Summary: How College Students With Intellectual Disabilities

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

Over the course of this semester, I have come to the realization that above all, students with disabilities need to be treated with the respect and dignity that one would give any other child. This is why it is important to talk to and about people that have disabilities with “people first” language (Evans, Civil Rights Final Day, 9.17.16). This stems from the idea that a perceived disability is just one of a person’s many attributes. Students with disabilities are people that have individual abilities, interests, and needs. By using “people first” language, one emphasizes the importance of the individual over their diagnosed disability. According to The Arc, an organization that advocates for people with disabilities, “the language in a society used to refer to persons with disabilities shapes its beliefs and ideas about them” (The Arc, 2016). Using “people first” language not only ensures the person in question knows that they are valued, but it also helps set a precedent for the perception of people with disabilities in one’s environment. It also gives the student the opportunity to define his/herself, instead of being identified solely with their disability (The Arc, 2016).

For my transition interview I interviewed Susan Nixon, who is the coordinator of learning and programming at Old Dominion University. Her job entails helping students with disabilities transition from high school to college. When students with disabilities are in high school they have an IEP or 504 to help them. However, when they come to college they no longer have an IEP, they become protected under the Americans with Disabilities Act. During my interview with Ms. Nixon, she pointed out how there’s no transition plan for post-college and into the work force. So, she feels it’s extremely helpful for students with disabilities to become self-advocates while in college.

In this article, it talks about two students who are academically successful but needs additional transition services to address nonacademic skills if they are to succeed in the postsecondary setting. Damien is sophomore and has autism spectrum disorder. He has a high grade point average but struggles to uphold for accommodations and to be accepted by his peers. Damien’s IEP team is concerned with his interpersonal, collaboration, and self-advocacy skills. Jasmine is a junior and receives special education services for her specific learning disability and hyperactivity disorder. She struggles with homework completion, time management, test taking, and paying attention. Since the two students are on the right track to graduate, their special education teacher believe that in order for both of them to succeed, in their identified

Having a history of a 504 plan in a K-12 school does not automatically qualify one for an educational accommodation in college (Alao, 2015). Many students with disabilities are caught by surprise when they discover their IEP is not enough to warrant eligibility for the needed academic accommodations and academic services within the higher education institution (Essex, 2012). According to A. Capolupo (personal communication, February 17, 2017) new students also lack the awareness of the level of commitment college takes. The changes in disability related mandates during the transition from high school to college creates barriers, this causes significant distress for students, families, and instructors. Two significant barriers identified by Senior (2016) are the responsibilities related to the disability shift from staff/faculty to the student and vagueness found within legal protections lead to inconsistencies among Disability Offices (pp. 13-14). The shift in responsibility from staff/faculty to the student is what I have identified as my “Issue Assessment.”

For a first generation college student with a disability increases the difficulties. Despite that students with impairments in college are increasing, the successfulness in finishing their degree has not equated their fellow classmates. This is especially true for students with mental impairments. (Shepler 37)

The Abilities 1st! Pre-Orientation is designed for students with learning disabilities. Various workshops are offered for students and their families to ease the transition to college. Workshops include a writing session, panel discussion, locating classrooms on campus, reviewing a syllabi and other social activities (Abilities 1st! 2017 Pre-Orientation Schedule). Students participating in the program will also be able to meet individually with the Dean of Accessibility Services, to set up their accommodations for the Fall semester. While many of the workshops assist students in developing a better understanding of what to expect in their first year of college, it does not provide much opportunity for students to develop characteristics and skills that are critical for college persistence.

With the increase of student enrollment, students with Learning Disabilities enrolling in colleges have also increased. The average increase in this population has been 40%, which is a big jump for many of the universities as stated by Reid and Knight (2006) However, it is the two year colleges, which has jumped to 71% of its incoming student as indicated by McCleary-Jones (2007), has had the most dramatic increase. There are many factors that could have attributed to the college enrollment increase of students with learning disabilities. Introduction of the Rehabilitation Act of 1973, which prohibits discrimination against those that are disabled, ensured that reasonable accommodations where made for students with learning disabilities, and the demystification of the abilities of disabled people have played a factor in increase enrollment of college students, which was mentioned by Reid, and Knight (2006). Regardless of the increase of students with

The special education program was introduced through the Individuals with Disabilities Information Act (IDEA) that allowed programs to help the mentally disabled. Disproportionate representation of student’s due to culturally different backgrounds of students in the special education program is on the rise, specifically people of color such as Hispanic and African American students. “Diversity is at the heart of inclusion” is what is strived for in the educational setting, yet isn’t always achieved. Disproportional representation of minorities in special education is increasing.

There is an assortment of different government laws and policies that protect mentally disabled students and workers guaranteeing their success. For students with disabilities in particular, the Individuals with Disability Act (IDEA) protects their rights, allowing them to have equal access to education in a way that is adapted to their specific needs. For example, a child with schizophrenia may suffer from disorganized thinking, difficulty communicating with and relating to adults and peers, as well as anxiety and fearfulness of school or their misinterpretation of what is real and what is not. IDEA enables students like those with early-onset schizophrenia to thrive in their educational endeavors by ensuring they will be provided accommodations.

When students that have learning disabilities go to college they may be overwhelmed with the lack of structure in their lives. Under the IDEA law students were very organized throughout high school with all the meetings, goals, evaluations, and reevaluations. Each institution has different policies on serving the students that need the modifications. Documentation is usually required that she has a disability, an impairment that substantially limits a major life activity and that support the deed for an academic adjustment. Though past IEP information may be helpful more documentation is needed. Assessment information, a summary of the academic achievements and recommendations on how the postsecondary

The professionals who work within the functional area of disability services want to provide a college experience that is equitable for someone with disabilities by providing support to tackle these daily challenges a student without disabilities might face. The professional challenges facing professionals who work in this functional area range from a variety of issues, but this paper will only focus on a lack of educational, access, and the associated stigma regarding disability services. One challenge those who may have disability consists of is not having a campus that is accessible to those who may have a physical disability. For example, someone who is handicapped and has to use a wheelchair does not have access to all walk ways on campus,

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S