Sources for this Blog

Thank you to all of these wonderful sources!


http://lifeafterieps.com/free-transition-planning-tools/

http://www.going-to-college.org/overview/students.html

http://www.mynextmove.org

http://www.ncwd-youth.info/411-on-disability-disclosure

Some Helpful Videos

       These are some videos that I found uplifting and educational!  They come from all places on the earth, so you may find something in your area.

Disability Disclosure

A great video about jobs for people with disabilities

Special Olympics in Britain

INCIGHT-Disability College/Employment

What Else is There to Do?

      There are so many opportunities for people with disabilities, you just need to start looking in your area! Things like, special olympics and support groups are everywhere, you just have to take the time to search for them.

Here is a website dedicated to independent living.

The Special Olympics are everywhere, just click and see!

This is a website dedicated to supporting people with disabilities.  

Disability Disclosure

Disability Disclosure- A personal decision

   Deciding whether or not to disclose your disability is something that you must take time to think about.  The consequences and benefits of disclosing your disability can affect your decision in different areas of your life.

Benefits

• Accommodations
• Services
• Legal Protection against Discrimination
• Reduces Stress of Having a 'Secret'
• Greater Communication with Challenges 
• Improves Self-image
• Increases Comfort

Disadvantages

• Can Lead to Exclusion
• Object of Curiosity
• Overlooked for Jobs
• Conflicted Feelings about Self-image
• Viewed as Needy
• Embarrassing 

If you do decide to disclose your disability practice can help you build your confidence.  This can be a scary thing to tell a stranger and ask for what you need!  Practicing with a parent or friend can help you feel more comfortable and confident with what you are going to say and ask for.  

This website is a great way to get the 411 on disability disclosure!

Let's watch a video!  This is a great clip of people who have disclosed their disabilities and their experiences.

Advocating for Yourself!

        All throughout your education you have had a special education teacher, parent, and the law advocating for your rights and services.  Well, now it is your turn!

It is important to note that you must disclose your disability to receive reasonable accommodations from employers or educational programs.  This is a personal decision.  It is now your job to provide the proper paperwork and necessary documentation to be provided with services and accommodations.  Below is a comparison of the rights you have under IDEA and ADA/Section 504.  Read through this carefully to be prepared for the expectations that will be placed upon you.

Americans with Disabilities Act of 1990/Section 504 of the Vocational Rehabilitation Act of 1973 and Individuals with Disabilities in Education Act of 1990 Comparison Chart

Prepared by Stephanie Dawson MSW, LSW, LCDCIII Miami University -Hamilton Campus

	IDEA	ADA/Section 504
Need Identification	Schools must identify students with disabilities and provide services.	Students must self-disclose their disability condition and request services.
Disability Definition	Students ages 3-21 years that are determined, by a multi- disciplinary team, to classify in one or more of 13 pre- determined disability categories.	A physical or mental impairment that substantially limits one or more major life activities or has a record of such impairment or is regarded as having such an impairment.
Legal Requirements	Provide Free and Appropriate Education and any special and supportive services needed by the student.	Do not discriminate on the basis of disability and provide reasonable accommodations to otherwise qualified students that ensure equal access to the university environment while not compromising essential components of curriculum.
Specialized Plans	Schools must engage students in developing and following an Individualized Education Plan outlining the plan for the student to progress satisfactorily.	Specialized plans are not developed. Accommodations are identified and communicated tofacultymembers. Students choose whether they utilize accommodations or not.
Parental Involvement	Schools are required to engage parents in the IEP process.	Under FERPA and HIPPA parents are prohibited from accessing student information unless authorized by the student in writing.
Eligibility Determination	Schools identify students, provide psychoeducational testing and determine needed services based on the findings of the evaluation.	Students contact the school for documentation guidelines and provide the school with necessary documentation. New evaluations are the financial responsibility of the student unless special programs are available.

Interview with Brittney

This is an interview with an employee at the BYU-Idaho Disability Services.

1. What is the program called at BYU-Idaho?

~Disabilities Services

2. How do you apply for the program?

~You need to have a doctor’s note with your diagnosis of your specific disability.  The doctor should also list how you should and can be accommodated.  After you have that paperwork you set up an appointment with the director.  You will then go over your paperwork with him and decide on a course of action.  Then, he will write you a letter for you to give to each of your teacher and tutors.

3. What type of disabilities does the school accommodate for?

~The school accommodates for all types of disabilities.  The goal is to help everyone do their best.

4. What is the severity of the disabilities?

~Most people at this school are fairly high functioning.  We get a lot of people who have autism, dyslexia, and memory problems.  There are a few students who are more severe and with them we have to be very specific in our instructions and wording to them. 

5. What do the students have to do?

~The students have to bring the letter the director write for them, to their teachers so they understand the situation and accommodations that need to be made.  They also have to come in once a semester to get their new letter or to have it adjusted.

6. What type of adaptive services does the school offer?

~We have voice recorders, the dragon, which types what you speak and kirswell, which scans books and reads them to you.

7. What is the school responsibility for?

~To provide nondiscrimination for students with disabilities that is free.

8. What type of accommodations does the school provide?

~We can allow for more time on tests, changing where the test is taken, and recording of materials.  Students are also allowed to meet with the tutor more often.

9. Does it matter what type of major they are in?

~No, however we do try to make a reasonable schedule for them and try to help them find a major that they can succeed.

10. What is the reaction of most students?

~Most students are very uncomfortable coming to the disabilities services center because it is very public and everyone can see them.  A lot of students have a parent come to the first meeting as well.

11. How many students do you service, approximately?

~Over 1,600!  However, Brother Taylor does not keep track well so there is no specific number.

12. Is there anything else that you would like to tell me or that I should know?

~The program is not advertised well and the website is confusing.  The students get frustrated a lot because we have a bad contact system, so things get lost. 

~Also, sometimes teacher say no to the accommodations, which creates a problem because then we have to meet with them and help them understand.  Which can be very time consuming frustrating.

BYU-Idaho Disability Services

       The Brigham Young University-Idaho Disability Services center provides many accommodation and adaptive equipment for students who qualify.

On the website you will see that to the left they have tabs to address many concerns.  Such as:

• Disability Services Goals
• Accommodations
• Eligibility
• Grievances
• High School vs College 
• Disability Rights
• Student Responsibilities
• Access Campus Maps
• Forms
• Assistive Technology
• Alternative Text
• Faculty Resources
• Other Resources

• Academic Support Centers

• Counseling Center
• Asperger's Mentor Program
• Asperger Syndrome
• Asperger Syndrome: Guidelines for Teachers
• Asperger Syndrome for Students
• What is Asperger Syndrome?
• Asperger Syndrome Help
• Planning for College (with a disability)

Contact:

Richard G. Taylor, Ph.D.

McKay Library Room 158

(208) 496-9210 Voice/TDD 

Fax (208) 496-5159

taylorr@byui.edu

disabilityservices@byui.edu

To see the website click here!