Preparing Students with Disabilities to be Successful in Post-Secondary

Settings

Andrea Burch, PsyDMichael Perrone, MAElizabeth Shea, MA

Alfred University

Special Academic Services (SAS) at Alfred University

Academic consultation model

Over 10 years experience

ACT Early Orientation Program

High retention and graduation rates

What does “self-advocacy” mean to you?

S ELF-ADVOCACY

Knowledge of Self

Knowledge of

Rights

Communication

Leadership

A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Developing “Knowledge of Self”

Promoting self-awareness

Brainstorming strengths Identifying interests Setting goals Recognizing motivations

Understanding Attributes of Disability

Details of disability Knowledge of terminology Effect on learning Support needs Identification of appropriate

accommodations Responsibilities as a

student with disabilities……

“To realize that you do not understand is a virtue; not to realize that you do not understand is a defect.” - Lao Tzu

Intake Interview Student Plan Referral to Career Development Center

Strengths Inventory Career Counseling

Review of pre-existing documentation and/or psycho-educational evaluation with student

SAS Strategies

“Shawn” Background Information Knowledge of Self Goals and Aspirations

Pitfall of special education system Students getting “lost” in the process

Considerations for School Psychologists/Special Education Professionals

Case Example

S ELF-ADVOCACY

Knowledge of Self

Knowledge of

Rights

Communication

Leadership

A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Knowledge of Rights:What students should know…

Disability Law in Higher Education 504/ADA vs. IDEA Responsibility for

Disclosure of Disability

Responsibility to request accommodations

Diversity of Disability Support Services

Instructors/ Professors in Higher education

Documentation AHEAD Guidelines Useful information

Campus Visits/ open houses/ transition meetings

Early Orientation Program Education about campus policies and

procedures Individual problem-solving and discussion Parent Advocacy to Student Advocacy

Partnerships Acting as liaisons

SAS Strategies:

Be explicit about differences in laws and service provision at the post-secondary level

Involvement in college search process Communicate with the institution about

documentation needs Facilitate awareness and use of resources

Agency/ Scholarship Support Assistive Technology

Promoting Knowledge of Rights

S ELF-ADVOCACY

Knowledge of Self

Knowledge of

Rights

Communication

Leadership

A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Communication: What are the issues?

“Learning how to communicate information effectively with others through negotiation,

assertiveness, and problem solving in individual and group situation is critical to self-advocacy”

(Test et al., 2005).

Assertiveness Negotiation Articulation Body Language

Use of Assistive Technology Listening Persuasion Compromise

SAS Strategies

Meet the students where they are at!What communication skills do they already

have? What skills are they lacking? Role-Playing

Facilitate writing of emails Normalize fears and

anxieties

Go to meetings with students

Create list of points to cover when meeting with faculty member

Explicitly practice communication skills: Practice writing emails to professors asking for

accommodations. Role-play various scenarios specific to the student’s needs. Truly involve students in the decision making process. Some simple things to teach:

Rehearsing what to say appropriate eye contact Awareness of body language Compromise Rephrase what is heard to ensure understanding.

Fostering Communication Skills

S ELF-ADVOCACY

Knowledge of Self

Knowledge of

Rights

Communication

Leadership

A framework for self-advocacy (Test, Fowler, Wood, Brewer and Eddy, 2005)

Leadership

Subcomponents:

Knowledge of group’s rights

Advocating for others or for causes

Political action Knowledge of resources Organizational

participation

Carrie Leadership capstone project Coordinated a half-day event designed to educate

campus about learning disabilities/ ADHD Included a student panel to discuss experiences

Seth Student frustrated by lack of accessibility on

campus Partnered with AU’s Diversity Coordinator to hold

a focus group

Case Examples:

Post-Secondary School Psychology Increased involvement in the transition

process A theoretical framework to guide self-

advocacy development in students

Expanding the Role of the School Psychologist:

Balancing Theory and Practice 

Questions??Contact: Andrea Burch, Psy.D.Director, Special Academic Services at Alfred University Burcha@alfred.edu