ILRU and the Health Information Sciences program at UTHealth have published the
results of the recent online survey assessing the impact of the ADA twenty years
after its implementation. Nearly 900 people in more than 400 communities in all
50 states completed the survey.

Hailed as the Bill of Rights for 54 million people in the United States with
physical and mental impairments, the Americans with Disabilities Act (ADA) of
1990 has fulfilled much of its promise since it went into effect 20 years ago,
according to the survey. Overall, 90 percent of survey respondents believe that
the quality of life for people with disabilities in communities across the
United States has improved greatly since the passage of the ADA. But,
respondents also pointed out that there are opportunities to be realized and
challenges to be overcome.

View a press release about the survey at -
http://www.southwestada.org/html/whatsnew/whats_new.html#impact

A copy of the complete survey report is at -

ILRU and the Health Information Sciences program at UTHealth greatly appreciate
those individuals who responded to the survey and shared their ADA experiences
with us.

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Dear Parents,

I have been working in the area of students with disabilities at the college level for more than 30 years, but that is not why I am writing to you today. I am writing as a parent, and thus as someone who shares all your current anxieties. My daughter, who graduated from high school in early June, will be going away to college this Fall. She has Cerebral Palsy, uses a wheelchair, and has limited speech capabilities, so you can be assured that I have been very involved in the educational programming and planning she has received during her years in the public school system. I wanted to be involved, but I also needed to be involved since, by law, the school could not do anything for, to, or with my daughter regarding her disability without my permission. I sat through countless IEP meetings over the years, I was insistent on certain issues of academic support when I needed to be, and I agonized over everything from teacher selection to her successful social integration with classmates. And now, as I prepare to pack her up and take her off to college in the Fall, I recognize that this role has ended for me – and the word “anxious” doesn’t even begin to describe my feelings.

If you are worried that your child with a disability will have a difficult time making a successful transition to college without your involvement… then you are probably right to be worried. Very few children with disabilities can succeed at the college level. On the other hand, students with disabilities survive and thrive on college campuses across the country. If you still think of your son or daughter as your “child,” and they still are comfortable in accepting that role, it is time to take a careful look at where you have come from and what lies before you. As parents, it is time for us to step back and allow/encourage/gently nudge our SWD’s (Students With Disabilities) to assume significant independent responsibility for their own lives, both academically and personally.

As you and your SWD prepare to visit campus for that initial meeting with a disability service provider at the college, you would do well to think about what can be accomplished at this initial meeting, what needs to be said – and who is going to say it!!! As I approach that same milestone with my daughter, I find myself a little panicky, realizing that there are things about her disability and how it impacts on her functioning that I know and that the disability services provider needs to know, and that I may not have many chances to say. There is no doubt that I can explain those things more fully than my daughter can explain them (or even understands them!). And it doesn’t matter. Much as I hate it, I know that SHE has to be the one to convey all this crucial information (not me!), for a number of reasons.

First, colleges and universities provide services and support to SWD under very different laws than those that governed services in the K-12 system. As a parent, I have no rights under Section 504/ADA in speaking for my SWD who is in college. (If you aren’t sure what “Section 504/ADA” means in this context, perhaps the disability service provider you meet with will have gathered some information that helps explain the differences between settings, both legally and practically. Two of my favorite websites for learning more are at: http://www.ed.gov/about/offices/list/ocr/transition.html and http://www.heath.gwu.edu/). The services and support available to SWD are sometimes very different than what was provided in high school, and the college is under no obligation to continue the services given in high school or to adhere to the recommendations of an outside diagnostician. The college will make its own determination of what services and support to offer, based on the documentation of disability and their interview with your SWD. There are no IEP’s in college, there is no place to sign off with my parental approval. Indeed, the college doesn’t legally have to care whether I am satisfied or not. My daughter is responsible for her own destiny now.

More importantly, while this may be your last chance to convey all that important information on to the college, it is your SWD’s first chance to convey that information all by himself/herself. Don’t spoil that opportunity, and don’t interfere. Remember, while you and your SWD are learning more about the campus, the resources, and the people who will be there to help when needed, the disability service provider is learning more about your son/daughter, as well. You want their first impression to be one that is positive and reassuring. The service provider is anxious to find out whether your SWD is mature enough to handle the responsibilities and independence of college life. Here are some specific suggestions for helping your SWD to shine in this newly focused spotlight:

* DON’T be insulted if you are not invited to sit in on the initial meeting between your SWD and the disability services folks. Some institutions have found that it is helpful for them to speak directly (and alone!) to the student in order to get a feel for how knowledgeable and confident s/he is in sharing information about past services, what works and doesn’t work, and what accommodations they hope to have at the college level. You will get a chance to ask your questions, but recognize that it may come later, rather than sooner.
* If you are invited to sit in on the meeting with the disability services folks, DO acknowledge your SWD as the authority on their disability-related needs by making it clear that you believe they have all the answers! Try focusing your visual attention on your son/daughter instead of trying to make eye contact with the interviewer. If you look to your SWD, so will the professional.
* DON’T begin any sentence with “S/He needs to have…” Instead, you can try, “In high school, s/he had…” or “The person who tested him/her suggested…” but it would actually be better if you said nothing at all! Try to talk as little as possible in the meeting. This is not your meeting. Remember, you are there as an observer, not as a participant.
* DO take some time prepping your son/daughter in advance on the issues that you think need to be discussed – the things that you would say if you had the chance. Make a list of the topics you would bring up, explain why you think each is important, and make sure your SWD has the list in hand when s/he goes into the interview. Rehearse with your son/daughter, if they will let you. If they are typical teens and aren’t comfortable sitting through that kind of rehearsal, settle for making them sit and listen while you demonstrate how you would approach certain subjects. For example, “I think you should tell them about how the teachers arranged for extra time for you on tests when you were in high school. I’d probably say, ‘In high school, I was allowed extra time for tests in English because it takes me a long time to put my thoughts in writing, but I never needed it in Math.’” Your SWD may not acknowledge the strategies you share, but you may be surprised to hear those words come out of his/her mouth at the interview!
* DON’T interrupt. If you disagree with something the disability service provider says, or if your SWD says something that you know is incorrect, or if you see your SWD agreeing with/to something when you know they have no idea what they are agreeing to – DON’T INTERRUPT! Let the interview play out. Give the disability service provider a chance to draw your SWD out further, give your SWD an opportunity to clarify matters, or simply wait to see if the confusion/disagreement remains. It is important to know just how independent and accurate students are in describing their needs. You will get your chance.
* DO prompt your son/daughter to speak up and share those important points as the interview progresses. Instead of explaining to the disability service provider why Johnny needs a calculator in math classes, turn to Johnny and say, “Why don’t you explain to Ms. ____ why it is important for you to have a calculator for math and science classes. Is it because you have trouble lining up the columns, or because you have trouble remembering basic math facts or ????” Give an open-ended question that encourages your SWD to flesh out the response. At the same time, you are hinting to the interviewer that there is an issue here to be discussed (See? I told you that you would get your chance!)

Why not take notes as the interview progresses? When your son/daughter has exhausted the list of topics to discuss, and the disability service provider has shared all the information they thought was important, it is YOUR turn to talk. Go ahead and ask your questions. The most important thing to remember now is that you do not want to undermine your son/daughter’s credibility. If you have more information to share on a given subject, try starting the sentence with, “As Susie told you, she has used…” and then add whatever you need to on top of information already given. If you think your SWD gave incorrect information, tread carefully. You might say, “I was surprised to hear Jane say _____. I would have said _____, because…” You’ll get your point across without directly contradicting what your son/daughter said. Your goal is to assure both the SWD and the disability service provider that you are supportive of their budding understanding, and simply want to share another viewpoint.

An old adage maintains:

There are only two things a parent can give to a child…
One is roots. The other is wings.

It is time for our kids to solo. That is a scary thought for us, as parents, and it is sure to be scary for them, too. That’s OK. This is what we have all been working towards for a long time. Remember, your son/daughter will call, email, or text if they need you. They know what you can do for them, but now it is time for them to go it alone. Take a deep breath, cross your fingers, wish them well – and walk away. All will be well!

Best of luck,

Jane Jarrow
Proud (and Terrified) Mom
JaneJarrow@aol.com

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click here to link to document

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The Role of Simplification and Information in College Decisions: Results from the H&R Block FAFSA Experiment—This study examined whether assistance in filling out the Free Application for Federal Student Aid (FAFSA) increases college enrollment and financial aid receipt. The study authors conducted a randomized controlled trial, analyzing data on about 15,000 individuals in 156 H&R Block tax preparation offices in Ohio and North Carolina. In one condition, individuals received help completing the FAFSA and were given estimates of the amount of aid they would receive. In the second condition, individuals received an estimate of the amount of aid they would receive, but direct assistance completing the FAFSA was not given. The control group received a brochure containing basic financial aid information.

http://ies.ed.gov/ncee/wwc/publications/quickreviews/QRReport.aspx?QRID=142

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1. An Open Letter to Parents of Students With Disabilities About to Enter College

* In 2008, a higher percentage of children who identified as Asian (51 percent) had a mother with at least a bachelor’s degree than did children who identified as White (36 percent), as two or more races (31 percent), as Black (17 percent), as American Indian/Alaska Native (16 percent), and as Hispanic (11 percent).
* Forty-eight percent of public school 4th-graders were eligible for free or reduced-price lunches in 2009, including 77 percent of Hispanics, 74 percent of Blacks, 68 percent of American Indian/Alaska Natives, 34 percent of Asian/Pacific Islanders, and 29 percent of White 4th-graders.
* From 1999 to 2008, the total number of Black and Hispanic students taking an Advanced Placement (AP) exam more than tripled, from 94,000 to 318,000 students. In 2008, Asians had the highest mean AP exam score (3.08) across all exams, while Blacks had the lowest (1.91).
* Among 8th-graders in 2009, 63 percent of Asians/Pacific Islanders had no absences in the past month, compared to 35 percent of American Indians/Alaska Natives.
* In 2008, 44 percent of White 18- to 24-year-olds were enrolled in colleges and universities (a 16 percentage point increase from 1980); approximately 32 percent of Black 18- to 24-year-olds were enrolled in colleges or universities (an increase of 12 percentage points from 1980); and 26 percent of Hispanic 18- to 24-year-olds were enrolled (an increase of 10 percentage points from 1980).

To view the full report please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010015

The data in this report come from various surveys, including the Current Population Survey, the Schools and Staffing Survey, and the Common Core of Data among others.

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For more information visit this link: http://www.disability.gov/education/research_%26_statistics

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Full Story: Okla. Bill Would Create Special Needs Scholarships, Associated Press, May, 5, 2010, available at
http://www.newschannel10.com/Global/story.asp?S=12431310

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3. Opportunities for Youth

2. Fall 2010 ABA Commission on Mental and Physical Disability Law Internship
Fall 2010 Deadline: Mid-August 2010; Spring 2011 Deadline: Mid-December 2010. For more information
http://www.abanet.org/disability/resources/internships.shtml

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Through a new partnership with American Public University, an accredited online university, Walmart’s Lifelong Learning Program will enable Walmart and Sam’s Club employees to receive up to 45 percent of the credit required for an associate’s or bachelor’s degree based on what they’ve learned in their career at Walmart, putting them on a faster track to earning a college degree and making the overall cost of that degree more affordable. Participants in the program also will receive a grant from APU equal to a 15 percent tuition reduction and will be eligible
for grants to cover the cost of text books and related class materials. Employees will be able to earn credit in degree programs such as management, transportation and logistics, and security management, while APU plans to offer new concentrations in retail management and other related disciplines.

According to a recent Walmart survey of 32,000 employees, 72 percent said they preferred an online university over other options.

“We share Walmart’s commitment to enhance America’s competitiveness by helping to increase the number of working Americans with college degrees,” said American Public University System presiden and CEO Wallace E. Boston, Jr. “We are honored to be selected by a world-leading organization to promote to their associates the qualities and attributes that are central to our mission.”

“American Public University to Expand Higher Education Opportunities for Walmart Associates.” American Public University Press Release 6/03/10. http://bit.ly/9UTe3S

“Lifelong Learning Program.” Wal-Mart Press Release 6/03/10.
http://walmartstores.com/CommunityGiving/9973.aspx

http://foundationcenter.org/pnd/news/story.jhtml?id=296400035

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