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Expectations of Parents/Students in Transition(The following posts were culled from the DSSHE-L archives. Some editing has been done to consolidate space and exclude extraneous remarks, but no changes have been made the to content shown. Not all posts on a given subject are necessarily included here. Information about the date(s) of appearance and subject headings are provided for those who wish to return to the full archives to research this issue in more detail.) From: Sam Goodin Hi Folks I have just come from a lecture I do for our Taste of College program for high schools students. They seem to universally feel that their high school teachers do not believe that they have a disability and do not provide the required services. I found this sort of scary given that most universities are going to provide even less service and the kids are going to arrive with a healthy level of cynicism regarding educational institutions. I am sort of interested in DSSHers opinions as to how high school and college students have changed in the last ten years. I don't trust my own impressions on this question because of my generally Pollyannish disposition. George (Sam) Goodin From: Emily Silberberg Sam, I would think some of it depends on the school district. What is interesting to me is that I am constantly asked about LD tutoring, special classes for LD students, and more one on one attention. Which, I am assuming they received some of in high school. When I explain to them that there are what I call basic or comprehensive services and we offer basic, some parents are not happy. Now granted this is the parents that ask me this and not the student, but I sometimes get students who assume that it will be just like a HS resource room. Just to add something to this discussion, when we send out our packet to deposited students, there is an optional form for their Special Ed teacher to fill out. This provides me with alot of information on what services have been provided in the past. I will attach a copy of it. Emily Silberberg From: Jackie Woltmann Thank you to Sam and Emily. I agree that high school students nowadays are looking for the same services at a university that they had in high school. Unfortunately, as Emily was explaining, students don't see a difference between basic services and comprehensive and misunderstand what they are entitled to under Section 504. I have an incoming freshman whose mother insists that we provide a nurse to monitor his meds, a roommate to keep him organized, a personal tutor and counselor, and professors that will give him "nonverbal cues" in class whenever he isn't paying attention and will lessen his coursework, because according to her, "he cannot handle the regular work". The scariest part of this is that she feels we are breaking the law when we state that we will not provide these "extras". She simply does not understand that these are not mandated under 504 and is really giving us a hard time. Thanks for my venting session. Jackie Hjorleifsson From: Keith Leafdale Sam, Jeeze; a little touch of Pollyanna might be refreshing. Ya' don't need to hide it. How have high school and college students changed in the last decade? Or two? I wonder, too, as I sense the quiet ambivalence of graduating high school seniors, sitting in my office while being represented by Mom or Dad--that has to be one of the differences: the presence of parents. An article in the April, 1998 issue of the Phi Delta Kappan, while not about disability services, IDEA or ADA per se, is provocative and maybe adds a little insight: "Only for MY Kid; How Privileged Parents Undermine School Reform" by Alfie Kohn. Letters to the Editor in subsequent issues are already a bit spirited. Kohn's article overlaps at least some with issues we deal with. It's worth a read. Many of us have been there, done that (parenting, with or without--usually--the wealth),. But it seems to me that twenty or twenty five years ago, we didn't bring this degree of combativeness, distrust, and suspicion, or such a list of assertive demands. It makes transition counseling quite rewarding, these days. I have a feeling that you know all of that. Keith Leafdale From: Allen Tinkler As a high school special ed. teacher and a private educational consultant I AGREE! When I meet with families/students privately, one of the very first things I do is to set the record straight. RARELY do I find a family which is aware of the differences between IDEA/94-142 and 504. Many families are shocked to learn how the responsibilities differ. It's not just students with special needs, however. I've sat in many admissions offices at colleges waiting for my appointment and I find it both humorous and sad to see a family arrive for the student's interview with an admissions counselor. The kid sits down to relax. Dad goes over to the magazine rack trying to look very casual. Mom walks over to the receptionist and says, "WE are here for OUR interview." The problem is more than just awareness of 504 - it's a whole change in mind set. Fortunately, my graduates (and their parents) are well informed but I know this is a big exception. There is another, positive change I have seen in the last 10 years: Students in high school are much more optimistic about attending colleges and their goals are much higher. This is one of the reasons why your numbers are increasing. The stats for this year's graduating LD/ADHD/ED students in my high school are as follows: We had 40 students. Five entered the work force. One is continuing with a 13th year program. One is entering a trade school. 33 students are beginning college. That's one big difference I've seen in the last ten years! Allen Allen F. Tinkler "College Transition Counseling for Students with Special Needs" From: Ross Pollack Sam: I had a student's parent tell me that they looked at a host of schools, and decided on Manhattan because the parent believed the student was "guaranteed success." I will not mention the other schools the parent also thought would guarantee success, but I will say that I know these other institutions, and like Manhattan this is big time bunk! Ross Ross Pollack, Ed.D. The opinions expressed are my own and in no way should be taken as representative of Manhattan College. From: Valerie Wolfe Sam, Valerie Wolfe ________________________________ From: Valerie Eagen Valerie Wolfe, The task force also has a Transition Fair once a year that is not put on by the Community College, but is hosted on our campus. High school students and teachers are invited and all the members of the task force, and any other interested parties give workshops on the different options the students will have upon graduation from high school. Self-awareness and advocacy has been stressed constantly to the students, parents, and high school teachers, and is even slowly making it's way into the curriculum of some of the high schools. However, we still get quite a few parents bringing in their kids and making their decisions for them during registration. The other day, I had a non disabled student who was accompanied by BOTH parents to a group registration. They (the parents)argued about which classes to take when, and eventually the student gave up even trying, sat back in her seat, and let her parents do everything for her. It was very sad because I could tell that initially the student was trying very hard to do it on her own (and should have...). Some parents are helpful, and try to remain bystanders, but the majority end up answering questions and making decisions for their children. Valerie Eagen From: Disabled Student Services in Hi Thank you to Sam and Emily. I agree that high school students nowadays are looking for the same services at a university that they had in high school. Unfortunately, as Emily was explaining, students don't see a difference between basic services and comprehensive and misunderstand what they are entitled to under Section 504. I have an incoming freshman whose mother insists that we provide a nurse to monitor his meds, a roommate to keep him organized, a personal tutor and counselor, and professors that will give him "nonverbal cues" in class whenever he isn't paying attention and will lessen his coursework, because according to her, "he cannot handle the regular work". The scariest part of this is that she feels we are breaking the law when we state that we will not provide these "extras". She simply does not understand that these are not mandated under 504 and is really giving us a hard time. Thanks for my venting session. Jackie Hjorleifsson From: Jill Dial I have to jump in here. Usually I prefer to be in the background. I am experiencing the same problems with parents coming in with their kids and not really understanding the difference. It is really a lack of understanding not just on their part but of the high school personnel. I have spent a lot of time helping just a couple of our high school counselors understanding the difference as well as a couple of the teachers. It is a long long process. When the parents come in, the FIRST thing I do is explain the difference and say that when their child comes to us or anyone else, they will not be able to discuss their child with me without that child's permission and I say this in front of the student. Then I start using the word student rather than child to get the linguistic transition started. It takes a lot of communication at the front part but after spending that time, I have a much better interaction with the parent and child. One more thing, I usually act as the advisor or one of the academic support people do this with frequent follow-ups during the first semester to make sure everyone is on track. When the parents get the feeling someone is looking out for their child/student, then they relax. Remember, many of these parents have spent a lifetime trying to make sure their child is able to survive and letting go is a process. The other half is training the student to be one and they have never had the experience. They do need some looking after. Getting them into appropriate courses with not too many hours so that they get their foot in the water really helps. From: jhill Jill: I haven't commented as I believe th is is a universal problem. What we have done in the State of Colorado is attempt to work with the Co Dept of Ed Transition Director to hopefully get high school teachers to start the process. We also hold a yearly workshop for parents and students. Various service providers have talked to the high school counselors as a group. WHen I say we, the State of Co and WYO have a consortium of postsecondary service providers. NOTE: (This thread was culled from the archives by Charley L. Tiggs, DAIS Webmaster, webmaster@janejarrow.com ********************************************************** |
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