May 05, 2010

College career centers can also take steps to ensure that they serve students with disabilities. By working with the disability services offices to reach all students, they can ensure that students with disabilities have access to resources such as job recruiters, career fairs and internship opportunities. They can take steps to design their office’s environment, products, communications, programs, services and activities to be useable by all students. They can also work closely with the disability services office to promote targeted recruitment and internship programs. Most of all, they should avoid making assumptions about what students with disabilities can and cannot do or limit them in terms of goal setting, career planning and academic work.

As college career centers welcome employers to the campuses to recruit students for jobs and internships, these recruiters can also take steps to include all students, including those with disabilities.  They can demonstrate inclusiveness by ensuring that their online job announcements and application process are accessible for screen reading software (resources for ensuring online accessibility can be found by visiting http://www.jan.wvu.edu/topics/onlineapps.htm and http://www.earnworks.com/employers/tools/index.asp#tech). They can also take proactive steps by recruiting through disability-focused job boards and social networking Web sites, attending targeted recruiting job fairs, employing recruiters with disabilities and participating in targeted internships such as the Workforce Recruitment Program (WRP), which provides access to a free database of pre-screened applicants for internships and permanent positions (www.wrp.gov for federal employers and www.earnworks.com/wrp for all other employers).

For More Information

One organization that brings together colleges and employers is the National Association of Colleges and Employers (NACE) (http://www.naceweb.org).  The “leading source of information on the employment of the college educated,” NACE connects more than 5,200 college career services professionals at nearly 2,000 colleges and universities nationwide, and more than 3,000 HR/staffing professionals focused on college relations and recruiting. NACE is working to educate college career centers and employers about the benefits of hiring people with disabilities.

Information about working with students with disabilities can be found at http://tinyurl.com/297twlc. Information about recruiting students with disabilities can be found at http://tinyurl.com/2cebgyo.

Through resources such as NACE, effective collaborations between college career centers and disability services offices, and proactive recruiting efforts by employers, students and graduates with disabilities can look forward to being competitive in the job market and having productive careers

The following information is not posted as a political notice but for information only

Dear Joel,There is a tuition waiver available for children of Veterans living in Illinois. The waiver may be used for any University of Illinois campus. Up to six waivers per Illinois county are awarded each year, one for each of the following conflicts: World War II, Korean Conflict, Vietnam Conflict, Southeast Asia Conflict, Operation Enduring Freedom and Operation Iraqi Freedom.

Applications are now available and the deadline is March 1, 2010. To learn more about this tuition waiver, go to: http://www.DanRutherford.com

Any questions can be directed to The Office of Student Financial Aid, Ph: 217-333-0100.

Please let anyone who qualifies know about this opportunity.

Sincerely,
Dan Rutherford
State Senator
320 N. Plum Street
Pontiac, IL 61764
http://www.DanRutherford.com

How Students With Disabilities Can Transition from 2- to 4-year Colleges

Individuals with disabilities are under-represented in four-year postsecondary academic programs, particularly in technical fields such as science, mathematics, engineering, and technology. The documented success of some individuals with disabilities in fields where they have been underrepresented suggests there is potential to significantly increase the representation of this group in challenging academic programs and careers. Some of these individuals begin their college studies in two-year institutions.

Fewer students with disabilities attend postsecondary institutions, and, of those, fewer attend four-year institutions and eventually earn bachelors degrees than their non-disabled peers. A study conducted by the National Center for Education Statistics found that two years after high school, 63% of the students with disabilities had enrolled in some form of postsecondary education compared to 72% of the students without disabilities. Of those enrolled, 42% of the students with disabilities were in four-year schools compared to 62% without disabilities. After five years, 53% of the students with disabilities that attained a degree or certificate were still enrolled compared to 64% of the students without disabilities. Of the students with disabilities, 16% earned a bachelor’s degree; 25% earned an associate’s degree or vocational certificate. Of the students without disabilities, 27% attained a bachelor’s degree and 25% earned an associate’s degree or vocational certificate. (Horn & Berktold, 1999)

Many of the two-year college students with disabilities who have the desire and potential to succeed in a four-year postsecondary program have difficulties making a successful transition. Challenges relate to their own knowledge and skills and to the differences between two- and four-year schools.

Challenges

Students with disabilities report special challenges in making a successful transition from two- to four-year schools. 119 students with disabilities from 19 two-year colleges in Washington state participated in a survey conducted by DO-IT (Burgstahler, Crawford, & Acosta, 2001). Their top concerns about transferring to a four-year institution were in the following categories:

• differences in disabled student services
• inadequate financial support the transferring process
• housing and transportation
• personal and family issues
• differences in academic requirements

Professionals who work with postsecondary students with disabilities report a range of challenges students with disabilities encounter that negatively impact successful transitions to four-year schools. Disabled student services staff from 351 institutions of higher education participated in a survey conducted by DO-IT. They reported the greatest challenges faced by two-year college students with disabilities as they transfer to four-year schools to be the following:

• differences in academic requirements
• poor study skills
• inadequate self-advocacy skills
• inadequate academic preparation
• financial support
• lack of mentors with disabilities
• differences in disabled student services

A total of forty-six faculty and staff from two- and four-year institutions of higher education from twenty-four states who participated in focused discussions of these issues (Burgstahler, Crawford, & Acosta, 2001) also reported that transfer students face challenges in the following:

• moving away from home
• understanding and working through the transfer process
• securing financial support
• meeting the admissions requirements of the four-year institution and specific degree programs
• adjusting to differences in disability documentation requirements
• adjusting to differences in the disabled student services offered
• adjusting to a larger, less personal environment where it is more difficult to make friends and get to know faculty
• meeting the academic standards of the four-year school

Knowing the challenges that other students with disabilities have faced can help you create your own map for a successful transition to a four-year school. Then take the following steps.

Transition Steps

Take the following steps to transition from a two- to four-year school.

Map Your Path

If you want to start out at a community college or are already enrolled in one, and then transfer to a four-year school to complete your work, make the most of this college experience. There are many advantages to taking classes at the community college level. Community colleges often offer smaller class sizes, more time with instructors, and lower tuition. While enrolled at a community college, find out what courses you can take at the two-year school that will transfer to the four-year institution.

Choosing a college or career shouldn’t be like a game of chance. It should be based on careful planning. A transition plan will help you take control of your future. Having a transition plan or map can help you make a smooth and seamless transition from a two-year to a four-year institution.

Now is the time to start looking at your options. In choosing a four-year college or university, approach this task as if you were an employer looking to hire a highly qualified employee. Think about it! In a sense, you are about to be an employer. For the next few years of your life you will be paying someone to provide you with an education and to help you obtain the skills you need for your future. In doing so, make sure you get the most for your money. Below are some ideas to consider when you are sorting through the many postsecondary options.

Make a Map

Determine your destination. Get to know yourself better by answering the following questions:

• Where do you want to be in ten years?
• What did you like and dislike about the two-year college you attended or are currently attending?
• What are some of the characteristics you would like in the college or university that you will attend?
• Do you have a specific career in mind? If so, what type of academic preparation is required to enter this career field? If not, where can you get information about career options and academic requirements? Is a technical degree, a two-year degree, or a four-year degree required or recommended?

Look at all aspects of the degree program that you choose and determine if you will be able to fulfill all of the degree requirements. Determine if your disability affects your ability to complete the requirements. If so, discuss possible accommodations prior to starting the program.

Learn About Your Options

Consider all possible routes you can take to reach your goal as you plan your trip. Narrow down your options by identifying your four-year college choices and comparing them.

• Where can you get information on academic programs of interest to you? What schools offer the program you need?
• What disability-related accommodations and services will you need to be successful? In college, as well as on the job, you are expected to advocate for yourself. You should know what you need to succeed, then find out how to get it. You are the expert! Make a list of all the things that you feel are important for your school to provide. This list should include things in areas such as:
  • degree programs
  • financial aid
  • campus accessibility
  • disability services
  • library support services
  • computer and network access
  • tutoring
  • work study and internships
  • campus climate
  • transportation
  • housing
  • dining
  • child care
  • social organizations
• What, if any, obstacles do you foresee in enrolling in and succeeding at a four-year school, such as finances, general admission requirements, housing, or disability-related accommodations?

After you’ve made a list of things you need to know, find the answers. The Internet can be a valuable research tool. Contact the schools and get information on general admission as well as specific requirements of the program in which you are interested.

Once you’ve decided where you want to end up, the next step is to figure out how you are going to get there. Contact the disability services office directly at your top choices of four-year colleges or universities that you may attend. Be specific; tell them that you are thinking about enrolling in their institution. Describe your disability and the types of accommodation that you think will work best for you. Ask them what types of documentation are required to obtain these accommodations. Every college is unique in the types of services they provide and the types of documentation they require.

Visit the campus for yourself. Don’t take another person’s word that the campus is accessible to you. What is accessible to him/her may not be accessible to you. Arrange for a campus tour. Visit the library, the dining hall, the dorms, the disability services office, the bookstore, and some classrooms.

Now you should be able to rank the schools from the one that meets your needs the best to the one that meets your needs the least. Apply to more than one school. After you receive your acceptance letters, pick the school that is the closest to your ideal. Don’t let someone else choose for you. Remember, you are the expert on yourself; you know best what you need to succeed.

Once you arrive at the school, check out programs that may be beneficial and offer specialized services to you such as the women’s center, minority programs, or student support groups.

Look Ahead

While you are still in college, start getting ready to transition to the work force. Use a transition plan similar to the one described above. Consider locating a job in college, internship, or a cooperative education experience in the career field you are moving toward. These experiences can help you decide if you really like this career field while there is still time to change your academic goal, provide you with real world experiences that you can put on your resume, and sometimes they even lead to job offers.

Resources and References

Burgstahler, S., Crawford, L., & Acosta, J. (2001). Transition from two-year to four-year institutions for students with disabilities, Disability Studies Quarterly, 21(1), 25-38.

Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation and outcomes (Report No. NCES 1999-187). Washington, DC. United States Department of Education, National Center for Education Statistics.

To accompany this handout, DO-IT has created a video with the same title, Moving On: The Two-Four Step; the DO-IT videos College: You Can Do It and It’s Your Career provide other useful information to help students with disabilities prepare for college. To view these and other videos online and/or purchase in DVD format, consult http://www.washington.edu/doit/Video/.

For information resources related to DO-IT, disabilities, assistive technology, postsecondary education, and careers, access DO-IT’s website at http://www.washington.edu/doit/.

Department of Justice

Office of Public Affairs

FOR IMMEDIATE RELEASE

Wednesday, December 16, 2009

Justice Department Reaches Americans with Disabilities Act Settlement with Intellitec Colleges

WASHINGTON – The Department of Justice today announced a settlement agreement under the Americans with Disabilities Act (ADA) with Intellitec Colleges in Colorado Springs, Grand Junction, and Pueblo, Colo., to ensure access to its technical colleges for individuals with disabilities.Intellitec offers career training programs for automotive technicians, drafting, medical and dental assistants, administrative professionals and more at its three campuses. The agreement requires, among other things, that Intellitec remove barriers to access at its existing facilities, ensure that future construction complies with the ADA, and ensure that any future alterations to existing facilities are, to the maximum extent feasible, readily accessible to and usable by individuals with disabilities. The agreement with Intellitec is the result of a compliance review conducted by the department.

“This agreement with a long-standing technical school will help ensure that job skills training is available to everyone, including individuals with disabilities,” said Thomas E. Perez, Assistant Attorney General for the Civil Rights Division. “It is a top priority of the Justice Department to enforce the laws that guarantee that persons with disabilities have equal access to educational opportunities and the doors those opportunities open.”

The ADA prohibits discrimination by public accommodations on the basis of disability, including nursery, elementary, secondary, undergraduate or postgraduate private schools, and other places of education. Those interested in finding out more about these agreements or seeking information about and how to comply with the ADA can call the Justice Department’s toll-free ADA Information Line at (800) 514-0301 or (800) 514-0383 (TDD), or access its ADA Web site at http://www.ada.gov .

MU occupational therapy professor says recovery from brain injuries can last a lifetime.

Nov. 16, 2009

Story Contact(s):
Christian Basi, BasiC@missouri.edu, 573-882-4430

COLUMBIA, Mo. – Until recently, scientists believed that, following a stroke, a patient had about six months to regain any lost function. After that, patients would be forced to compensate for the lost function by focusing on their remaining abilities. Although this belief has been refuted, a University of Missouri occupational therapy professor believes that the current health system is still not giving patients enough time to recover and underestimating what the human brain can do given the right conditions.

In a recent article for OT Practice Magazine, Guy McCormack, clinical professor and chair of the occupational therapy and occupational science department at the MU School of Health Professions, argues that health practitioners believe their clients need more time and motivation to reclaim lost functions, such as the use of an arm, hand or leg. With today’s therapies, it is possible for patients to regain more function than ever thought possible, McCormack said.  

“Patients are able to regain function due to the principle of neuroplasticity, or the brain’s ability to change, especially when patients continue therapy long after their injuries,” McCormack said. “Therapists once believed the brain doesn’t develop new neurons; but, now they know neurons change their shape and create new branches to connect with other neurons, rewiring the brain following an injury or trauma.”

Neuroplasticity has been gaining more acceptance in the occupational therapy community, McCormack said. Occupational therapists are forcing the nervous system into action by working with the affected extremity, thereby building new pathways in the brain. Some therapists are using virtual reality due to its ability to deliver feedback faster.

The evidence suggests that the nervous system can recover, but it needs time and encouragement — two things McCormack believes are hard to obtain.  With healthcare reform being discussed in the United States, McCormack hopes legislators will investigate supporting long-term intervention therapy.

“It seems like the current system of rehabilitation isn’t conducive to rehabilitation because we don’t give patients enough time to rehabilitate,” McCormack said. “We need to look at long-term therapies. In the end, they might prove to be more cost effective.”

The idea of neuroplasticity can be applied to most people looking to reclaim certain skills, including adults who have suffered a stroke and, possibly, children with autism, McCormack said.