Getting Started in Your School
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Overview
Self-Advocacy
Assistive Technology
Planning for College
Applying to College
Disability Services
Introduction
Getting Started
Resources
Activity 36
Activity 37
Activity 38-39
Activity 40
Activities 41-42
Activity 43
Summary
Adult Services
Getting Started with Counselors
Now that students are using the services of the career and counseling offices, they should be operating more independently. The following two Web sites are resources that will be helpful to counseling and other staff who work with you to support them.The Association on Higher Education and Disability (AHEAD)
AHEAD is a national professional organization of disability services providers. AHEAD's Web site contains information helpful to those new to disability services at college. Inexpensive brochures can be purchased through the site that will provide useful information to counseling staff. Inviting counselors and career center specialists to sessions using speakers from the community will also helps raise their awareness of issues faced by college students with disabilities.HEATH Resource Center
HEATH is the national clearinghouse on postsecondary education for individuals with disabilities. With support from the federal government, publications are available free or at a low cost. Visit the HEATH Resource Center Web site and discover the wealth of information available in papers, fact sheets, and newsletters. Many of these resources target specific audiences like guidance counselors, special educators, deaf educators, students, and parents.Enlisting the Help of School Psychologists
The Problem of Documentation
Inadequate documentation of a disability is a common problem for students with disabilities going to college. The Post-ITT Web site has links to position papers on documentation guidelines developed by the Washington Association on Post Secondary Education and Disability (WAPED), a professional organization of disability service coordinators in Washington colleges. Sharing these documentation requirements with school psychologists may help them develop their evaluation reports in a way that will benefit students with disabilities making this transition. If a student's evaluation does not meet the requirements of a specific college, he or she is ultimately responsible for getting and paying for the appropriate documentation.
The Center for Change in Transition at Seattle University has published
a paper that addresses the related issues of inadequate documentation
for the purposes of College Disability Services and the Re-evaluation
process required by the IDEA. For more information, read the paper titled
The Re-evaluation; Transition Services: Best Practices for
School Psychologists and Evaluation Teams authored by Cinda
Johnson, Ed.D. and Jim Rich.