A smooth transition is more successful when everyone works together and is involved with both high school and college personnel. There are differences between High School and College regarding documentation of disability, access, and services.

College Students Need Current Documentation

• Colleges set their own documentation guidelines
• Documentation must be based on functional limitations and specific needs
• High school IEPs / 504 plans are not acceptable documentation

The SSWD Process

1. Student self-refers to Services for Students with Disabilities (SSWD) staff: http://www.pstcc.edu/departments/swd/contact.html
2. Student fills out appropriate forms:

• Disclosure of Disability Form (RTF | PDF)
• Accommodation Planning Form (RTF | PDF)
• Release of information (RTF | PDF)

3. Student provides SSWD with appropriate and current documentation from service providers such as a physician, psychiatrist, psychologist, VR counselor, etc. Convenient forms for students to take to service providers include:

• Physician (RTF | PDF)
• Psychiatrist (RTF | PDF)
  

4. Student is contacted by letter from SSWD when all pertinent documentation is received
5. Student makes an appointment to work out an Academic Accommodation Plan with an assigned coordinator
6. Student gives each instructor a signed copy of the Academic Accommodation Plan to professors

• Student is responsible for doing her/his part to uphold the Academic Accommodation Plan and requirements of the courses
• Student must complete a new Academic Accommodation Plan each semester

Guidelines for Proper Documentation

Services for Students with Disabilities requires specific types of documentation depending on disability: http://www.pstcc.edu/departments/swd/guidelines1.html

• Guidelines for students with Learning Disabilities (RTF | PDF)
• Guidelines for students with ADHD (RTF | PDF)

Maximize Successful Transition

• Urge students to apply to college and to request disability services at least 3 to six months prior to graduation
• Pellissippi State Technical Community College requires a "regular" diploma for students who are seeking degrees
• A student may return to the school system without re-evaluation of her/his disability until the age of 22 if she/he has not graduated with a regular academic diploma
  
• A student may receive accommodations for placement testing by contacting Services for Students with Disabilities personnel with appropriate documentation prior to registering for the test
• Disclosing to SSWD is confidential
• Disclosure of information to faculty, other students, university staff and parents is the student's prerogative as an adult

Types of Services: Laws

K-12

IDEA 2004 (IDEA)
Section 504
Goal: Success

Post-Secondary

ADA Title II
Section 508
Goal: Access

Responsibilities for Studying

K-12

• Tutoring and studying may be a of IEP/504 plan
• A student's time and assignments are structured by others
• Studying out-of-class is minimal

Post-Secondary

• Tutoring/studying is not enacted by SSWD and students are referred to TRIO program or tutoring offered to all PSTCC students
• A student manages her or his time and is expected to act independently
• It is recommended that students study two hours for every hour of credit taken

Documentation for Services

• IEP and/or 504 Plan
• Evaluation paid for by school
• Focuses on eligibility re IDIEA specs for disabilities

• Documentation for specific disabilities from service providers such as a physician, VR counselor, or psychiatrist
• Evaluation paid for by student, family, or possibly VR
• Focuses on functional limitations and necessary academic accommodations

Disclosure and Self-Advocacy

• Student identified by school system and supports include parents and teachers
• Primary responsibility for arranging academic accommodations belongs to school system
• Teachers approach a student if they believe she/he needs assistance

• Student must self-disclose to Services for Students with Disabilities as it is a self-referral process
• Primary responsibility for self-referral, self-advocacy, and arranging academic accommodations belongs to the student
• Instructors may be sympathetic and helpful but do not have to provide academic accommodations without a student's disclosure to the SSWD office

Parents' Rights and Roles

K-12

• Parents have access to student's records and may be involved with the formation of academic accommodations
• Parents advocate for student

• Parents need student's consent to participate in the accommodation process and/or view student's records
• Student self-advocates

Instruction

K-12

• Teachers may modify curriculum and/or alter curriculum pace and assignments
• Student is expected to read short assignments and discuss them, often re-taught in class

Post-Secondary

• Instructors are not required to modify design or alter assignment deadlines
• Student is assigned substantial amounts of reading or writing that may or may not be directly related to class

Grading and Tests

K-12

• IEP or 504 plans may require modifications to format and/or grading
• Tests are frequent and cover small amounts of material
• Make-up tests are available
• Teachers often take time to remind students of assignments

Post-Secondary

• Alterations to test format and grading are generally not available
• Modifications as to HOW tests are given such as alternative media may be provided with pertinent documentation
• Tests are usually infrequent and may be cumulative, covering large amounts of material
• Make-up tests are not generally available and if so, arrangements must be made prior to test
• A course syllabus is provided for students to keep up with schedule

SSWD Staff

ANN SATKOWIAK - Director
Phone: 865-539-7153 Email: asatkowiak@pstcc.edu

SARAH McMURRAY - Coordinator
Phone: 865-539-7091 Email: semcmurray@pstcc.edu

DONALD AMOS - Coordinator/Technology
Phone: 865-694-6751 Email: dwamos@pstcc.edu

CYNTHIA ANDRESEN - Coordinator/Transition and Outreach
Phone: 865-539-7249 Email: crandresen@pstcc.edu

MICHELE DeFELICE - Coordinator/Lead Interpreter
Phone: 865-694-6434 Email: mfdefelice@pstcc.edu

Resources

DO-IT!-Disabilities, Opportunities, Internetworking and Technology
"College Preparation Resources for Students"
http://www.washington.edu/doit/Resources/college_prep.html

"College"
http://www.washington.edu/doit/Resources/college.html

LD Online
"College Students and Disability Law"
http://www.ldonline.org/ld_indepth/legal_legislative/college_students_and_dis_law.html

The University of Montana - Missoula
"Toto, I Have A Feeling We're Not in High School Anymore"
http://www.umt.edu/dss/new_students/toto/default.htm

National Longitudinal Transition Study 2
http://www.nlts2.org

UNC at Pembroke Disability Support Services
http://www.uncp.edu/dss/transition

US Department of Education publication:
"Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities"
http://www.ed.gov/about/offices/list/ocr/transition.html