RICHARD HARRIS and JACQUELINE ROBERTSON Preventing School Failure, Vol. 45, No.3, Spring 2001., pp.125-131

Richard Harris is the Director Emeritus of Disabled Student Development, and Jacqueline Robertson is the Reading and Study Skills Coordinator for the University College Learning Center, both at Ball State University, Muncie, Indiana.

For questions concerning eligibility and accommodations, contact Larry Markle, Disabled Student Development Director, Student Center 307, Ball State University, Muncie, Indiana 47306 For questions concerning academic support, contact Jacqueline Robertson, Learning Center, North Quad 323, Ball State University, Muncie, Indiana 47306.

In this article, we address teachers and parents who prepare students who are learning disabled (LD), or have attention deficit disorder (ADD) or attention deficit hyperactive disorder (ADHD), for postsecondary training or education. Because many of the functional accommodations for students with these disorders are similar, we will treat the groups as one in our discussion. By having a better understanding of typical practice in postsecondary settings, parents and K-12 personnel can use this information as a "template" to prepare students for academic work beyond high school. Widespread concern about these transition issues is evidenced in a number of articles and publications. The reader may want to view one comprehensive website, the LD Store (2001), which includes a wide variety of books and publications for preparing students for postsecondary work.

Although the statistics for students with disabilities who have completed high school and attended a postsecondary program are varied, it is safe to conclude that the number has increased in recent years. Hehir (1998) reports that "the high school graduation rates of students with disabilities have increased from 67% to 74%, and the number of students going to college has tripled for students with disabilities" (p. 5). Additional research supports the finding that more students with disabilities are attending 2-year community colleges and 4-year universities (Henderson, 1992). The American Council on Education (ACE) indicates that 9% of first-year students reported at least one disability (1995). Given the data that more students are entering postsecondary settings, it is appropriate for institutions to offer a range of accommodations (McAfee & Ofiesh, 1995). Accommodating students with disabilities is also a legal issue.

The concept of providing academic support for persons with disabilities is grounded in the Rehabilitation Act of 1973. In 1975, Public Law 94-142, the Education of All Handicapped Children Act (EHA), was established. The act included additional regulations and nondiscriminatory language that supported the civil rights granted by the 1973 act; it also provided educational services in the form of special education and related services to students with disabilities. Since then, Section 504 of the Rehabilitation Act and the EHA have been the reference point for postsecondary schools.

In 1990, EHA was revised as the Individuals with Disabilities Education Act (IDEA). The IDEA Amendments of 1997 are the current laws with which special education complies. In addition, although these regulations prohibit discrimination on the basis of disability in all educational programs and activities that receive federal financial support, the Americans with Disabilities Act (ADA; 1990) provides specific civil-rights legislation for persons with disabilities. Although the ADA's main focus is on the workplace, it does extend the coverage to all postsecondary institutions and, by extension, puts teeth into the Section 504 regulations. It is crucial to note that Section 504 of the Rehabilitation Act of 1973, along with the Americans with Disabilities Act, governs activities at the postsecondary level.

A great divide exists between the philosophies and programs serving students under IDEA and Section 504 in Grades K-12 and those of postsecondary institutions. The approaches in K-12 are fairly standardized, but they are often varied in postsecondary settings. Part of the reason for this gap is legal; the IDEA is fairly precise in its guidelines regarding the definition of disability and the necessity for Individual Educational Programs (IEPs). Part of this gap is philosophical; K-1 2 special education teachers may provide a much more structured and nurturing atmosphere than that which is found in postsecondary education. Students and parents expecting the K-12 model of special education services are often surprised and upset with what they encounter in the postsecondary setting.

It is our contention that many students in college who have LD, ADD, or ADHD fail not so much because of poor aptitude as because of faulty preparation. The intent of this article is to suggest ways of smoothing this transition and increasing the success level.

Although nearly all postsecondary institutions offer some degree of services or accommodations for support, the models vary greatly. Students and parents often have highly unrealistic expectations of what they will receive on a college campus. Parents (and sometimes students) often ask such questions as "Do you have an LD curriculum?" "Do you provide grade amnesty?" "Will my son [or daughter] receive test interpretation?" "Will points be marked off for misspellings?" "Will difficult courses be waived?" "Will admission requirements be waived or at least lowered?"

The range of what is offered runs from a few schools that have minimal LD-support services to a number of schools that have a highly structured extra-fee-based program. Such programs (often $3,000 through $4,000 extra) might include special admissions procedures, intensive tutoring, "test interpretation," and even wake-up calls. From this model, the range extends to schools that have little assistance in place and leave it up to the student to be his or her own advocate in arranging test accommodations and other services.

The approach that we discuss in this article is an example of what is more typical across

the United States at this time. Ball State University is a Midwestern, public institution that grants undergraduate and graduate degrees. Typical support services for students with disabilities at Ball State include an orientation to LD services, accommodation letters to teachers, adapted testing, adapted computer technology, use of word processor or spell-check on assignments and tests, priority class scheduling, and (rarely) course substitutions. Additionally, workshops on study skills and individual tutoring are available in the Learning Center. Many of the insights included in this article are based on this foundation. The approach works for many students. In what may be a matter of semantics, staff at Ball State do not refer to an LD "program" but describe the many services or accommodations that are available. They do so to avoid creating expectations for wake-up calls, academic monitoring, test interpretation, or even an LD curriculum, none of which are offered at Ball State University. To be successful with a more moderate approach, a student must possess a good degree of motivation, maturity, and insight into his or her disability. We feel that self-determination and assertiveness are the biggest factors related to success or failure for these students. Most postsecondary institutions offer adequate-to-good LD services that may go unused by the student unable or unwilling to articulate his or her needs.

Self-determination and assertiveness are skills that can be developed if the student starts soon enough. Every step in our approach is voluntary. Although parents typically take care of the first 2 steps, all the other steps depend on the student.

Step 1. Complete a self-disclosure form and a verification form. Every student receives a self-disclosure form with his or her admission packet. It may be filled out and returned to the Disabled Student Services office with a request for more information about services and accommodations. As a result of disclosing a disability, the student is sent information about services that the office provides and a verification form.

Verification forms developed by postsecondary institutions are becoming more common. The student is asked to have the appropriate licensed professional complete the form. Typically, these forms ask for a precise statement of diagnosis that describes the tests, measures, or procedures that were used to arrive at the diagnosis and for suggested accommodations that the student will need at the postsecondary campus. These accommodations must relate directly to the diagnosis.

Without a verification form, the Disabled Student Services Coordinator is left with only a multiple-page, largely meaningless IEP or a scrawl on a physician's prescription pad.

Step 2. Request the appropriate licensed professional to complete either the LD- or ADD-verification form. These forms ask for a precise diagnosis, how it was obtained, and recommendations for accommodations that are tied to the diagnosis.

Step 3. Attend an orientation program to learn more about the entire range of services and accommodations offered at the university. This information is presented by staff from the office of Disabled Student Development (DSD) and the Learning Center.

Because this orientation is conducted during the first week of school, attending the meeting is the first decision the student makes independently and without the parents.

Step 4. Meet with the DSD Director to request accommodation letters for professors, test accommodations, and other specific accommodations. These letters validate that the student has a disability and include the appropriate accommodations.

Step 5. Pick up the student's accommodation letters and deliver them to the professors. In addition to the DSD letter, information about the Learning Center's policies for test administrations is provided. It is the student's responsibility to review the letters and to hand-deliver them.

Step 6. Use services such as readers, notetakers, computer adaptations, and academic support. For example, one option at Ball State is to use the Learning Center for test administrations. Students who serve as test administrators receive training and work under the supervision of the Learning Center Coordinator and graduate students. Distraction-free booths are available for students who seek this accommodation, and adapted computer technology (ACT) is on-site. The student works with the professors and Learning Center to make arrangements.

Step 7. Use the Learning Center for tutoring and workshops on time management, study skills, reading improvement, and specific course content. Having a tutor assist with generalized study skills is a good way for many freshmen to begin the school year.

Step 8. Respond to deficiency notes (if received). A teacher of a freshman course sends out a notice at midterm if a student is doing D or F work. The notice contains avenues for seeking assistance.

Step 9. Meet with an academic advisor to plan a balanced class schedule for upcoming terms.

Steps 4 through 7 and Step 9 are repeated each semester. In addition, requests for accommodation forms for the Writing Competency Exam and national standardized tests (LSAT, PPST, etc.) are available if needed.

We have begun longitudinal research with students who entered the university in the fall of 1998 (Harris, Robertson, & Hartzell, 1999). The records of 40 students who completed Steps I and 2 and who were invited to the orientation for LD or ADD students were examined after four semesters. Not surprisingly, students who did not follow through with Steps 3 through 7 earned fewer credits and had lower grade-point averages. Although the numbers studied were small and only limited conclusions can be drawn, we feel that the students who are able to assume responsibility and to follow the aforementioned steps place themselves in a much better position for successful college outcomes.

The services available emphasize establishing independence and self-advocacy so that the student can seek additional educational and employment opportunities. This process might be likened to an empowerment model rather than the prevalent rescuing approach. The mantra to students is, "If we do not hear from you, we will assume everything is fine."

Enclosing an IEP is not useful information on the college level. Most IEPs do not state a specific diagnosis, and most contain goals and objectives that are germane only to the high school setting. Furthermore, IEPs often contain questionable or unrealistic accommodations that will not be acceptable at the postsecondary level. Examples of unrealistic accommodations include test interpretation, grade amnesty, disregard of spelling errors, and unlimited time (rather than an established time) for test-taking.

To accompany the reports, counselors often provide letters of support. College admission offices may not ask questions relative to disability, but the student may offer information with his or her application. Unfortunately, these letters often address areas not relevant to whether the individual is prepared for academic rigors. The following are some observations regarding letters to admissions offices:

1. The disclosure of a disability cannot hurt, but it may not help either. Students with disabilities must be otherwise qualified. A letter of acceptance is a beginning point, not an end. Putting a student in a situation for which he or she is not prepared can create a terrible situation.

2. Ideally, a strong letter written by the student should describe the disability, list coping skills (i.e., skill with word processor or spell check), establish ties to a college preparatory program, and in general give the impression of a person possessing maturity and motivation. For the student who is on the borderline for college admissions, this kind of letter might be helpful.

3. Letters from parents or resource room teachers have less impact. If they are written, they should be heavy on education matters such as the student's strengths or weaknesses, coping skills, and maturity.

4. Long dissertations on how wonderful the student is (for example, how he or she volunteered for the Special Olympics, "stuck it out" in sports, or is "pixie-like" in appearance) send up a flag that the student does not have enough preparation for college work.

5. Letters that state, in effect, "Even though we did not put this student in our most challenging college prep courses during high school, we are sure she [or he] will do just fine at your college" are not sensible. These comments are not assessing the student's academic attributes, and accepting such comments is felt to set a dangerous precedent.

A visit to the postsecondary institution is time well spent. Contact the admissions office of the college under consideration. In fact, contact several schools and "shop around." During this visit, the family will want to talk with the disability services office and the learning-support center. Encourage students who plan to visit to come with a written list of questions and a note pad. Prepare the student to ask and to answer questions. Too often, when the student is asked a question, a ventriloquist effect takes hold and the answer comes from Mom or Dad.

Recommendations

Once the students are on campus, they are often disadvantaged not by their disability as such but by their expectations of what people are going to do for them. One student reported that his resource-room teacher read and interpreted the ACT to him and wondered if "maybe that hadn't been quite right" Such services are not the norm in higher education and should not be.

What is it that postsecondary personnel would like to see? If a student has plans for postsecondary education, his or her counseling should be different while progressing through high school. A weaning or empowering approach should be taken. Is the student getting academic life-skills training or content tutoring? Is the student getting training in computer skills and adapted technologies? Assistance may range from Franklin spellers or their clones to elaborate software or hardware configurations. What do you, as a counselor, teacher, or parent, know about adapted computer technology?

How is time management being addressed? The amount of free time at college is frequently a downfall to students. Is the student permitted to be a self-advocate? For some reason, parents and teachers think that they can advocate for the student from kindergarten through 12th grade, and then, in 3 months over the summer, the child will miraculously develop skills to be his or her own advocate at college. Think about the postsecondary environment: usually only 15 hours in class per week, large classes, a roommate in his or her living space, ample free time, and unstructured studying. It is not a surprise that so many students flounder. Success appears to be heavily related to coping skills that students already have in place prior to college.

High school students with LD, parents, and teachers need to conduct a realistic review of the preparation being received. Are students receiving a watered-down curriculum or unrealistic accommodations? Are students being asked to assume responsibility and to practice assertiveness? We believe that a student's junior and senior years in high school should resemble in self-advocacy, responsibility, and independence that which will be expected in college.

In addition, more contact is needed between high school teachers and postsecondary personnel who are part of the paths to success for students with disabilities. Discussion is needed about the current differences in approaches and the need for more similarity.

Finally, comprehensive research is needed on transition issues. It is also important to discover what is working in high school preparatory programs and in postsecondary approaches.

The time and efforts of teachers and parents are valuable. Are rewards being reaped? It is hoped that this article helps focus efforts so that the chances for success can be maximized. For more specific information, contact the authors.

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Americans with Disabilities Act of 1990. 29 U.S.C. Secs. 701 et seq.Education of All Handicapped Children Act of 1975. Pub. L. No. 94-142. Sec. 504, Subpart E.

Individuals with Disabilities Act Amendments. (1997). Pub. L. No. 105-17. U.S. Department of Education. Retrieved October 2, 2000 from the World Wide Web: http://www.ed.gov/offices/OSERS/IDEA/regs.html

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McAfee, J. K., & Ofiesh, N. (1995, March). A tenyear follow up of programs for students with learning disabilities at community colleges. Paper presented at the Young Adult Institute Conference, New York, NY.

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