by Pat Latham J.D. A recent IRS private letter ruling dealt with payments to a private school on behalf of two children diagnosed with learning disabilities. The children were attending the private school in order to participate in a special education program designed to help the children deal with their conditions and then progress to a regular school program. The question addressed was whether or not the payments would qualify as tax deductible medical expenses. In the ruling, the IRS clarified that what matters is not the nature of the school but the special education provided to the student. The letter states: "Deductibility of tuition depends on exactly what the school provides an individual because a school can have a normal education program for most students, and a special education program for those who need it. Thus, a school can be 'special' for one student and not for another." So, the tuition can be deductible even if the school is not a special needs school and is not attended exclusively by children with learning disabilities, as long as participation by a child with learning disabilities in a special program is the reason the principal reason why the child is attending the school. The IRS concluded that the two children were attending the private school "principally to receive medical care in the form of special education" and that the tuition was deductible as a medical expense. The IRS ruling added that a physician or other qualified professional must diagnose the medical condition (e.g., learning disability) requiring the special education. Also, for the education to be medical care, the education must correct the condition or assist the child in dealing with the condition so that the child can then progress to a regular school program. The school need not have physicians providing the care but must have professionals "competent to design and supervise a curriculum providing medical care." Note that medical expenses generally are deductible only to the extent that the medical expense total figure exceeds 7.5% of the taxpayer's adjusted gross income figure. Also, note that a private letter ruling applies only to the taxpayers who requested the ruling, but the ruling is informative as to the IRS's analysis of the issue. Parents considering the deductibility of special education expenses should consult with their tax advisor. Patricia H. Latham, is a member of the LDA of America Board of Directors and a Washington, DC attorney, arbitrator and co-author of six books including Learning Disabilities and the Law. If you would like to pick the brain of a mom whose son with LD/ADD graduated successfully from college, please join me on Thursday, March 25, 8 PM (EST), when I'll be fielding questions on the proactive preparation required for our kids to be successful in college. By the way, you'll also be speaking to a college Learning Specialist! Please register for the call at www.conquercollegewithld. com/marchtelecal l.html, so I'll know how many lines I'll need. Upon registration, you will receive call-in information. In the meantime, think of questions. I really want to help you. 10 Quick Tips for Escaping Overwhelm - In 2010 and Beyond! www.specialneedsparentcoach.com/blog/ U.S. Colleges and Universities Partner with Bookshare New Program Expands Collection of Accessible Textbooks for Post-Secondary Students with Print Disabilities FOR IMMEDIATE RELEASE Contact: Ann Harrison, 415-637- 5262 Valerie C. Chernek, 410-871-2670, April 29, 2009, Washington, D.C., The National Press Club – Bookshare announced today a University Partnership Program to significantly increase the availability of accessible materials and textbooks on behalf of the hundreds of thousands of U.S. post-secondary students who have a disability that keeps them from effectively reading printed books. The Bookshare University Partnership will foster the growth of accessible materials for all U.S. students with qualified print disabilities through contributions of books scanned on college and university campuses legally under a copyright exemption in U.S. Copyright Law (17 U.S.C. § 121, often referred to as the Chafee Amendment). Under the Chafee Amendment, Bookshare membership is available to people who provide proof of a print disability, such as blindness or low vision, a reading disability or a physical disability that makes it difficult or impossible to read standard print. Eleven U.S. colleges and universities now participate in the program: Arizona State University, De Anza Community College, CA, Indiana University, Michigan State University, Monterey Peninsula Community College, CA, Ohio State University, Texas A&M University, University of California at Berkeley, University of Montana, University of Idaho, and The Hadley School for the Blind, IL. Typically, post-secondary students must wait months after the start of a semester before getting their textbooks in a format they can read. Each year, across the country, university personnel engage in a labor intensive process at the beginning of a term to scan books or obtain digital files from publishers to provide students who have qualified print disabilities with accessible textbooks. “Working closely with U.S. colleges and universities, we can demonstrate the power of pooling our resources to benefit students with qualified disabilities who need timely access to accessible books,” said Jim Fruchterman, CEO of Benetech, the nonprofit organization which operates Bookshare. “This program extends Bookshare’s core spirit of collaboration and partnerships to increase the opportunities for these students to have an equal educational experience.” Adhering closely to the Chafee Amendment, Bookshare will only accept donations of books purchased and scanned for students with qualified print disabilities or given to a college or university by a publisher with express permission to share the book with groups like Bookshare. Each book scanned on campus and donated to Bookshare for distribution reduces the duplication of effort nationally, minimizing the cumulative cost of scanning books. Scanning and proofreading a book can cost $100 to $1000 depending on its complexity; a collaborative sharing program will save campuses time and money on an annual basis. “In addition to building a substantial collection of accessible books, this program can ease the burden and the financial cost for university scanning operations,” said Jim Marks, President Elect of the Association on Higher Education and Disability (AHEAD), and Director of Disability Services at the University of Montana at Missoula. “We can serve thousands of students while saving our institutions time, resources and tens of thousands of dollars in scanning costs.” With an increased collection of post-secondary books, many more students will find the materials they need in the Bookshare library and will benefit from a better overall educational experience. Colleges, universities, or post- secondary schools can become Bookshare organizational members, sign up their students with qualified print disabilities, and recommend that students register for individual memberships. Bookshare membership includes two free ebook reader software programs that read the text of the books aloud, READ:OutLoud from Don Johnston and Victor Reader Soft from HumanWare. Campuses with Bookshare memberships can install these applications on all computers used by students with print disabilities. Students with individual memberships can install the applications on their personal computers. “Bookshare is expanding fast!” said Ashley Seymour, a college junior majoring in health care at the University of Michigan-Flint, who has been blind since birth. “It’s so easy for me to get my books on time and from one source. I don’t have to wait for days or weeks. I just download my books, convert to MP3 files for my iPod and go to class.” Every book downloaded is fingerprinted using Bookshare’s Digital Rights Management (DRM) technology. Universities contributing books will benefit from increased protection against illegal file sharing. The Bookshare DRM technology maintains a record of each downloaded book to identify potential misuse and copyright infringement. “Since 2003, we have worked with Bookshare to contribute the books we scan for students with print disabilities,” said Margaret Londergan, Manager of Adaptive Technology and Alternate Media Services at Indiana University. “With more campuses participating, we plan to search Bookshare before we begin scanning. This partnership will undoubtedly improve students’ wait-time and help us provide a true benefit for our educational community.” Bookshare adds over 1000 legally scanned books per month from universities, the NIMAC (National Instructional Materials Accessibility Center), publishers, and volunteers. The collection now tops over 46,000 books, including textbooks, literature, teacher- recommended reading, New York Times best sellers, newspapers and periodicals. Higher education institutions interested in partnering with Bookshare to contribute legally scanned books in rich text format (.rtf) can email universities@bookshare.org. To register students with qualified print disabilities sign up at www.bookshare.org/signUpType. About Bookshare Bookshare, www.bookshare.org, is the world’s largest accessible online library for people with print disabilities. Through its technology initiatives and partnerships, Bookshare seeks to raise the floor on accessibility issues so that individuals with print disabilities have the same ease of access to print materials as people without disabilities. In 2007, Bookshare received a $32 million five-year award from the U.S. Department of Education, Office of Special Education (OSEP), to provide free access for all U.S. students with a qualified print disability. The Bookshare library now has more than 52,000 members. Bookshare is an initiative of Benetech, http://www. benetech.org a Palo Alto, CA-based nonprofit that creates sustainabletechnology to solve pressing social needs. Attached is a workbook, which would be good for many families to give to their teachers who may not be familiar with autism or their child. It gives a good rundown of the behaviors and challenges of working with a child with ASD. FEAT-Handbook. Many thanks to Joan Azara for sharing her articles. ASK JOAN is a social networking site for college students who learn differently. Get professional advice, swap stories. If you'd like to join go to www.conquercollegewithld.com to learn how. Your teen's psychoeducational evaluation Did you know that if your child is going to disclose a disability in college, his/her psychoeducational evaluation (documentation) must be no older than three years? For many students, that means being re-tested. Since executive function (ability to organize, set goals, problem- solve, regulate emotions, etc.) is an issue for many students with disabilities, how can you get an accurate reading of this variable? Standardized test batteries in school have a low correlation with executive function. Tasks on tests are structured and don't require planning or the organization needed for independent work. Even some of the Woodcock-Johnson sub-tests, administered by many psychoeducational testers, is limited in what it tells us because there is no time limit. So, if you are getting your child re-tested, what can you ask for that more accurately reflects executive function? The Rey Osterrieth Complex Figure test is a good test of organizational ability. The Delis-Kaplan Executive Function System gives a better picture of the components of executive function, and it also measures the ability to use initial abstraction to problem-solve, as well as the ability to use feedback to improve performance. A good measure of executive function as it applies to real life is the Behavior Rating Inventory of Executive Functions (BRIEF). Parents and teachers fill out a scale that examines eight components of executive function, and the result is feedback as to how well the student uses them at home and at school. This test can be ordered by psychologists, approved mental health providers, and some school professionals, so parents must specifically request it. If your teen's executive function is an issue, don't settle for measurements by typically-administered tests for psychoeducational evaluations. Speak to whomever is testing your child about using the above tests to gain a more accurate reading. FOR COLLEGE STUDENTS WITH LEARNING DIFFERENCES: 8 KEYS TO SUCCESS By Joan M. Azarva, Ms.ED www.conquercollegewithld.com 1. Know your professors’ names and make personal contacts with them as often as possible. This conveys the message that you are interested in doing well. 2. Enter the names and phone numbers of at least 3 classmates on each syllabus, so you have someone to call in the event of absence or confusion about regarding an assignment. 3. DO NOT SKIP CLASSES, if at all possible. If you have to miss a class, call a classmate that evening for notes and homework, and return to class caught up. 4. Everything the professor writes on the board should be entered in your notebook. 5. Review all class notes (by simply reading them over) within 24 hours of taking them. This will greatly improve recall when exam time rolls around. 6. Ask the professor if he/she has an old test on which you can practice. Some teachers re-use exams from year to year, others make up new exams and are willing to give you an old one on which you can “rehearse”. 7. Vary your study techniques to prevent boredom – for example: alternate use of flashcards, a tape recorder, re-writing of notes, a study group or partner, and practice tests, so you stay engaged. 8. Find interactive exercises on the internet that help you practice what you’re learning. For example, if you are studying quadratic equations, enter “quadratic equations + interactive exercises” (with quotes) into several search engines, and you’ll find sites that help you learn ACTIVELY. Do you have a teen returning to college or one about to start? If your teen is going off to college for the first time in September, I can empathize with your anxiety. After all, this is truly a rite of passage -- entree into the adult world. Is he prepared to live on his own? Does she have sound judgment and make wise decisions? Does he understand the college system and how to navigate as a student with a disability? I'm sure all these thoughts are whirling around in your mind, as you run around trying to find twin extra long sheets, a mini fridge, and all the other accoutrements of a college student. If your teen is returning for a second year, you may be anxious because the first year didn't go nearly as well as planned. The pressure is on for your son or daughter to do things differently this time around, and you're hoping that "different" is effective. If your concern is turning into high anxiety as September approaches, this may be your answer: LEARNING SPECIALIST IN A BOX TRANSITION PLANNING What Does Transition Services Mean? Transition Services are defined in the Individuals with Disabilities Education Act (IDEA), Section 300.18, as a coordinated set of activities for a student, designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. The coordinated set of activities must— (1) be based upon the individual student's needs taking into account the student's preferences and interests; and (2) include instruction, community experiences, the development of employment and other post-school adult living objectives, and if appropriate, the acquisition of daily living skills and functional evaluation. Growing up is not easy! It is even more complicated for young adults with disabilities. Far too many students with disabilities leave school lacking the academic, technical, and social skills necessary to find and/or maintain employment, and often the jobs they do find are low paying and offer no health benefits. Identifying the challenges students will face as adults, and preparing and assisting them to meet those demands successfully, requires careful transition planning beginning at the earliest age possible. Transition Services and the IEP The Individual Education Plan (IEP) for each student, beginning no later than age 16, must include a statement of needed transition services. Federal law permits the provision of transition services for some students at age 14 or younger, particularly for those at risk of dropping out of school before age 16, or when the provision of these services would be beneficial to any student with a disability and have a positive effect on employment and independent living outcomes. The decision to provide transition services to students younger than age 16 should be made by the IEP team. Broadly defined, transition is an all-inclusive process that focuses on improving a student's employment outcomes, housing options, and social networks after leaving school. The transition plan provides the framework for identifying, planning, and carrying out activities that will help a student make a successful transition to adult life. It identifies the type of skills to be learned; and which transition services will be provided, when they will be provided, and the party responsible for providing them. Involving a team of people drawn from different parts of the student's school and community life, the transition planning process focuses on the unique needs and goals of the student. The specific needs of the student for post-secondary services should determine who is invited to the IEP transition meeting. It is important to have representatives from various adult agencies and organizations at the meeting, such as mental health agencies, vocational rehabilitation, community colleges, housing, and employment and training agencies. If the school does not invite representatives from adult agencies, the parent or student should do so. If representatives from the agencies do not attend the meeting, the school is required to "take other steps to obtain their participation" in planning the student's transition services. Although not specified in IDEA, these steps might include arranging for a subsequent IEP meeting to discuss transition issues, contacting a trained advocate, forwarding a copy of the IEP to the agency (with student and parent approval), and maintaining contact with the agency to promote their involvement. The Transition Plan and Graduation Students with disabilities can remain in school through age 21 if there are continuing transition needs. These may include, for example, the need to acquire skills necessary for independent living or employment. These needs must be stated in the IEP and must include community-based instruction, learning experiences, and other adult objectives. All provisions of due process in IDEA remain in place throughout the transition process. Young adults who remain in school past the typical graduation date may be able to participate in the commencement activities without receiving their diploma. They would then receive their diploma upon completion of their transition objectives. However, in many state and local agencies, the right to receive transition services from the school district is terminated once the student receives a diploma, even if she/he is under 21. This can present complications for the student, because, before receiving the diploma, all their services were provided through one centralized system-the school district. Now the young adult becomes responsible for not only identifying appropriate adult services, but also for proving their eligibility to receive those services. Thus, it is critical that students and their parents are aware of and think about the school district's graduation requirements, and how the student's transition goals will be accomplished before all services from the school district have ceased. How to Begin Transition Planning Transition goals cannot be achieved in one year. Transition planning, services, and activities should be approached as a multi-year process. Young adults themselves, along with their parents, play an important role in the transition process. Granted, involving the student in his/her own transition planning is required by law, but perhaps the most important reason for student involvement in transition planning is to facilitate the development of his/her self-determination skills, for these are essential for the student to develop the ability to manage his or her own life. To begin with, examine your family's values as well as your young adult's interests, skills, and desires for the future. Encourage your son or daughter to talk about their preferences for the future. These preferences should be the guide for the transition planning process. Involve your child in activities that help him/her become a good decision maker and develop self- advocacy skills. (The Transition Checklist on page 3 can be used in developing the transition plan). Transition services can and should be delivered through curricular and extracurricular activities in many settings-in academic and vocational classrooms, at home, and throughout the community-to practice and reinforce newly acquired skills. The more young adults with disabilities have opportunities to practice their skills in real life situations, the more comfortable and natural they will feel in those settings. Conclusion Throughout public school years, the district has had the responsibility of providing the services for the student with disabilities to become a successful learner. The transition from school to adulthood may be complicated because the adult system is very different: there are many public and private agencies that provide services for adults with disabilities. However, unlike educational services, there is no absolute entitlement to those services. In other words, different, more restrictive eligibility criteria, long waiting lists, and uncertain funding may keep a young adult from obtaining services upon leaving school. This is why transition planning at an early age is so critical. Transition services and activities should provide young adults with disabilities with the necessary skills to make informed choices and decisions, and gain full inclusion in society in all aspects of their lives. Transition Checklist The following is a checklist of transition activities that you and your son or daughter may wish to consider when preparing transition plans with the IEP team. Your student's skills and interests will determine which items on the checklist are relevant. Use this checklist to ask yourself whether or not these transition issues should be addressed at IEP transition meetings. The checklist can also help identify who should be part of the IEP transition team. Responsibility for carrying out the specific transition activities should be determined at the IEP transition meetings. Four to Five Years Before Leaving the School District * Identify personal learning styles and the necessary accommodations to be a successful learner and worker. * Identify career interests and skills, complete interest and career inventories, and identify additional education or training requirements. * Explore options for post- secondary education and admission criteria. * Identify interests and options for future living arrangements, including supports. * Learn to communicate effectively your interests, preferences, and needs . * Be able to explain your disability and the accommodations you need. * Learn and practice informed decision making skills. * Investigate assistive technology tools that can increase community involvement and employment opportunities. * Broaden your experiences with community activities and expand your friendships. * Pursue and use local transportation options outside of family. * Investigate money management and identify necessary skills. * Acquire identification card and the ability to communicate personal information. * Identify and begin learning skills necessary for independent living. * Learn and practice personal health care. Two to Three Years Before Leaving the School District * Identify community support services and programs (Vocational Rehabilitation, County Services, Centers for Independent Living, etc.) * Invite adult service providers, peers, and others to the IEP transition meeting. * Match career interests and skills with vocational course work and community work experiences. * Gather more information on post secondary programs and the support services offered; and make arrangements for accommodations to take college entrance exams. * Identify health care providers and become informed about sexuality and family planning issues. * Determine the need for financial support (Supplemental Security Income, state financial supplemental programs, medicare). * Learn and practice appropriate interpersonal, communication, and social skills for different settings (employment, school, recreation, with peers, etc.). * Explore legal status with regards to decision making prior to age of majority. * Begin a resume and update it as needed. * Practice independent living skills, e.g., budgeting, shopping, cooking, and housekeeping. * Identify needed personal assistant services, and if appropriate, learn to direct and manage these services. One Year Before Leaving the School District * Apply for financial support programs. (Supplemental Security Income, Independent Living Services, Vocational Rehabilitation, and Personal Assistant Services). * Identify the post-secondary school you plan to attend and arrange for accommodations. * Practice effective communication by developing interview skills, asking for help, and identifying necessary accommodations at post secondary and work environments. * Specify desired job and obtain paid employment with supports as needed. * Take responsibility for arriving on time to work, appointments, and social activities. * Assume responsibility for health care needs (making appointments, filling and taking prescriptions etc.). * Register to vote and for selective service (if a male). Time Management for College Students, by Joan M. Azarva, Ms.ED www.youtube.com/watch?v=667JT0aYDOI COLLEGE STUDENTS WITH LEARNING DISABILITIES A Student's Perspective BREAKING THROUGH 87 ROADBLOCKS SCHOOLS THROW IN YOUR WAY IEP MEETING SUCCESS This article is a continuation of Part II: IEP Meeting Success Are you a parent of a child with a learning disability? The deck is stacked against you for achieving a quality, special education IEP. Learn how to get the best possible program for your child. 1. In Part II, study the "IEP Success Method." (Gather data from experts that present evidence of a deficit, list the student's needs due to the deficit, document the legal rights to these services, and organize your parent attachments and presentations in that format.) 2. Review legal information and rights. 3. Create your own Parent Assessment on a piece of paper. At the top put your families' / your child's vision of your child's future. College? Career? Better grades? More friends? Make sure the school is aware of their dreams. 4. Next, list at least three strengths, and the student's main learning style. Below, list challenges, diagnosis, or weaknesses you are aware of, leaving space between. Point out any very low test scores, test scores that are going down, or grades that are going down. 5. If you have any test results with "labels," do the following: On the Parent Assessment along with challenges make sure you list deficits documented by professionals in the testing such as ADD, visual processing, emotionally disturbed. Write down what expert/s applied that label and when. 6. Next to all your challenges list the evidence that proves your child has this weakness (observations, grades, teacher notes, research, doctor's diagnosis). Make sure you added any diagnosis or labels, followed by the date and name of the expert who attached that label to your child. 7. Draw a straight line. Draw a line through the middle and label it with your child's current age and grade. If there are any scores more than two grades or years above your child's current (or standard scores 13 or above), mark these on the chart. Look for any very low scores more than two years below age or grade level (or standard scores of 1, 2, 3, 4.) Now add the very lowest scores to the chart showing them to the left of your child's current age/grade level. Pay attention and point out very low scores and huge differences between scores. (If you have not received the test results from the school, you should postpone the meeting if possible). 8. Grades and tests: Get out report cards and tests from the past few years. Create a chart that shows you any declining grades or test scores. 2 years ago 1 year ago today +/-? Math Read write/spell history test1 etc. 9. Did you list any challenges but see no test covering that area? Circle these on your Parent Assessment and put a question mark above. During the meeting, you'll need to ask why these areas were not tested. You need a complete picture to have a good plan. 10. Test results should include some kind of IQ score or abilities measure as well as achievement measures. Look for the words verbal, IQ, performance, full-scale. These may be shown as percents. Make a note of these ability measures on your Parent Assessment sheet. Is there a big difference between your child's ability, and how much they achieve in school? Does this ability score seem like a reasonable number to you? If it's missing, ask about it. 11. These things can help your child meet their educational goals: research based remediations, recreation therapy, related services, accommodations, assistive technology modifications, placement, positive behavior plans, supplemental devices, and strategies. Now take your list of challenges and try to think of one or more things you think could help your child overcome or minimize that issue. For example, if reading is a major issue, you might list books on tape, homework assignments given orally or in handouts, resource class, etc. Put these ideas on your form next to the challenges. See A Bigger Boat for an extensive list of services and accommodations. 12. If behavior or emotionally disturbed is a main issue or the school's main issue, write down positive behavior plan as a need (and tomorrow make sure the school does not propose a long list of actions/punishments with no positive plan). 13. What would you like your child to achieve during the year? Not too easy, not too hard, can be measured by any professional and understood by you. i.e. "Want student to increase reading level 1.2 grade levels by next year." Add a goal below each challenge. 14. Create a short Parent Agenda. List things you absolutely need to discuss in the meeting. List 4-7 items including reviewing your concerns. 15. If your child is entering a new school, junior high, high school, or near graduation, they'll need a transition plan. Do a rough draft of a transition plan - what they need to make this transition and what might help them make this transition. 16. Bring to the meeting: a. Parent Assessment sheet copied over and titled "Parent Attachment" b. Parent Agenda c. Grades, test data and assessment charts and sketches d. Transition Plan draft if needed e. A note taker 17. In Part II, read the IEP Meeting Mottos. 18. Cover all your ideas from the Parent Attachment. The main question is "Will these services help my child in making more than minimal progress towards realistic goals?" No progress, backwards progress and minimal progress are not enough. The meeting attendees must consider your ideas observations. NOWHERE IN THE LAW DOES IT SAY THE SCHOOL HAS TO FOLLOW ALL YOUR RECOMMENDATIONS. 19. If the school did not send your student's test results in advance, and you still meet, you might need to hold off signing the IEP until you can review the report, and see if you need to add anything to the IEP. Also, since you did not share any of your information with the school ahead of time, they may need more time to go over your requests. 20. Thank the "case carrier" (person in charge of your child's IEP at the school) for their help. This person will be your main point of contact while your child is at this school. You need them as a friend. 21. After the meeting, go back and do it right. Get additional testing done if needed. Read, research, and get organized. Prepare for the next meeting. Get IEP help if needed. About the author: Linda Simpson, MBA, is the parent of learning disabled children and a specialist on Special Education IEP, as wll as the author of "A Bigger Boat: Surviving the Treacherous Waters of the IEP Process, A Parent’s Workbook" and "500 Quick Tips & Helpful Hints for the IEP Process." Book ordering information is available at www.biggerboat4iep.com By Rob Tendick Published: 12/7/2006 100 Web Tools for Learning with a Disability Technical Assistance on Transition and the Rehabilitation Act (TATRA) Project Looking Back and Planning Ahead: Reflections from a College Office of Student Disabilities Services Written for NCLD by Ross Pollack, Director Specialized Resource Center, Manhattan College Below is an excellent article from www.ADDitude.Mag.com. It just addresses ADHD, however. Imagine the increased difficulty if your teen has LD as well. The article thoroughly makes it clear why college is a slippery slope for our teens. How to Prepare Your ADHD Student for College Too many distractions and not enough structure derail many college students with ADHD. How to help your child prepare for freshman year. by Lois Gilman ADDitudeMag.com Shortly before Aaron Wolf arrived at New York University's Tisch School of the Arts four years ago, he was diagnosed with attention deficit disorder (ADD ADHD). At first, he ignored it. But soon he began to suffer from what he calls "brain overload." "You do a lot of multi-tasking in college," says Wolf, who graduated in May. "Do your work, pay your bills, do your laundry. It's a challenge." Health experts and college counselors agree — college is a radical departure from high school. For a teen with ADHD, heading off to this complicated academic and social environment means leaving behind the routines and supports that have helped him to function. In high school's structured universe, students have constant interaction with their teachers and hands-on help at home. Reminders to do homework, eat lunch, take medication — even to exercise — are built into each day. College life presents quite a contrast: a handful of classes spread throughout the week, with neither parents nor teachers overseeing schoolwork. Assignments are often long-term and exam scores determine grades. And there's an endless supply of free time. "The abyss is greater than many people believe," says Ross Pollack, director of the Specialized Resource Center and ADA (Americans with Disabilities Act) Coordinator at Manhattan College in Riverdale, New York. Your child isn't making this monumental leap alone. You, too, must prepare for transition, from parenting a high school student to coaching a college freshman. And there's a whole new set of rules. Your job is no longer about coaxing your child to wake up or to study; your new role is to motivate - and empower - him to do these things on his own. Most college freshmen get a crash course in self-sufficiency when school begins in the fall. But it's imperative for the student with ADHD to ease into his independence. That's why college prep needs to start now. "College is expensive, and it's earth- shattering if it goes awry," says Pollack. Rather than wait until your child hits an academic wall, spend this summer preparing for the ways life will change — for both of you. Line up support Perhaps the biggest difference between high school and college for a student with ADHD is that in high school the federal government lends a hand. The Individuals with Disabilities Education Act (IDEA) makes the school responsible for identifying students with learning disabilities and for providing services when they need them. In college, there's no such luxury. While colleges are required to make "reasonable accommodations" for learning disabled students, they aren't required to seek out these students or provide diagnostic services. It's up to the student to make his disability known to his school — and to ask for help. A good place to start is the office of Disability Support Services, a service center that advocates and arranges learning accommodations on campus. When Aaron Wolf found himself in trouble at NYU, he turned to the university's Henry and Lucy Moses Center for Students with Disabilities for assistance. "College is different from high school, and I wasn't prepared," says Wolf. "I realized that things weren't happening, and that I needed someone to help me." All colleges have such support services, though they vary in the way they work. Some schools offer structured programs, while others designate a learning specialist to counsel students. Hopefully, you looked into these services at various schools during the admissions process. Now it's time to get in touch with LD support services again. "Students should immediately introduce themselves to the disability support services officer, and find out what the university requires to utilize its resources," says Lisa Weyandt, Ph.D., a professor of psychology at Central Washington University in Ellensburg, Washington, who has written about college students with ADHD. "Never assume it's the same as high school." This summer, visit the LD support service center with your child, and set up a meeting with the director and your child's academic advisor. Hand in any recent evaluations (within the past three years) documenting your child's ADHD, and make sure they list specific recommendations for the accommodations he'll need. Discuss the best course load for an incoming freshman with ADHD. Students taking as few as 12 credits are considered full-time, though experts disagree on whether a reduced class schedule is the best way to start off freshman year. Ask which learning accommodations will be available - and how the LD support staff will arrange for them. Get what you need Of course, accommodations vary depending on the individual student. Does your child struggle with organizing her time and assignments? Support services may arrange a special exam schedule for her, so she never has more than one a day. Does she have trouble reading? The school may arrange for her to have assignments recorded. Lots of ADHD students find note- taking a challenge, as it requires two skills — listening and writing — at once. In such cases, support services may arrange for note-takers. Does your child have trouble in a particular subject? Does she have a hard time paying attention? She may need smaller classes, and support services may arrange for her to register early so that she gets them. Learning accommodations can be as simple as a seat in the front of the room or extra time on a test. But in order to qualify for any special considerations, your school needs to know about your child's ADHD in advance. "When you decide you need extra time on a test, you can't just go in and say, 'Hey, I want to take my test untimed,'" notes Dr. Weyandt. "The university will expect documentation." Handing over your child's evaluation is only the beginning. "Students should be able to describe their challenges and know what accommodations they're eligible for," stresses Lakshmi Clark, CSD (Center for Students with Disabilities) Coordinator at NYU. "They should read their own evaluations and understand the recommendations." Self help Being proactive is yet another important variation from high school. As young adults, college students are responsible for their own advocacy. This is no longer the job of their parents or teachers. And it's an ongoing process that doesn't stop after your child has arranged to have a note-taker in his Western Civilization class. If the note-taker gets the flu, your child needs to follow up with support services to find a replacement. Not only can the LD support services office help your child get the accommodations she needs, it can also lead her to other resources on campus. For instance, support services may steer your child to the writing center, where a counselor can help her brainstorm ideas, get started on a paper, or organize her thoughts. If she alerts support services that she's feeling overwhelmed, they can direct her to the counseling center to sign on for stress-management workshops. If your child says she's struggling in a particular subject, learning support can hook her up with a tutor. (Incidentally, it's a good idea for your child to personally alert her professors about her ADHD in the fall.) Perhaps a coach, offered by the school or hired privately, would be helpful. At NYU, Aaron Wolf meets with a coach weekly. "I bring my planner and get my week organized." Lakshmi Clark works with Wolf and many others. With her students, she maps out daily and weekly schedules, planning in increments as small as 15- and 30-minute intervals. Time is set aside for study and for going to the drugstore to buy shampoo. "I find that students enjoy the sessions," says Clark. "Most come regularly and find it helpful — even if only to check in and show they've completed their assignments." Summer lessons While many graduating seniors see the summer before college as their last great vacation, one last chance to live it up, experts suggest that students with ADHD spend the summer pretending that freshman year has already begun. "When structure falls away, it's hard for ADHD students to think about what's keeping them on track," says Catherine Axe, coordinator of disability support services at Brown University in Providence, Rhode Island. So parents and students should address what's going to happen in the coming months, now. College Prep Discuss with your child the habits he'll need at school in the fall, for example, waking up without help from Mom or Dad. "If somebody needs six alarms to get up, this is the time to practice," stresses Vickie Ball, an ADHD coach in Providence, Rhode Island. Figure out how much sleep your child needs and what works to get him to sleep (earplugs) and get him up (a loud alarm clock). Does your child know how to do laundry? You'd be surprised at how many high school seniors are clueless about washing clothes. Summer's a great time to walk your child through it. Break down the steps — get the laundry bag, separate clothes, select detergent — and make a list of them. How does your child handle money? Practice budgeting on a weekly or biweekly allowance, to help your child cut down on impulse spending. Use a color-coded envelope system — a red envelope for transportation money, blue for entertainment, green for toiletries, and so on — to track where his money goes. Practice using a prepaid phone card, and discuss how often you plan to keep in touch. What kind of time-management system works best for your child? Some students prefer printed calendars or day planners, while others turn to digital assistants like Palm Pilots. Gadgets like these make great graduation gifts, because students can start using them over the summer. Otherwise, in the rush of college life, a freshman and his Palm Pilot may never get acquainted. College is an extremely competitive scene, one where even the "smart kids" from high school often feel inadequate. Summer courses can give a student with ADHD an edge. He'll have the opportunity to see what class rhythm is really like, and what he's up against come fall. This intro to academic life can help him plan a realistic course load — and the transferable credits give him some wiggle room, should he find his schedule too heavy. Most importantly, remind your child that you won't be there with him in school. Talk about his strengths and weaknesses. Identify his potential trouble spots now, and brainstorm how he should handle them. Take note of how many daily promptings you give him — "Billy, it's time to take your medication" — and discuss how he can get by on his own. What's a parent to do? A parent's role changes enormously as a child makes this life shift. The adjustment can be particularly wrenching if your child has ADHD, because you've pretty much been his eyes and ears for 18 or so years. But as your child enters college, you need to let him find his own way. "It's not that your parental responsibilities lessen," says Manhattan College's Pollack, "but they morph into a different type of responsibility." Sure, you can stay involved — just make sure your youngster has the tools to help himself. It's OK to be inquisitive — in fact, it's mandatory. Ask your child about his schedule and his syllabus, and explore ways to support him from home. Keeping the lines of communication open between you and your child is the best way — perhaps the only way — to find out how he's doing. Unlike in high school, your child doesn't have to let you in on his school life — even if you're footing the bill. Adult students are protected by privacy laws, and your child must grant permission for any information about him to be released. Even his grades are considered privileged. However, if your child signs an academic release or privacy waiver — a good idea, says Pollack — teachers can speak about him. So even as you allow your child to solve his own problems, don't be afraid to check in. "If youngsters have always had support from their parents," says Weyandt, "they will continue to need it." Maybe now in a different way, but adjusting to the needs of your child is what parenting's all about. Passing the Torch: Post-Secondary Transition for Students with Disabilities by Jennifer Hursey, M. Ed., jennifer.hursey@gmail.com Transitioning from high school to the workforce, college, technical school, or university is scary and overwhelming for kids with or without learning disabilities. From the day they enter as freshmen "tweens" to the final 180 days of their senior year, high schoolers are faced with the pressure of "what next, how will I get there, how will I make it?" These are not unfamiliar questions, as students become accustomed early to reminders like, "next year in 5th grade your teachers won't be helping you as much with your writing," and "next year in high school you will have to be more responsible for your own materials. "Students with learning disabilities are often able to take comfort in the fact that their (IEP) will travel with them as they transition from grade to grade. These students, who are accustomed to the Individual Education Program (IEP) process, may erroneously believe their IEP will travel with them to college, vocational school, or a job. During a session of the 2009 LDA conference, Edward Martinelli, Ph.D, Director and ADA Coordinator of the Accessibility Services Department at Utah Valley State College, shared his experience working with students with disabilities in a post-secondary setting. Dr. Martinelli emphasized the difficulties he sees students (and also parents) endure transitioning from an IEP-centered high school experience to post-secondary settings. Dr. Martinelli offers some clear guidelines for facilitating a smooth transition. His ideas, along with resources found at the UCLA Mental Health in Schools Program, the Search Institute and LD Online were used to generate the following list: Know Yourself If you don't already know the name and description of your specific learning disability and how it effects you, LEARN now and think of specific instances where your disability kept you from learning something you are capable of learning or the LD kept you from showing what you know. It is also helpful to know what helps you work around your LD, like highlighting, extra time, and a quiet space to take tests. Start Early! Make a timeline or roadmap at least 2 1/2 years before graduation or completion date. Include goals, like attend University or acquire internship. Be sure to use this document in your Individual Transition Plan. MCPS "is committed to helping every student leave high school prepared for college and the work place," as stated in the MCPS Seven Keys to College Readiness literature, and offers tips about college readiness that begin in kindergarten www.mcps7keys.org Know the Plan Participate in the development of the Individual Transition Plan portion of your IEP. Write a bulleted list or narrative stating your transition goals, the services you hope to have after high school and why. Attend all the IEP meetings your junior and senior year. Know Your Rights Be informed of how the transition will effect you as student (example: no longer protected by the IDEA regulations) this website has a very helpful list: www.pima.edu/dsr/ADA504Rights.shtml Know your List Determine nonnegotiable and negotiable things to look for in schools or jobs, such as, offers student support services on campus, meal-plans, has health benefits, etc. Start the Search Early Make short list of 6-10 options your interested in, go see for yourself what is it like, contact or visit the person in charge of disability or student services for more information. Get Organized Make a spreadsheet of your options. List the name of the school or job and include the minimum acceptance requirements (tests, gpa); requirements for accommodations, like currency of psychoeducational testing report; name and contact information of disability services coordinator; financial details (tuition cost, financial aid, living cost); due dates for acceptance, housing and financial aid applications; and any other criteria important to you like campus life, sports programs, degrees offered, etc. Determine Top Choices What will you need to do to get there? Make a list and do it. Ask teachers, parents, and mentors for support by telling them your plan and asking for help. Be Okay with Adjusting It is okay to change your mind about the path you take. Maybe you start off thinking you will go to vocational school and plan for it, but during your senior year your Biology teacher inspires you to pursue a career as a science teacher. It is okay to shift---ask for an IEP meeting to reexamine your transition plan and make changes accordingly. Be sure you know what steps you need to take and do it. Ask for Help Parents IEP team members, mentors, and counselors are often good choices. There are also agencies and nonprofit organizations completely dedicated to helping students with disabilities successfully transition out of high school. The National Center on Secondary Education and Transition where you can find transition-related resources and education-related office contact information for states and territories in the United States. www.ncset.org/stateresources. Next Stages in Testing Debate by Scott Jaschik © Copyright 2009 Inside Higher Ed September 28, 2009 BALTIMORE -- A year ago, the big news at the annual meeting of the National Association for College Admission Counseling was the release of a landmark report questioning the use of standardized testing. While the report didn't call for testing to be abolished, it said that most colleges that required testing in the admissions process didn't have a sufficient sense of its value, and the study suggested that careful analysis would lead many of those institutions to stop requiring the SAT or ACT as part of the admissions process. In the year since the report was released, there has been a steady stream (but not a wave) of movement away from testing requirements. Just in the week before the meeting, Sacred Heart University, the State University of New York at Potsdam and Washington and Jefferson College dropped SAT requirements. In the last year, new forms of going test-optional have also appeared. Some colleges -- such as American University and the State University of New York at Geneseo -- have gone test-optional for early decision applicants. Other institutions, such as New York University and Bryn Mawr College, moved in the last year to allow the use of SAT II (subject tests) or Advanced Placement tests instead of the SAT. Here at this year's NACAC meeting, the association moved to carry out some of the recommendations of its report -- and also highlighted the successes that colleges have had after adjusting their testing requirements. While the various experiments highlighted had different themes, a common idea was that decreasing reliance on the SAT does not mean any loss of academic rigor and can in fact lead to the creation of classes that do better academically (and are more diverse). The association's Assembly amended NACAC's Statement of Principles of Good Practice to state that: “All members should educate staff in understanding the concept of test measurement, test interpretation and test use, so they may consider standardized tests in their appropriate context. Such education may be obtained from NACAC, institutions of higher education, or other associations specializing in standardized educational testing. In addition, all members that make use of admission tests should acquire education and/or training in the appropriate use of specific tests from the sponsoring agencies." The motion reflected one of the recommendations of the association's Commission on the Use of Standardized Tests in Undergraduate Admission. That report said that for too many admissions officers, the only training they receive on the use of testing may come from the technical training provided by testing companies, entities that have a vested interest in the continued use of testing. Some NACAC members wanted to go beyond the language that was adopted and state explicitly that training on testing shouldn't come from testing companies, but an amendment to that effect was defeated. NACAC's board had recommended the language adopted as sufficient to encourage independent training without impugning testing companies. Successful Experiments For several years now, sessions at NACAC meetings have featured success stories from colleges that dropped or modified testing requirements. Much of the early data to measure success has focused on application numbers, with deans talking about how their totals -- and important subtotals, such as those from minority students -- have gone up in the wake of dropping the SAT as a requirement. Several of the presentations this year also provided evidence about the performance of students once enrolled through new approaches to testing. One of the boldest experiments under way is at Tufts University, where the dean of the School of Arts and Sciences is Robert J. Sternberg, who is also a noted expert on psychology and testing, and a strong proponent of the idea that there are important skills that the SAT misses. Based on Sternberg's work, Tufts started a program in 2006 in which applicants may submit additional essays used to identify those who are creative, who possess practical skills, or who have wisdom about how to promote the common good -- characteristics Tufts says are consistent with its vision of higher education, but which may not be reflected in SAT scores or high school grade point averages. (Tufts, it should be noted, didn't drop its testing requirement.) For instance, one of the essays used to measure creativity asked students to write an essay using one of the following titles: The End of MTV, Confessions of a Middle-School Bully, The Professor Disappeared, or The Mysterious Lab. And in a non-verbal assignment, another creativity measure was to draw a new product or an advertisement for a new product. In a presentation here, Sternberg said that events of the last year have only reinforced his sense that society needs broader measures than those commonly used to select students for top colleges. "A lot of the people who landed us in the mess we are in today had M.B.A.'s from very good schools," he said. "It seems like something is missing here. After they go to great schools ... they make a total mess of things." Tufts has previously reported that adopting the optional essay program -- called Kaleidoscope -- has led to greater numbers of applications, particularly from minority groups, and that the resulting classes have been more diverse. Now that the program has been in place for a few years, however, a more complete picture has emerged -- and Sternberg said it showed the value of adding additional admissions measures. Since 2006, the average annual increase in black enrollment has been 26 percent and for Latino enrollment has been 14 percent -- all while SAT and grade-point averages have gone up, Sternberg said. More than half of applicants are completing a Kaleidoscope essay now, even though they do not have to. Sternberg said that completing the essay or not has little impact on those at the top of the academic qualification scale (who get in either way) or the bottom (where a good Kaleidoscope essay isn't enough). But he said that it is having an impact for those in the middle. Overall, Sternberg said, Tufts has found no difference in college grades between those who were admitted in part due to a Kaleidoscope essay and those who were not. But when controlling for academic rankings, those who do the Kaleidoscope essays do better at Tufts than those who don't. The study also found (through surveys) that those who had high Kaleidoscope scores are happier at Tufts and are more involved in campus life. These findings are significant, Sternberg said, because they show that factors not measured by the SAT have a significant impact on whether or not applicants may be a good fit at a college and contribute to its vibrancy. Further, he said that unlike the SAT, Kaleidoscope scores didn't differ by racial or ethnic group. Another institution reporting at the meeting was George Mason University, whose decision to go test-optional was considered notable because it is a large, diverse public university, while many of the leaders in going test-optional have been small private colleges -- institutions that have smaller application pools and larger (per applicant) admissions staffs. But the news from George Mason is also positive. Andrew Flagel, dean of admissions, said that since 2007, when the option was introduced, the percentage of applicants applying without test scores has increased to 13 percent, from 4.5 percent. The admit rate was slightly lower for this group, but the yield rate (the percentage of admitted applicants who enroll) was slightly higher, so that the share of the freshman class enrolled is expected to be just under 10 percent this year, up from 4 percent in the first year of the program. Flagel said that George Mason has wanted to be sure that those admitted this way were succeeding at the university and that the results are what he had hoped to see. Students admitted without test scores in 2007 now have an average G.P. A. of 3.08, compared to 2.92 for those admitted with test scores. Of those admitted without test scores in 2008, the average G.P.A. is 2.99, compared to 2.84 for other students in that cohort. The results reinforce his sense that test-optional "is a better process," Flagel said. George Mason is continuing to try to encourage students to tell their stories directly, without an emphasis on numbers, Flagel said. The latest innovation is giving students the option of submitting their essays (or an additional essay) through a YouTube video. Flagel said that staff members convinced him that this is one way many applicants express themselves, so the admissions office should be open to it, and he agreed. "Personalizing the process" is an important value that builds on going test-optional, Flagel said. Coulter Video is a production company specializing in educational videos. Dan and Julie Coulter produced their first special needs videos after their son, Drew, was diagnosed with Asperger Syndrome. Check out this video: http://www.coultervideo.com/transitionvideo.htm Preparing for College and Continuing Education www.wrightslaw.com/nltr/10/nl.0316.htm If you haven't seen the Intel Reader yet, you must. It's a fantastic new technology that can make a world of difference for dyslexics. It is far superior to Kurzweil which is somewhat unwieldy. I was supposed to attend a hands-on Intel Reader conference in Philly, but it was canceled. I was so disappointed. I've been watching this device since first I read of it, well before it debuted. I called Intel and told them what I do, and they were kind enough to send me one as a demo. I can't wait to play with it some more. It's not perfect¸ but they say accuracy increases with practice. It's extremely user- friendly – very small learning curve. To see what it does, watch the 2 videos on this page: http://www.facebook.com/#! /IntelReader?ref=ts. If any of you live on the east coast and want to see how this works, let me know. I should have it for 4 more weeks. (Joan -- TransitionSuccess@gmail.com) Otherwise, the only place you can see it is on the west coast at an Intel retailer. Source: www.ConquerCollegewithLD.com Helpful videos for high school teens If you’re the parent of a high school teen in Special Education, and thoughts of college are around the corner, I think you’ll find the videos I created helpful for college preparation. Since 1993, I have focused exclusively on the critical high school-to-college transition for students with learning differences for two reasons: (1) our students are failing at a frighteningly alarming rate, and (2) with advance knowledge of the postsecondary system and an ϋber-thorough college search that identifies the “best fit”, this needn’t happen. Please check out my video on Time Management here : http://www.youtube. com/watch? v=myOaiP7MJvA Video for POSTsecondary success STUDENTS WITH LEARNING DISABILITES: College Success and Proactive Preparation © Joan M. Azarva, Ms.ED Recent estimates from the U.S. Census Bureau indicate that people with bachelor’s degrees will earn approximately $600,000 more during their lifetime than those without an undergraduate degree. This estimate was cited by then Secretary of Education Richard W. Riley in his statement before Congress during the authorization of the Higher Education Act of 1965. He noted: More than ever before, education is the fault line between those who will prosper in the new economy, and those who will be left behind. Today’s jobs increasingly require skills and training beyond a high school education, and accessible postsecondary education is critically important to individuals as well as our nation’s economy and democracy. (Price-Ellingstad & Berry, 1999, p. 1, quoting Riley, 1997) Postsecondary Education Trends in enrollment of students with disabilities in two- and four-year programs continue to increase, with some estimates ranging from 9.3 percent to as high as 17 percent (National Center for Education Statistics, 2000; NCD, 2000). In spite of this increase, individuals with disabilities still remain less likely to pursue postsecondary education when compared to individuals without disabilities (Whelley, Hart, & Zaft, 2002). Although the gap for high school completion is closing between individuals with and without disabilities, this trend is not the case in higher education. In fact, completion of some college coursework has declined from 30 percent to 26 percent from 1986 until 2001. Earning a college degree has dropped during this same time period from 19 percent to 12 percent (National Organization on Disability, 2001). Contributing to the lack of persistence and retention of college students with disabilities is the issue of their adapting to an entirely new set of challenges in managing their academic program. Such a student now becomes one of potentially hundreds of students seeking services through a Disability Support Services office on campus. They are responsible for requesting their supports and services, providing documentation to receive these accommodations, and interacting with faculty to implement their supports. Adjusting to a college environment presents challenges for all students; however, for students with disabilities, the responsibility of managing their accommodations along with their academic coursework presents a set of challenges unique to these students. Often students with disabilities enter college unprepared to disclose their disability, or they lack the understanding of how to access services on campus. Students with disabilities must self-identify to the university to request accommodations and supports. Students fail to self-disclose for a variety of reasons. Some students see college as an opportunity to begin anew. As a result, students may elect not to disclose their disability to the university in order to avoid being labeled (Burgstahler & Doe, 2006; Getzel & McManus, 2005; National Center for the Study of Postsecondary Educational Supports [NCSPES], 2000). Others wait until they are experiencing academic problems to disclose. Still others feel they do not belong in advanced degree programs because of the need to self-identify for specific services. The decision not to disclose, however, may be the one on which a student's fate rests. There is also the issue of faculty attitudes. While it seems hard to fathom that professional educators could be uninformed about the nature of learning disabilities, this in fact does occur. A student unfortunate enough to get such a professor can be made to feel self-conscious, inferior, and/or unwelcome in that classroom. At a critical juncture, when these students need the most support and encouragement, a professor not aware of the needs of students with disabilities may undermine confidence, causing already tentative students to question whether college is indeed the right decision. Given the inherent risks of college for students with learning disabilities, it makes sense to increase their odds of success by having them learn as much as possible about the postsecondary system prior to transition. Awareness of the pros and cons of disclosure can assist them in making an informed decision rather than an emotional one. Ability to “vet” colleges based on the services they actually offer, not what’s listed in a catalog or website, can play a critical role in eventual success. Advance knowledge of how many courses one can adequately handle and how much support one will need sets students up for success from the first day they cross the college threshold. Knowing how to self-advocate prepares students for their new responsibilities in college. Preparation involves understanding the academic, organizational, and time- management demands of college, as well as teaching students the skills and strategies required for college success while they are still in high school, so they can practice and feel comfortable using them. It also helps for students to have advance knowledge of the potential pitfalls, so they can consciously avoid them. Students who transition with foreknowledge of college’s unique expectations and how to meet them are more likely to succeed simply because everyone does better in new situations when prepared. For at-risk students with learning disabilities, however, this preparation can often mean the difference between success and failure. As the saying goes: “An ounce of prevention is worth a pound of cure”--and in this case, a college degree, as well. Joan M. Azarva, Ms.ED is an expert college Learning Specialist who focuses exclusively on the critical high school-to- college transition for students with learning disabilities. She is the author of two courses, Conquer College with LD/ADD and College Study Skills, and runs a list serve for parents of high school teens who learn differently. Parents may subscribe at CONQUER COLLEGE WITH LD. You may contact Joan at info@conquercollegewithld.com. |
Clues for the College-Bound
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