Identifying Postsecondary Students Who Need Special Assistance to Succeed

Have your procedures for correctly (and legally) identifying students who need special assistance or

accommodations to succeed in adult or postsecondary technical education been reviewed in the past

year or two? If not, take a few minutes to be sure that local practices are in line with the steps outlined

December 2003

Identifying Postsecondary

Students Who Need Special

Assistance to Succeed

By

Patti Askins

Workforce Education Budget

and Accountability

Refer Questions to:

Janet Adams: (850/245-0478)

SC: 205-0478

Beverly Sermons (850/245-9488)

SC: 205-9488

Jane Silveria: (850/245-9022)

SC: 205-9022

below. These steps represent current thinking about effective and 504/ADA-compliant intake and

advisement processes.

1.

Initial Point-of-Entry Form (may be called an application, registration, etc.)

This is the first piece of paper a potential student fills out when they are seeking entry into a specific

program or postsecondary institution. It is also the form that institutions use to collect much of the

required information about a student for subsequent entry into the automated student

database/record-keeping system. To prevent any appearance of using this as a screening device,

as well as to maintain required student confidentiality, there should be absolutely NO content on this

initial form to disclose any disability a student may have. The initial form SHOULD contain a

statement that accommodations and services are available to students with special needs, and

include contact information for accessing these services at the institution.

2.

Disability Access Advisement

This is the point at which all students with disabilities should be given the opportunity to "self-

identify" any disability which could impact their ability to succeed in the institution or a particular

program, and to request assistance/accommodations.

A separate form (e.g., 504 Plan,

Accommodations Plan, Success Plan) for collecting this information is strongly suggested, because

this information MUST be stored in such a way as to maintain confidentiality for any student who

chooses to self-disclose a disability or to request any special services or accommodations. The

plan should cover three main points:

a.

?

List disability(ies)/functional limitation(s) that are eligible for special assistance and/or

accommodation. A check-off list for student use is fine.

b.

?

Section for student to request special assistance/accommodation(s). Once again, a

checklist or examples of the types of assistance/accommodation available is acceptable.

---

c.

Documentation required for students to verify disability/justify need for requested

accommodations.

ool records,

whatever your institution is willing to accept.

the burden on students and their families related to documenting their need for special

services/accommodations.

r students to authorize the

institution to request certain types of documentation such as prior school records if you

choose to provide this service to your students.

Remember that, under the law, ALL adult students have the right to "leave their educational past

behind them" if they so choose.

-identify" any disability or need for

special services or accommodations.

self-identification rests SOLELY with the individual student, and this right must be respected at all

times in the educational setting.

For further information about serving adult students with special needs, please contact

This can include a current student IEP, 504 plan, prior sch

Maximum flexibility is encouraged to minimize

Be sure to have forms available fo

This is why students MUST "self

The final decision to request these assistive services through

Dr. Janet Adams

Dr. Beverly Sermons

Jane Silveria

€

Program Specialist, Transition

Student Affairs Specialist

Program Specialist

€

Bureau of Instructional

Div. of Community Colleges &

Assessment/Basic Skills/ESOL

€

Support & Community, Svcs.

Workforce Education

Div. of Community Colleges and

€

850-245-0478, SUN 205-0478

850-245-9488, SUN 205-9488

Workforce Education

€

Janet.Adams@fldoe.org

Beverly.Sermons@fldoe.org

Office of Workforce Education

€

850-245-9022, SUN 205-9022

Jane.Silveria@fldoe.org