., & Lovett, David L. (2006). "Why is this Cake on Fire?: Inviting Students into the IEP Process". __Exceptional Children__. 38 (3). pp. 42-47. //
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The Student Led IEP: **


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Web Resources on IEP Involvement and Decision Making **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|A Student's Guide to the IEP] is a workbook designed specifically for students with disabilities that explains the IEP process. The workbook is quick and explains why you need an IEP, the purpose, where it is developed, and why it is important to take part in your IEP.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|The Youthhood] is a website for students with disabilities in high school who need a space to help figure out their future plans. Accessing "The High School: Learn More", will provide you with activities on budgeting for college, comparing high school to college, monthly planning, writing an application essay, and more. The site is user-friendly and definitely connects to students! The site also has tons of resources on planning your education, a sample of a day of the life of a college student, and video guides for the visual learners. This site also provides information on employment if you are looking to explore multiple options!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Opening Doors to Postsecondary Education and Training- Planning for Life after High School] is a pdf that can be printed to use as a workbook. There is a timeline for planning broken down by grade, a table explaining differences between high school and college related to laws and responsibilities, classes, instructors, studying, testing, grades, other facts to consider. There is a checklist section on what selecting a college, financial situations, housing accommodations,and transportation. Most importantly, the "other things to keep in mind" section discussing high school transcripts, student portfolios (SOP, age appropriate transition assessments). The exploration worksheet can be printed and used as a pro/con list for deciding amongst post-secondary education options.

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Once you are able to take charge in your transition planning and begin to have a clear understanding of what you want to do after exiting high school, you will be ready to start learning how to achieve these goals!

<span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Did You Know? : <span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Up until 1990, IEP's were process-oriented. This means that the regulations required local education agencies (LEAs) to follow certain procedures when developing an IEP. If schools completed the IEP document correctly and could show that the student made some progress, that was often good enough. The regulations did not make schools responsible for long-term results of goals. ||
 * **<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">A HiStORiCaL PerSpeCtivE: **

<span style="color: #000080; display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 130%; text-align: center;">**Disability Laws**



**<span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">STOP and RECOGNIZE: **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">After successfully exiting from high school, the only way to be protected by the law and be able to receive accommodations is by disclosing your disability and asking for them yourself. You are no longer **entitled** to, but instead are only **eligible** for, adult accommodations are services. This means you must have strong **self-determination and advocacy** skills to make sure you can get what you need.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Below is a table that includes and explains all disability laws related to post-secondary transition. We will pull out the ones that are important to post-secondary education and review them further.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">on the basis of disability in <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">employment, public entities, public <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">accommodations, transportation, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">telecommunications, and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">recreation. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">[|http://www.ada.gov] || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">requires states and territories to <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">conduct activities related to public <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">awareness, interagency <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">coordination, technical assistance, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">and training and outreach to <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">promote information about and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">access to assistive technology <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">devices and services. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The AT Act also authorizes the <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Assistive Technology Alternate** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Financing Program** to assist people <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">with disabilities in accessing the <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">technology that they need. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//AT Act:// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.section508.gov/ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">docs/AT1998.html || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Assistance and Bill of Rights Act** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **Developmental Disabilities** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Assistance and Bill of Rights Act** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">requires that people with <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">developmental disabilities and their <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">families receive the services and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">supports they need and participate <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">in the planning and designing of <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">those services. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.acf.hhs.gov/ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">programs/add/DDACT2.htm || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Education Act (IDEA)** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The IDEA guarantees youth with <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disabilities FAPE. Individuals are <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">entitled to an education and related <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">services. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Services detailed in IDEA include <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">transition services and planning, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">individualized education programs, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">early intervention services, due <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">process provisions, disciplinary <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">services, and alternative education <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">programs. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.ed.gov/offices/ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">OSERS/Policy/IDEA/the_law.html || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">(SSI) is a federal income <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">supplement program designed to <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">help aged, blind, and disabled <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">people with limited income. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">There are a number of work <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">incentives designed to help people <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">on SSI and SSDI transition to work, <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">including the following: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **//Student-Earned Income//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**//Exclusion//** supports the ability of <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">transition-aged youth to work and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">have earnings through work-based <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">learning programs that are <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">integrated into educational <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">programs. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">A **//Plan for Achieving Self Support//** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">(PASS) allows a person with a <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disability to set aside income for a <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">given period of time to achieve an <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">employment goal. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.ssa.gov || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Investment Improvement Act** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**(TWWIIA)** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **TWWIIA** program offers SSA <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disability beneficiaries greater <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">choice in obtaining the services <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">they need to help them go to work <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">and attain their employment goals. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.socialsecurity.gov/ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">work/Ticket/ticket_info.html || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**and the Vocational Rehabilitation** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Act** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **Workforce Investment Act** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">provides coordinated, effective, and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">customer-focused workforce <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">development and employment <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">services to be delivered through <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**One-Stop Career Centers.** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Title I of WIA provides for services <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">to youth, adults, and dislocated <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">workers. The youth provisions of <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Title I of WIA require states and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">localities to provide a comprehensive <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">workforce preparation system <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">that reflects the developmental <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">needs of youth. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Section 188 of Title I makes it illegal <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">to discriminate against people with <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disabilities in employment and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">training programs, services, and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">activities || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.doleta.gov/ <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">usworkforce || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**and the Vocational Rehabilitation** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Act** **//(continued)//** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Title IV of WIA contains the entire <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Rehabilitation Act,** comprised of <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">the vocational rehabilitation <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">program as well as the supported <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">employment and independent <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">living programs. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Section 504 of the Rehabilitation Act <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">prohibits discrimination based on <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disability in federally funded and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">federally conducted programs or <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">activities in the United States. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Section 508 of the **Rehabilitation** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Act** requires federal agencies to <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">assure the accessibility and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">usability of their electronic and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">information technology <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Vocational Rehabilitation** assists <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">individuals with disabilities who <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">are pursuing meaningful careers <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">through local job searches and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">awareness of self-employment and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">telecommuting opportunities. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Independent Living Centers** are <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">community-based organizations <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">run by and for people with <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">disabilities, which offer systems <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">advocacy, individual advocacy, peer <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">counseling, information and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">referral, and independent living skills training || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//Section 508:// <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.Section508.gov || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Accountability Act (HIPAA)** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">HIPAA gives you information <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">about your rights regarding your <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">personal health information and <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">sets limits as to who can access this <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">information. || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">http://www.hhs.gov/ocr/hipaa/ || //<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Resource: National Collaborative on Workforce and Disability for Youth. (2005). The 411 on Disability Disclosure Workbook. Washington, DC: Institute for Educational Leadership. //
 * <span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 12px; text-align: center;">**Legislation** || <span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 12px; text-align: center;">**Summary** || <span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 12px; text-align: center;">**Resource** ||
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Americans with Disabilities Act || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **ADA** prohibits discrimination
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Assistive Technology (AT) Act || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">The **Assistive Technology Act**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Developmental Disabilities**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Individuals with Disabilities**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Social Security** || <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Supplemental Security Income**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Ticket to Work and Workforce**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Workforce Investment Act (WIA)**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Workforce Investment Act (WIA)**
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">**Health Insurance Portability and**

<span style="font-family: 'trebuchet ms',helvetica,sans-serif;">**1. The Americans with Disabilities Act (ADA)**- <span style="font-family: 'trebuchet ms',helvetica,sans-serif;">Remember the important difference: These are civil rights laws (not education acts).

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: center;">**Are You Protected by the ADA?**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Under the ADA if you have a disability and are qualified to do a job, you are protected from discrimination on the basis of your disability. <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Under the ADA, **you have a disability if:**


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">** You have a physical or mental impairment that substantially limits a major life activity **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">** You have a record of such impairment; or **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">** You are regarded as having such an impairment **
 * <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">A **substantial impairment** is one that significantly limits or restricts a **major life activity such** as hearing, seeing, speaking, walking, breathing, performing manual tasks, caring for oneself, and/or learning or working.

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">The ADA also protects you if you have a history of such a disability, or if an employer believes you have a disability, even if you don’t.

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">If you have a disability, you must also be qualified to perform the essential functions or duties of a job, **with or without** reasonable accommodation, in order to be protected from job discrimination by the ADA. You Must:


 * <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Satisfy the employer's requirements for the job, such as education, employment experience, skills or licenses.
 * <span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Be able to perform the essential functions of the job **with or without** reasonable accommodation. An employer cannot refuse to hire you because your disability prevents you from performing duties that are not essential to the job.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">// Adapted From: The U.S. Equal Employment Opportunity Commission, http://www.eeoc.gov/facts/ada18.html //

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: center;">**What is a reasonable accommodation?**

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: left;"> With both post-secondary education and employment, you ** must disclose your disability in order to request and/or receive accommodations. ****Accommodations** are adaptations and changes made to elements of a student's post-secondary program that help to compensate for the student's impairment(s) and provide equal access to students with disabilities (UConn CSD) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">. Also known as "**academic adjustments**", Section 504 defines them as: modifications to academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of [disability] against a qualified ... applicant or student [with a disability]. Academic requirements that the recipient can demonstrate are essential to the instruction being pursued by such student or to any directly related licensing requirement will not be regarded as discriminatory within the meaning of this section.

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: left;">Accommodations/adjustments are not a student's preference, they are determined by supporting documentation such as the SOP or IEP. The main purpose of these are not to guarantee any more success than usual but to eliminate any disadvantages or possible discrimination. Post-secondary education institutions will have their own documentation requirements that are in compliance with **Section 504 and Title II**.


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">2. Section 504 of the Rehabilitation Act **


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Titles II & III** provide equal access to post-secondary education and necessary support services at private and public universities and colleges.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Basically, in regards to students with disabilities in college, three important provisions under Section 504 include:
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">a college **cannot** use admissions tests that inadequately measure the academic qualifications of disabled students because appropriate modifications were not made for them
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">a college **cannot** exclude a qualified student with a disability from any course of study
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">a college **cannot** counsel a student with a disability toward a more restrictive career

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//Adapted From: University of Massachusetts Boston. Think College. (2012). “Your Rights: Laws That Support Students with Disabilities in Higher Education”.// //[]//


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Web Resources for Understanding Disability Related Laws **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|A Spotlight on Section 504] This link will direct you to a module that is designed for students with disabilities. This can be viewed as a "Training" to help you: how Section 504 protects students at the post-secondary level, understand the differences between Section 504 and IDEA and the differences of rights between a high school student and college student, and identify who to contact at the post-secondary level if you feel your rights are not being met!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|U.S. Department of Ed: Students with Disabilities Preparing for Post-Secondary Education: Knowing Your Rights and Responsbilities]This site was developed by the Office for Civil Rights and serves to assist you in understanding your rights and responsibilities in post-secondary education. It also covers the obligations the post-secondary school has regarding the laws and students with disabilities.

**<span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Self-Determination & Advocacy **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Self-Determination** is defined as a combination of skills, knowledge and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. Understanding one's strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of skills and attitudes, individuals have greater ability to take control of their lives <span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">(Field, S., Miller. R., Ward, M., Wehmeyer, M., 1998). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">SWD who were self-determined were more likely to have achieved more positive adult outcomes, including being paid at a higher rate and earning more per hour!! (Field, S., Miller. R., Ward, M., Wehmeyer, M. 1998)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**Self-Advocacy** is defined as a realization of strengths and weaknesses, the ability to formulate personal goals, being assertive and making decisions. It is important for the voices of students with disabilities to grow stronger! Identify yourselves, highlight areas in your education that need updates, educate your communities, represent many students/youth with disabilities and provide peer support and training to others.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**1. Choice making** is simply the selection of one thing from an array of options. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**2. Decision making** involves weighing the possible alternatives to any situation or <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">problem and then making a choice. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**3. Problem solving** is the process of solving some situation or dilemma whose <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">solution is not immediately known. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**4.** **Self-Monitoring and self-reinforcemen**t support being able to tell if one is doing <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">what is needed, and if so, providing some way to reward oneself, either with a <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">feeling of accomplishment or an external reward. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">What do you want to learn or do? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Is the goal clear, concise, measurable, short-term/ long-term? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How will you begin to work on this goal and when? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How are you doing, what have you done, is the goal finished or not? //<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">Resource: Wehmeyer and colleagues (2007) // ||
 * **<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Ways self-determination influences goal setting: **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">How to be self-determined and set goals: **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">1. Identify the Goal **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">2. Write the Goal **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. Create an Action Plan **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">4. Evaluate Progress and Adjust Plan or Goal **


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Web Resources to Develop Self-Determination and Advocacy Skills: **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Kids As Self Advocates] is a place for students to practice their advocacy skills. The site encourages students to make choices and advocate for themselves by gaining the proper knowledge and support they need. KASA's main belief is that YOU should be in control of your own life and future! <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|My Future, My Plan] is a workbook that helps students figure out what they want for their futures. Many personal profiles of students with many different disabilities are included with stories on how they planned their own futures. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Taking Charge: Stories of Success and Self-Determination] This is pdf shares tips on success from others, how to define success, setting personal and academic goals, understanding your strengths, and more.

**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Now What??? ****<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">It's Decision Time... **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Now that you are aware of the laws and have developed the self-determination and advocacy skills to determine what you will need in your transition, its time to decide: is post-secondary education for me?

<span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Did You Know?: <span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">OSERS initiative to demonstrate the impact of self-determination resulted in many studies focused on special education programs and transition services. What was revealed was that upon completing educational programs, not many people with disabilities live independently, are competitively employed in a full time capacity or are employed at a living wage (Hasazi, Gordon, & Roe,1985). <span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">However, after incorporating the idea of helping students acquire and exercise self-determination, research by Wehmeyer and Schwartz (1997) found that one year after graduation, students with disabilities that were self-determined were more likely to have achieved positive adult outcomes (example- be employed at a higher rate and earning more per hour!). ||
 * **<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">A HiStORiCaL PerSpeCtivE: **

**<span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Post-Secondary Education **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The Office of Disability Employment Policy and the National Collaborative on Workforce and Disability created a really awesome resource for students to use during your transition process! [|The 411 on Disability Disclosure: A Workbook for Youth with Disabilities] goes through eight different sections: self-determination, disclosure, weighing the advantages and disadvantages of disclosure, rights and responsibilities under the law, accommodations, post-secondary disclosure, disclosure on the job and disclosure in social and community settings. The activities included are really beneficial and you can learn a lot about yourself by completing them!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Deciding on disclosing your disability in college is completely up to you. The 411 on Disability Disclosure workbook has activities that allow you to rad sample scenarios from student's that have disclosed and practice writing your own disclosure script. As we have discussed previously, without disclosing- you are not protected by any disability laws!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Once you have decided on entering the world of post-secondary education, you will need to decided what type of school is right for you. College bound students can exercise their self-determination skills by looking at schools dependent upon their strengths, desires, and interests <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">( Field, S., Miller. R., Ward, M., Wehmeyer, M., 1998 ) .<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[| Post-secondary Educational Options] is a site that is targeted to students with learning disabilities however the information on educational options provides any student with an explanation of each type. Students can choose their best fit between four year colleges and universities, two year colleges, community and technical schools, art schools, and more. The NLTS2 study reported that 45% of students in the study continued on to post-secondary education within 4 years of leaving high school. 32% were enrolled in two-year or community colleges, 23% in vocational/tech/business, and 14% were enrolled in four-year colleges. While we would like to see these numbers increase, the purpose of showing you this is to demonstrate the variability of students with disabilities in post-secondary education environments!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">As revealed by the NLTS2 study, 55% of post secondary students who were identified by their secondary schools as having a disability did not consider themselves to have one by the time they transitioned. 37% did identify as having a disability, but only 24% of these students were receiving accommodations (as opposed to 84% in high school). <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">What are some common accommodations in college? Having additional time to complete tests is typically most frequent accommodation in study, along with reduced course load, reduced distraction environments, note-taking, auxiliary aides, and more. Depending on the school and type of disability services office they provide, your access to accommodations may vary.

<span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Limited support services <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Few established policies <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Students dependent on sympathetic faculty || <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Formal contact person <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Generic support services and accommodations available <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Peer tutors available <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Students referred to other on-campus resources || <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Full-time program coordinator <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Services housed in disability office <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Accommodations provided <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Established policies and procedures <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Emphasis on student self-advocacy <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Specially trained disability specialists may be available || <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Full-time program director <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Assistant director or coordinator <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Full range of accommodations <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Established policies and procedures <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Emphasis on student self-advocacy <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Adaptive technology available <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Trained disability specialists available <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Individualized support available <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Individualized support plans developed ||
 * ** Continuum of Post-secondary Disability Support Services ** ||  ||
 * ** Decentralized Services ** || ** Loosely Coordinated Services ** || ** Centrally Coordinated Services ** || ** Comprehensive Support Programs ** ||
 * <span style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -0.25in;"><span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">· Formal contact person
 * Adapted From: McGuire, J.M, & Shaw, S.F. (1989). __Resource Guide of Support Services for Students with Learning Disabilities in Connecticut Colleges and Universities.__ Storrs: A.J. Pappanikou Center on Special Education and Rehabilitation: A University Affiliated Program, University of Connecticut. (Revised, 1996). ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Job Accommodation Network: Searchable Online Accommodation Resource (SOAR)] The SOAR system is designed to allow students to explore various accommodations for people with disabilities in education and employment settings. You first select the impairment, then decide on the limitation, select the job function (can be adapted to education settings), and receive accommodation suggestions.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Know Before You Go: 4 Steps to College] This is a great site that encourages students to use your self-determination and advocacy skills when using their 4 step guide to preparing for college. "Be a Pain-Push Yourself-Find the Right Fit-Get Your Hands on Some Cash" all outline the necessary steps a high school student who is planning on going to college needs to know and make.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Think College]is a site that is an excellent resource for all steps of post-secondary education planning. What makes it different is that discusses other support options regarding post-secondary education include **supported education** and **dual enrollment**. **Supported education** is when a student receives extra assistance from an educational coach or Disability Services on campus. Education coaches may help with coursework and organizational/study strategies, or may even sit in a class with the student to provide additional assistance. **Dual enrollment** is when a high school student takes college credit courses. The student usually works with a transition coach outside of school on taking classes, using public transportation, employment, and living skills. Disability Services offices are where students will request and/or receive accommodations and develop a plan for success.


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Additional Web Resources for Post-secondary Education **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Accessing Support Programs in College]This site provides tips on how and where students with disabilities can access resources and supports in a college environment.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Going To College] Students can utilize the "my place" section to learn the best ways to use your strengths and set goals for college. You can use "campus life" for a better understanding of what to expect from college and what is expected from you. You can also preview tips on getting good grades, accommodations and assistive technology. "Planning for college" helps you to devise your plan for now!

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Preparing and Succeeding in College] Allows users to select resources based upon what stage you are at in your transition to post-secondary education.

<span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">According to the NLTS-2, college enrollment now includes close to half a million students with disabilities! ||
 * <span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">A FRESH perspective: Did You Know?

<span style="color: #000080; display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 130%; text-align: center;">**Alternative Options**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">So, you are not quite ready to head to college. That's okay! There are many alternative options that have successful outcomes and post-secondary education may not be a first choice for everyone! Employment is a great way to explore potential careers. Part or full-time jobs, internships, job shadows, informational interviews are a few ways to gain the experience that will help you to determine if a career field is right for you. As with post-secondary education, you need to be aware of the laws that protect you.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|O*Net Online] is the nation's primary source of occupational information. This database has information on hundreds of occupations. It is continuously updated by surveying a broad range of workers from each occupation. While O*Net is not specific to people with disabilities, the site is pretty easy to use. Students can search occupations/career fields through large categories like "Career Cluster" or "Job Family".

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|College Living Experience] This is an alternative program for students with disabilities who need to gain greater academic, social and independent living skills before entering post-secondary education environments. Participants will develop the skills necessary to be a part of post-secondary education settings like dorm living and classroom participation. Students in the program live, learn and socialize together in multiple locations across the U.S.

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">The NLTS-2 study also showed that employment is also linked to economic independence and enhanced self-esteem. 72% of students with disabilities in the study out of high school have been employed, holding an average of two to three jobs. 58% work full time, earning approximately $8.20 per hour, and 44% received at least one benefit. 19% had employers that were aware of their disability. 3% of students had accommodations on the job. Again, in order to receive accommodations with employment, the individual must disclose their disability. Below identifies the laws in place to protect individuals with disabilities in employment settings:

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">**Post-secondary Employment Laws**

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">A **reasonable accommodation** is any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy benefits and privileges of employment equal to those enjoyed by employees without disabilities.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">1. The ADA **

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Examples of Reasonable Accommodations:


 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">providing or modifying equipment or devices
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">job restructuring
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">part-time or modified work schedules
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">reassignment to a vacant position
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">adjusting or modifying examinations, training materials, or policies
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">providing readers and interpreters
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">making the workplace readily accessible to and usable by people with disabilities

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">An employer is required to provide a reasonable accommodation to a qualified applicant or employee with a disability unless the employer can show that the accommodation would be an “undue hardship” -- that is, that it would require significant difficulty or expense.

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: center;">**What Employment Practices are Covered?**

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">The ADA makes it unlawful to discriminate in all employment practices such as:


 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">recruitment
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">firing
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">hiring
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">training
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">job assignments
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">promotions
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">pay
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">benefits
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">lay off
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">leave
 * <span style="color: black; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px;">all other employment-related activities

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">It is also unlawful for an employer to retaliate against you for asserting your rights under the ADA. The ADA also protects you if you are a victim of discrimination because of your family, business, social, or other relationship or association with an individual with a disability.

<span style="display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 13px; text-align: center;">**Can an Employer Require Medical Examinations or Ask Questions About a Disability?**

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">** No **. If you are applying for a job, an employer cannot ask you if you have a disability or ask about the nature or severity of your disability. An employer **CAN** ask if you can perform the duties of the job with or without reasonable accommodation. An employer can also ask you to describe or to demonstrate how, with or without reasonable accommodation; you will perform the duties of the job.

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">An employer cannot require you to take a medical examination before you are offered a job. Following a job offer, an employer can condition the offer on your passing a required medical examination, but only if all entering employees for that job category have to take the examination. However, an employer cannot reject you because of information about your disability revealed by the medical examination, unless the reasons for rejection are job-related and necessary for the conduct of the employer's business. **The employer cannot refuse to hire you because of your disability if you can perform the essential functions of the job with an accommodation.**

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Once you have been hired and started work, your employer cannot require that you take a medical examination or ask questions about your disability

<span style="color: black; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">unless they are related to your job and necessary for the conduct of your employer's business. Your employer may conduct voluntary medical examinations that are part of an employee health program, and may provide medical information required by State workers' compensation laws to the agencies that administer such laws. The results of all medical examinations must be kept confidential, and maintained in separate medical files.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//Adapted From: The U.S. Equal Employment Opportunity Commission, []//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">**2. The Workforce Investment Act (WIA)** <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">The non-discrimination clause of the WIA is in place to protect individuals from discrimination, and states: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">“No individual shall be excluded from participation in, denied the benefits of, subjected to discrimination under, or denied employment in the administration of or in connection with, any such program or activity because of race, color, religion, sex, national origin, age, disability, or political affiliation or belief.”

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//Resource: National Collaborative on Workforce and Disability for Youth. (2005). The 411 on Disability Disclosure Workbook. Washington, DC: Institute for Educational Leadership.//


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">3. Health Insurance Portability and Accountability Act (HIPPA) **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">This act protects you and your family by allowing your health insurance to continue despite changes in employment status or transition periods between jobs. In addition, HIPAA addresses the security and privacy of your health records. There now are rules and limits on who can look at and receive your health information.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">**The Privacy Rule** is a federal law that gives you the rights to set limits and rules on who can look at and receive your health information. This applies to all forms of health information, whether it is electronic, written or oral. **The Security Rule** is a federal law protecting electronic information by requiring entities covered by HIPAA to ensure this information is secure.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Who must follow these laws? These are called “covered entities”. Covered entities include:


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Health Plans
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Most Health Care Providers
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Health Care Clearinghouses

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Who does not have to follow these laws? Many organizations do not need to follow these laws. These organizations include:


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Life Insurers
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Employers (employment records, not medical)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Workers Compensation Carriers
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Many Schools and School Districts
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Many State Agencies (i.e. Child Protective Services)
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Many Law Enforcement Agencies
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Many Municipal Offices

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Some of the information that is protected includes the following:


 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Information your doctors, nurses, or other health care professionals put in your medical record
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Conversations your doctor has about your care or treatment with nurses or others
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Information about you in your health insurer’s computer system
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Billing information about you at a health care facility
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Most other information about you held by those who must follow these laws

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">For more information on your rights covered by the HIPAA laws, use the U.S. Department of Health and Human Services website: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">[]

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">The CAP is an independent advocacy program located within the Office of Protection and Advocacy for Persons with Disabilities. This program provides advice, advocacy and if necessary legal representation if you are having concerns or problems with the Vocational Rehabilitation program (BRS), the Commission for the Blind or Independent Living Centers. CAP can provide assistance in several ways:
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">4. The Client Assistance Program (CAP) **
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Informs and advises you of benefits available under the Rehabilitation Act
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Helps you communicate your concerns to your counselor
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Helps you resolve your concerns if you disagree with a decision
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Helps you understand the rules, regulations, and procedures of an agency
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Protects your rights under the Federal Rehabilitation Act

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 10px;">//Resource: National Collaborative on Workforce and Disability for Youth. (2005). The 411 on Disability Disclosure Workbook. Washington, DC: Institute for Educational Leadership.//

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">**<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 120%;">Web Resources for Post-secondary Employment **

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|ACCESS Careers Post-Secondary Employment]will bring you to information on the best ways to explore different career options. Job shadowing, informational interviews, career services and more are all discussed and additional resources are provided.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">[|Career One Stop] is a U.S. Department of Labor sponsored site that allows individuals to access information on careers by state and current employment trends. You can search by occupation/industry/state, use career tools, view informational videos, and receive advice and strategies for creating resumes, becoming a successful interview candidate and more. The site is really useful for the adventurous who are looking to relocate and want to see which state has the best employment trend or compare career wages amongst states.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;"> [|Getting Hired] is a national employment and social networking site that connects job seekers with disabilities to employers committed to hiring you. The site has many great tools to offer including Career Compatibility Assessments, Cover Letter and Resume Building steps, an Interview Training Video, and more. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The main idea is broken down into three sections: Make Connections, Build Your Career, and then Find Jobs. They use their "RightMatch" technology by analyzing assessments and matching your qualifications to specific job requirements that will hopefully provide you employment success. The site can be personalized and individualized by changing its' font size and color contrast options.

<span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Of the students represented in the NLTS-2 report, employment was the most commonly cited transition goal. An even more promising statistic is that of this population, 79% are engaged in post-secondary education, employment, job training or a combination of the three since leaving high school! ||
 * <span style="color: #088b06; font-family: 'Trebuchet MS',Helvetica,sans-serif;">A FRESH perspective: Did You Know?



<span style="color: #000080; display: block; font-family: 'trebuchet ms',helvetica,sans-serif; font-size: 120%; text-align: center;">**So, Now What??? START PREPARING AND GET OUT INTO YOUR REAL WORLD!**


 * <span style="color: #000080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">References **

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Field, S., Miller. R., Ward, M., Wehmeyer, M. (1998)."Self-Determination for Persons with Disabilities: A Position Statement of the Division on Career Development and Transition"

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Halpern, Andrew S. "Transition: Old Wine in New Bottles". __Exceptional Children__. 58.n3. (Dec-Jan 1991). 202(10).

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Hasazi, S., Gordon, L. & Roe, C. (1985) "Factors Associated with Youth Exiting High School from 1979-1983. __Exceptional Children__. 51.pp. 455-469.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">National Longitudinal Transition Summary 2: The Post High School Outcomes of Youth with Disabilities up to 4 Years After High School: Executive Summary. [|NLTS2 Report]

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Office of Disability National Collaborative for Workforce and Disability for Youth (2005). //The 411 on Disability Disclosure Workbook//. Washington, DC: Institute for Educational Leadership.

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">Shaw, Stan F., Dukes III, Lyman L., Madaus, Joseph W. (May/June 2012). //"Beyond Compliance: Using the Summary of Performance to Enhance Transition Planning//". __Exceptional Children__//.// 44 (5), pp. 6-12. Copyright 2012 CEC.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">The U.S. Equal Employment Opportunity Commission, []

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">University of Connecticut. Division of Student Affairs: Center for Students with Disabilities. [|CSD web page]

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 13px;">University of Massachusetts Boston. Think College. (2012). “//Your Rights: Laws That Support Students with Disabilities in Higher Education//”. []

<span style="color: #000000; font-family: 'Trebuchet MS',Helvetica,sans-serif;">Van Dycke, Jamie L., Martin, James E., & Lovett, David L. (2006). "//Why is this Cake on Fire?: Inviting Students into the IEP Process//". __Exceptional Children__. 38 (3). pp. 42-47. Copyright 2006 CEC.

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., & Palmer, S. (2007). //"Promoting self-determination in students with intellectual and developmental disabilities".// New York: Guilford Press.

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Continuum of Postsecondary Disability Support Services <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Decentralized <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Services <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Loosely Coordinated <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Services <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Centrally Coordinated <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Services <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Comprehensive Support <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">Programs <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Formal contact <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">person <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Limited support <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">services <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Few established <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">policies <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Students dependent <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">on sympathetic <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">faculty <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Formal contact person <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Generic support <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">services and <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">accommodations <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">available <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Peer tutors available <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Students referred to <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">other on-campus <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">resources <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Full-time program <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">coordinator <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Services housed in disability <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">office <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Accommodations provided <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Established policies and <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">procedures <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Emphasis on student selfadvocacy <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Adaptive technology may be <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">available <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Specially trained specialist <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">may be available <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Full-time program <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">director <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Assistant director or <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">coordinator <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Full range of <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">accommodations <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Established polices and <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">procedures <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Emphasis on student <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">self-advocacy <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Adaptive technology <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">available <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Trained disability <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">specialists <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Individualized support <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">• Individualized support <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 21404px; width: 1px;">plans developed