While this is no doubt an exciting time for you and your student, we know the transition to college can also be a time of uncertainty about what comes next. We recognize parents and guardians can be an important support network to students in preparing for the transition to disability services at the college level. We encourage you to have a conversation with your student about this process and what information they want to share with us.
At Ocean County College, students are viewed as adults and must self-identify as having a permanent disability and/or chronic medical condition viewed as a disability in order to initiate the process of applying for accommodations.
Self-advocacy may or may not be a new skill for your student. Some students may be very confident in articulating how their disability impacts them and what they anticipate needing in college, while others may not. We understand this and will work with your student to identify existing or anticipated barriers. We do not make a determination about an accommodation request based solely on medical documentation and information shared by the student is just as critical a component of the accommodation request process. We call this the “interactive process.”
Most importantly, we recognize that parents and guardians of students with disabilities are accustomed to playing an active role in their child’s education. At the college level, the service model changes significantly and is quite different than high school. As a parent or guardian, it is your role to encourage your student to take ownership of their academic experience, self-identify and register with the Office of Disability Services, and apply for reasonable accommodations. The Office of Disability Services is available to provide reasonable accommodations that enables a qualified student with a disability access and equal opportunity in the classroom. Students are responsible for seeking services and support, and the Office of Disability Services is available to help connect students to campus and community supports.
Now that your student is in college, educational privacy laws limit what information we can share with parents. Your student will be working directly with us regarding accommodations and any related issues. They will also need to communicate directly with their professors regarding the implementation of any approved accommodations. We know parents and guardians can be a great source of support and we encourage students to share information with their families, if they wish. If you do feel the need to contact our office, our office policy is that the student must be directly included in this conversation so we can all work together and remain on the same page.
We view you as a partner and appreciate you taking the time to read and consider the information found on our website. We very much look forward to meeting your student and welcoming them into the Ocean County College community.
Other Resources
- U.S. Department of Education Resources on Transition
- If you are interested in more general information about the differences between using disability services in high school and college, we recommend reading the information on the U.S. Department of Education’s website on transitioning from high school to college.
- Family Education Rights and Privacy (FERPA)
- The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The U.S. Department of Education provides commonly asked questions and answers, intended to help understand rights as a parent and student under FERPA.
An Open Letter to Parents of Students with Disabilities about to Enter College
The following is an open letter written by Jane Jarrow, founder and President of Disability Access Information and Support (DAIS), to parents of students with disabilities about to enter college. The parent of a student with a disability and a well-known name in disability work in higher education, Dr. Jarrow has established a reputation for being knowledgeable and articulate in understanding issues of importance related to disability in the postsecondary arena. While Dr. Jarrow is not affiliated with Ocean County College, she provides a parent’s perspective of a student with a disability.
*Note from Jamie A. Prioli, Assistant Director of Disability Services at 365球赛平台: Dr. Jarrow wrote this letter prior to the fall of 2009 and graciously gave permission to college and university disability service offices to post it for parents.
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. 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. One of my favorite websites for learning more is at: http://www.ed.gov/about/offices/list/ocr/transition.html).
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 disabilities 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 sentences 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 during the meeting. This is not your meeting. Remember, you are there as an observer, not as a participant.
DO take some time preparing 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 while 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 in math and science classes. Is it because you have trouble in 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 our 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
The Difference Between High School and College
View the below breakdown of the differences between the roles and responsibilities for High School students and College students.
High School
High School Applicable Laws
Special Education Law:
Students fall under the Individuals with Disabilities Education Act (IDEA) which entitles them to a Free and Appropriate Public Education (FAPE), ADA (Americans with Disabilities Act of 1990), ADAAA (Amendments Act of 2008) and Section 504 of the Rehabilitation Act (Section 504)
IDEA is about SUCCESS
College
Post-secondary Applicable Laws
Civil Rights Law:
Students fall under the ADA (Americans with Disabilities Act of 1990), ADAAA (Amendments Act of 2008) and Section 504 of the Rehabilitation Act (Section 504)
ADA is about ACCESS
High School Parental Role
Parent has access to student records and can participate in the accommodation process.
Post-Secondary Parental Laws
Parent does not have access to student records without student’s written consent.
High School Advocacy
- School districts are responsible for identifying students with disabilities through the child study team evaluation process.
- Individual education plan process and student progress is monitored by child study team and parents/guardians.
- Instructors will approach students to address recommendations for accommodations.
- Child study team will disclose disability and monitor compliance with individual Education Plan (IEP). Information about your disability and classroom accommodations are included in the IEP, which is shared with teachers, aides and other professionals that assist the student.
- Parents/guardians are a key component in the development of the IEP (until 18 years of age). Parents, teachers, counselors, and support staff work together to ensure that the student’s needs are met.
Post-secondary Advocacy
- Students are responsible for communicating concerns to faculty and monitoring their own education programs.
- Students are responsible for communicating concerns to faculty and monitoring their own educational progress.
- Students are responsible for contacting the Office of Disability Services when they are in need of reasonable accommodations.
- Students self-disclose their disability to the Office of Disability Services and must initiate contact with faculty to discuss accommodations. A student’s accommodation letter does not contain any personal information about their disability. The accommodation letter only details the approved classroom accommodations.
- Students are treated as adults. Parent involvement and participation is not required in the educational process. Due to the Family Educational Rights and Privacy Act (FERPA), an institution cannot discuss student information without a signed waiver on file with the Office of Disability Services. The office will still only communicate in the presence of the student.
High School Course Work
- Classes are determined and scheduled as required by a student’s IEP. Classes typically last 6 hours a day/30 hours a week.
- Tutoring and study support may be a service provided as part of an IEP or 504 plan.
- Student’s time and assignments are structured by others.
- Students may study outside of class as little as zero to two hours a week, and this may be mostly last-minute test preparation.
- Teachers may modify curriculum and/or alter pace of assignments.
Post-secondary Course Work
- Student creates their own schedule based on program requirements and personal preference. Class schedule varies and typically 12-16 hours per week are spent in class.
- Tutoring DOES NOT fall under Disability Services and is not considered an academic adjustment or accommodation. Students with disabilities must seek out tutoring resources as they are available to all students. Disability Services can help connect to these resources.
- Students manage their own time and complete assignments independently.
- Students need to study at least two to three hours outside of class for each hour in class.
- Professors are not required to modify curriculum design or alter assignment deadlines.
High School Grades and Test
- IEP or 504 plan may include modifications to test format and/or grading.
- Testing is frequent and covers small amounts of material.
- Teachers often take the time to remind you of assignments and due dates.
Post-secondary Grades and Test
- Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. How tests are given (extended time, test proctors) are appropriate academic adjustments when supported by disability documentation.
- Testing is usually infrequent and may be cumulative, covering large amounts of material.
- Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.