Description |
Secondary Education |
Postsecondary Education |
Federal Laws |
Individuals with Disabilities Education Act (IDEA); Section 504 of the Rehabilitation Act of 1973; the Americans with Disabilities Act of 1990 (ADA) |
Section 504 (particularly subpart E) of the Rehabilitation Act of 1973; the Americans with Disabilities Act of 1990 (ADA) |
Purpose of Legislation |
To ensure that all eligible students with disabilities have available a free appropriate public education (FAPE), including special education and related services (IDEA). To ensure that no otherwise qualified person with a disability be denied access to, or the benefits of, or be subjected to discrimination by any program or activity provided by any public institution or entity (504/ADA) |
To ensure that no otherwise qualified person with a disability be denied access to, or the benefits of, or be subjected to discrimination by any program or activity provided by any public institution or entity (504/ADA) |
Eligibility |
For special education services
All infants, children, and youth (0 through 21 years) with disabilities (as defined by the state Administrative Rules for Special Education, and/or the ADA)
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For disability services
Anyone who meets the entry level-age criteria of the college and who can document the existence of a disability as defined by Section 504 and ADA
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Documentation |
School districts are responsible for providing trained personnel to assess eligibility and plan educational services |
Students are responsible for obtaining disability documentation from a professional who is qualified to assess their particular disability |
Receiving Services |
School districts are responsible for identifying students with disabilities, designing special instruction, and/or providing accommodations |
Students are responsible for telling Disability Services staff that they have a disability, and for requesting accommodations for each class. Accommodations (not special education) are provided so students with disabilities can access the educational programs or courses used by other students |
Self-Advocacy |
Students with disabilities learn about their disability, the importance of self-advocacy, the accommodations they need, and how to be a competent self-advocate |
Students must be able to describe their disability, identify strengths and weaknesses, and identify any accommodations needed and how to be a competent self-advocate |
Instruction |
25-30 hours a week in the classroom
Emphasis on in class learning is primary, while independent reading and study is limited
Learning is teacher focused
Teachers may modify or alter curriculum and/or pace of assignments
Reading assignments are short
Teachers direct students step by step with frequent reminders
Expectation of limited volume of writing while still learning writing process
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12-15 hours a week in the classroom
Emphasis on independent reading and study time
Learning is student centered
Instructors not required to modify design or alter assignment deadlines
Substantial reading assignments and out of research/study
Expectation of frequent independent review of class notes, text and research
Expectation of substantial volume of proficient writing
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Tests |
IEP or 504 plan may include modifications to test format and/or grading
Testing is frequent and covers small quantity of material
Teachers often take time to remind you of due dates and assignments
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Grading and test format changes are generally not available. Accommodations to HOW tests are given are available (extended time, reader, breaks w/o study)
Testing often infrequent covers large amounts of material and may be cumulative
Makeup tests frequently not an option
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Grades |
Many assignments and tests are offered and no one assignment carries major course weight
Teachers frequently go over grades, due dates and expectations
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There may be very few assignments and each assignment may carry significant weight in the final grade
Long term assignments common
Students expected to read, save and consult the course syllabus; Faculty give very little in the way of reminders
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Study Responsibilities and Student Expectations |
Tutoring and study support may be a service provided as part of an IEP or 504 plan
Time and assignments are structured by others
Daily schedule generally follows a consistent routine
Study expectations may be as little as 0-2 hours a week and is generally last minute test preparation
Students are not expected to learn or study information beyond what is covered in class and assigned
Assimilation of information is generally provided by the teacher and often provided in a consolidated review or study guide
Function with tremendous structure, guidance and specific proscribed direction
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Tutoring DOES NOT fall under Disability Services. All students have a variety of academic tutoring opportunities available. Individual tutoring is not provided.
Students must manage their own time and complete assignments independently
Daily schedule is not consistent and may have large blocks of time with no classes/labs
Study expectations are 2-3 hours outside of class for each hour spent in class
Pursuit of inquiry and research is expected
Assimilation of information (notes, reading, research) is the student's responsibility
Function autonomously (independence and self-sufficiency expected)
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