Number 7 OCO FACT SHEET May 2001

Individual Supports for College Success

This fact sheet is designed to assist students with significant disabilities who may wish to continue their education after high school by attending college. It shares success stories of students and the lessons that have been learned through these and other experiences.

What are individual supports for college?

Individual supports for college are those that are designed around the desires and unique needs of the student. This allows the student to attend a college of his or her choice by using the existing supports available through the college, the local school district, Vocational Rehabilitation and other relevant support agencies in a collaborative and student- driven way. Collaboration and person- centered planning are both key features of individual supports for college. Family, friends, vocational rehabilitation, local school districts, and the college all have a role in the planning process. The student receives support to attend regular college classes and activities.

Who may attend college using individual supports?

Students who are interested in a college experience may pursue this goal. To succeed, it is helpful to have people interested in supporting the student in achieving that goal through the coordination of flexible, individualized support. While most students who go to college are 18 years or older, students may be able to access some activities at the college at a younger age. Check the admission policies at the college you are interested in attending.

Students who have either received a high school diploma or a non-standard diploma or certificate may be eligible to apply to college and be matriculated. Entrance criteria vary from college to college. Students who have yet to complete high school are able to access classes through Continuing Education.

How prevalent are individual supports?

Currently, individual supports are being provided to a number of students throughout the country. Some of these students have completed high school and are attending college as an adult. Others are still receiving services from the public school and are accessing college through supports from their local school system. While barriers exist for both of these groups of students, opportunities for postsecondary educational experiences can be created with the proper organization of services and supports

How is this approach different from the services provided by a "program" that is set up a college campus?

The primary distinction lies in the individual nature of the supports. Where programs are developed on a campus with the needs of a group of students in mind, individual supports start with the unique needs and desires of one student. A key difference between programs and individual supports is the levels of choice students have regarding their choice of colleges. Another important distinction involves the perception of the student on the college campus—student vs. program participant. Students who receive individual supports attend college as individuals, not as program participants, and may be more likely to be seen as a fully included college student. A program located on a college campus may provide access to that college only during the "transition" years. This reduces students’ opportunities to attend college to only the time they are affiliated with the transition program.

By using individual supports from the beginning, students may continue their education at the college on their own timetable, although those providing the supports may change. School district employees can use their experience and expertise to collaborate with adult supports and widen the base of support for each student in this way.

What steps are involved in providing individual supports to a student?

1. Meet with student and identify goals.

2. Determine college of choice.

3. Identify partners and potential support resources.

4. Meet with disability support service personnel at the college.

5. Identify classes the student wishes to take.

6. If possible, meet with the faculty member(s) teaching the classes the student will attend.

Who coordinates individual supports at college?

The essence of individual supports is that they are person-centered. Supports are driven by the student and may be coordinated by a person chosen by the student. This may be a friend, a case manager, a high school teacher, a Vocational Rehabilitation counselor, or a staff person from an adult support agency. Individualized support requires on-going communication among the people involved in supporting the student. Because of the collaborative and responsive nature of individual supports, it is very helpful to have a coordinating person who is aware of what is going on and can access resources when they are needed

What skills are needed to coordinate individual supports at a college?

An important aspect of developing individual supports is increasing the capacity of high school special educators and adult service agencies to support people in college. Skills and knowledge that are helpful include:

• High expectations for all students
• A creative and positive approach to potential barriers and the ability to collaborate with others to overcome these barriers
• An understanding of the college culture and the resources that are available to all students that need support
• An ability to confront the attitudinal barriers that exist for persons with labels of significant disabilities
• Knowledge of the differences between the IDEA and the ADA and how they relate to students receiving services. It is important to educate students about their rights under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. They differ from the rights provided under the IDEA and students and their advocates will be much better able to problem solve with the college when they understand these distinctions.
• In-depth knowledge of the supports available on a college campus, both those that are specifically designed for students with disabilities and those that are provided to all students.

What is the role for the local school system?

Local school districts can play a variety of important roles in the preparation of students for postsecondary education. Some helpful activities include:

• Assist student receiving special education to develop independence in the use of the accommodations they need.
• Support students to pursue academic coursework that meets their needs and interests
• Offer students with disabilities the opportunity to learn about college options in the same ways that other students do, via the guidance office, college fairs, and campus visits.
• Include a college support person on the transition team for students who want to attend college.
• Provide students with a document that clearly explains the best learning and teaching strategies for them.
• Provide students under the age of 21 and eligible for local school district support, with tutoring, transportation, or classroom assistance on the college campus.

Mark’s story illustrates many of these points. Mark is a young man with Down syndrome who had completed four years of high school and expressed a dream of attending college to learn more about computers so that he would obtain a job in the computer field. His school district organized supports from a community-based support agency, the college, and his family, that allowed him to attend the community college of his choice. Mark now takes a college class, "Introduction to Computers", where he is increasing his skills in using a computer. He also uses the Learning Center at the college to improve his writing skills and often chooses to have lunch at the college’s cafeteria. When he is not at class or working on schoolwork at the college, he holds down a part-time job at an office supply store.

Lack of access to assistive technology

At the college level, many supports and accommodations are provided through the use of assistive technology. Colleges do not provide teacher’s aides or personal assistants to students (although they may be allowed in classes when provided by a school district or other entity) so technology that allows the student to be independent is very useful. However, many students leave their four years at high school with no knowledge of the technology that can help them be successful. This can be as simple as the use of a tape recorder to capture important material in class, learning to listen to books on tape, or using a computer program that will read any text out loud. High schools can help prepare students with disabilities for success by evaluating the effectiveness of technology solutions for students and teaching students their effective use.

What are some of the challenges faced by students who want to use individual supports to continue their education?

The number of students with disabilities receiving support in colleges and universities is increasing each year. The number of students with labels of significant disabilities participating in postsecondary education is also increasing. While these changes represents a significant and positive shift for many people, barriers to full participation in postsecondary education still remain. The following descriptions will illustrate how certain individuals with significant disabilities have overcome some of these barriers.

Access to college without a high school diploma

Due in part to a lack of a formal communication system, it was assumed that Gary could not benefit from academic classes when he was in high school. Once a communication system was provided to him, Gary expressed his desire to get the education he had been denied for so long. But Gary had little academic preparation and no high school diploma. To gain access to college, Gary enrolled in classes offered through the Division of Continuing Education. These classes are available to all community members, and there are no requirements for a high school diploma. Many interesting and enriching classes were available to Gary through this venue.

Placement tests

Often, students with disabilities are prevented from participating in college classes because of poor scores on placement tests in Math and English. For Pam, this was a barrier to her dream of a college education, as Pam’s scores suggested that she would have a difficult time in college level classes. She was advised to forget her dream and move on. Pam insisted that she could succeed and enrolled in a class that did not require the placement scores to be reviewed. Now, she is successfully pursuing coursework in Human Services, receiving a C in her last class.

Lack of understanding from disability support providers or other college personnel

Linda, a young woman with significant learning challenges, was discouraged from pursuing her dream of a college education by disability support service personnel at college. Their perceptions of Linda and their fear of her potential failure led them to advise against college. However, Linda chose to pursue her dream anyway, and utilized supports of family, friends and a community-based tutoring service to help her with her schoolwork. Though she still visits the disability support person each semester to receive legally required accommodations in her classes, she creatively uses other supports in the pursuit of her dream.

Financial aid for tuition

When students are unable to matriculate into a particular course of study due to the lack of an applicable high school credential, they are not eligible for federal financial aid. Many students have overcome this barrier by partnering with Vocational Rehabilitation and with their families to meet the expenses.

Perceived lack of "ability to benefit"

When John shared his dream of being a writer with his vocational rehabilitation counselor and high school transition team, the team did not immediately think of college courses in writing, because labels and test scores suggested that John did not have the "ability to benefit" from college level classes. Section 504 of the Rehabilitation Act states that colleges do not need to accommodate students with disabilities if it is proven that the ability to benefit, even with accommodations, is not there.

John insisted that college course were the way to improve his skills and help him to attain his dream job. The vocational counselor agreed to pay the tuition for one course to see how John would do and to determine his "ability to benefit". John completed his first college English course with a "B". Despite preconceived ideas about his potential, John proved his ability to benefit. He continues to take one writing course per semester, paid for by Vocational Rehabilitation.

Is the individual approach successful for students with labels of significant disabilities?

Twenty-seven years after the passage of the IDEA, and with at least a decade of a policy of inclusive education, inclusive and ‘typical’ college experiences must be available as an option for students with significant disabilities. Through pre-planning that emphasizes the goals and dreams of the student, creative use of existing resources, and a willingness to challenge assumptions about the capacity of individuals with significant disabilities, these students are attending college in increasing numbers. Here are some additional examples of supports and strategies used by public school students in New Hampshire to make their dreams of college come true.

A young woman with no academic background wanted to work with children at a daycare center. To do this, she must have six college credits. Vocational Rehabilitation (VR) financially supported her to meet this state-licensing requirement by completing two college courses in child development by doing the following:

• Helped her enroll in school,
• Identified needed courses,
• Met with her professor,
• Identified a support person who attended classes with her,
• Created alternative assessments, and
• Paid for professional tutoring for the student, to supplant the peer tutoring available at the college.

Although Jenny had been labeled with cognitive disabilities, she and her family believed in her ability to get a college education and a rewarding career. A course of study was designed for her to obtain a degree that will allow her to work in the animal-grooming field. Together with her college advisor, Jenny was able to design a major that highlighted her strengths and interests. For those classes that were particularly difficult, Jessie audited the class first, and then took the course for credit, allowing her more time to learn the essential material. Jenny takes advantage of various supports, such as:

• Using college-provided tutors,
• working regularly with the instructors at the college learning center,
• meeting with her academic advisor, and
• having her mom helps with the homework at times

Jenny is a college student. She works really hard, and has failed some classes along the way--like many of her friends at school.

For students 18 – 21 years old who are using the supports available through their local school district, these stories hold the promise of college experience. Those years can be filled with college classes at a college of their choice, greasy lunches in the coffee shop, and late nights studying and writing. The barriers to college that may seem insurmountable can be overcome --one hard working student at a time.

Kathy is one of those hard working college students. "Blind", "developmentally disabled", "cerebral palsy". These are the labels many people believed defined her and would determine her future. When she was a student in segregated special education classes, Kathy longed for challenges, choice, and opportunities. She was determined to make college an ordinary, challenging experience, where she could learn and grow with other students without disabilities. Through the creative, collaborative work of her school district, vocational rehabilitation, good friends and community based supports, the barriers of limited academic preparation, low placement test scores and low expectations are being overcome. Kathy is one of a growing number of students with labels of significant disabilities who are going to college through the utilization of creative individual supports.

Where can I get more information?

The Institute on Disability/UAP at the University of New Hampshire has published a series of tip sheets for students interested in pursuing a college education. These are available for downloading at their website: www.iod.unh.edu or by contacting Cate Weir at:cweir@cisunix.unh.edu

This OCO Fact Sheet was developed by Cate Weir.

For more information on OCO please write to:

Sherril Moon & Debra Neubert,
Co-Principal Investigators
Meg Grigal, Project Director
On-Campus Outreach,
Department of Special Education,
1308 Benjamin Building,
University of Maryland,
College Park, MD 20742

Visit our website: www.education,umd.edu/oco

Email us at ocomail@umail.umd.edu.

On-Campus Outreach is funded by the

US Department of Education,

Office of Special Education Programs,

Grant # H324 R990032