Page Title

Special Education Expenses - Tax Deductible or Not?

by Pat Latham J.D.

A recent IRS private letter ruling dealt with payments to a private
school on behalf of two children diagnosed with learning disabilities.
The children were attending the private school in order to participate
in a special education program designed to help the children deal
with their conditions and then progress to a regular school program.
The question addressed was whether or not the payments would
qualify as tax deductible medical expenses.

In the ruling, the IRS clarified that what matters is not the nature of the
school but the special education provided to the student. The letter
states: "Deductibility of tuition depends on exactly what the school
provides an individual because a school can have a normal
education program for most students, and a special education
program for those who need it. Thus, a school can be 'special' for one
student and not for another." So, the tuition can be deductible even if
the school is not a special needs school and is not attended
exclusively by children with learning disabilities, as long as
participation by a child with learning disabilities in a special program
is the reason the principal reason why the child is attending the
school.

The IRS concluded that the two children were attending the private
school "principally to receive medical care in the form of special
education" and that the tuition was deductible as a medical expense.
The IRS ruling added that a physician or other qualified professional
must diagnose the medical condition (e.g., learning disability)
requiring the special education. Also, for the education to be medical
care, the education must correct the condition or assist the child in
dealing with the condition so that the child can then progress to a
regular school program. The school need not have physicians
providing the care but must have professionals "competent to design
and supervise a curriculum providing medical care."

Note that medical expenses generally are deductible only to the
extent that the medical expense total figure exceeds 7.5% of the
taxpayer's adjusted gross income figure.

Also, note that a private letter ruling applies only to the taxpayers who
requested the ruling, but the ruling is informative as to the IRS's
analysis of the issue. Parents considering the deductibility of special
education expenses should consult with their tax advisor.

Patricia H. Latham, is a member of the LDA of America Board of
Directors and a Washington, DC attorney, arbitrator and co-author of
six books including Learning Disabilities and the Law.

If you would like to pick the brain of a mom whose son with
LD/ADD graduated successfully from college, please join me
on Thursday, March 25, 8 PM (EST), when I'll be fielding
questions on the proactive preparation required for our kids to
be successful in college.

By the way, you'll also be speaking to a college Learning Specialist!

Please register for the call at www.conquercollegewithld.
com/marchtelecal l.html, so I'll know how many lines I'll need. Upon
registration, you will receive call-in information.

In the meantime, think of questions. I really want to help you.

10 Quick Tips for Escaping Overwhelm - In 2010 and Beyond!
www.specialneedsparentcoach.com/blog/

U.S. Colleges and Universities Partner with Bookshare New
Program Expands Collection of Accessible Textbooks for Post-
Secondary Students with Print Disabilities

FOR IMMEDIATE RELEASE Contact: Ann Harrison, 415-637-5262
Valerie C. Chernek, 410-871-2670,

April 29, 2009, Washington, D.C.,

The National Press Club – Bookshare announced today a University
Partnership Program to significantly increase the availability of
accessible materials and textbooks on behalf of the hundreds of
thousands of U.S. post-secondary students who have a disability that
keeps them from effectively reading printed books.

The Bookshare University Partnership will foster the growth of
accessible materials for all U.S. students with qualified print
disabilities through contributions of books scanned on college and
university campuses legally under a copyright exemption in U.S.
Copyright Law (17 U.S.C. § 121, often referred to as the Chafee
Amendment). Under the Chafee Amendment, Bookshare
membership is available to people who provide proof of a print
disability, such as blindness or low vision, a reading disability or a
physical disability that makes it difficult or impossible to read
standard print. Eleven U.S. colleges and universities now participate
in the program: Arizona State University, De Anza Community
College, CA, Indiana University, Michigan State University, Monterey
Peninsula Community College, CA, Ohio State University, Texas
A&M University, University of California at Berkeley, University of
Montana, University of Idaho, and The Hadley School for the Blind, IL.

Typically, post-secondary students must wait months after the start of
a semester before getting their textbooks in a format they can read.
Each year, across the country, university personnel engage in a labor
intensive process at the beginning of a term to scan books or obtain
digital files from publishers to provide students who have qualified
print disabilities with accessible textbooks.

“Working closely with U.S. colleges and universities, we can
demonstrate the power of pooling our resources to benefit students
with qualified disabilities who need timely access to accessible
books,” said Jim Fruchterman, CEO of Benetech, the nonprofit
organization which operates Bookshare. “This program extends
Bookshare’s core spirit of collaboration and partnerships to increase
the opportunities for these students to have an equal educational
experience.”

Adhering closely to the Chafee Amendment, Bookshare will only
accept donations of books purchased and scanned for students with
qualified print disabilities or given to a college or university by a
publisher with express permission to share the book with groups like
Bookshare. Each book scanned on campus and donated to
Bookshare for distribution reduces the duplication of effort nationally,
minimizing the cumulative cost of scanning books. Scanning and
proofreading a book can cost $100 to $1000 depending on its
complexity; a collaborative sharing program will save campuses time
and money on an annual basis.

“In addition to building a substantial collection of accessible books,
this program can ease the burden and the financial cost for university
scanning operations,” said Jim Marks, President Elect of the
Association on Higher Education and Disability (AHEAD), and
Director of Disability Services at the University of Montana at
Missoula. “We can serve thousands of students while saving our
institutions time, resources and tens of thousands of dollars in
scanning costs.”

With an increased collection of post-secondary books, many more
students will find the materials they need in the Bookshare library and
will benefit from a better overall educational experience. Colleges,
universities, or post-secondary schools can become Bookshare
organizational members, sign up their students with qualified print
disabilities, and recommend that students register for individual
memberships. Bookshare membership includes two free ebook
reader software programs that read the text of the books aloud,
READ:OutLoud from Don Johnston and Victor Reader Soft from
HumanWare. Campuses with Bookshare memberships can install
these applications on all computers used by students with print
disabilities. Students with individual memberships can install the
applications on their personal computers.

“Bookshare is expanding fast!” said Ashley Seymour, a college junior
majoring in health care at the University of Michigan-Flint, who has
been blind since birth. “It’s so easy for me to get my books on time
and from one source. I don’t have to wait for days or weeks. I just
download my books, convert to MP3 files for my iPod and go to
class.”

Every book downloaded is fingerprinted using Bookshare’s Digital
Rights Management (DRM) technology. Universities contributing
books will benefit from increased protection against illegal file
sharing. The Bookshare DRM technology maintains a record of each
downloaded book to identify potential misuse and copyright
infringement.

“Since 2003, we have worked with Bookshare to contribute the
books we scan for students with print disabilities,” said Margaret
Londergan, Manager of Adaptive Technology and Alternate Media
Services at Indiana University. “With more campuses participating,
we plan to search Bookshare before we begin scanning. This
partnership will undoubtedly improve students’ wait-time and help us
provide a true benefit for our educational community.” Bookshare
adds over 1000 legally scanned books per month from universities,
the NIMAC (National Instructional Materials Accessibility Center),
publishers, and volunteers. The collection now tops over 46,000
books, including textbooks, literature, teacher- recommended
reading, New York Times best sellers, newspapers and periodicals.
Higher education institutions interested in partnering with Bookshare
to contribute legally scanned books in rich text format (.rtf) can email
universities@bookshare.org. To register students with qualified print
disabilities sign up at www.bookshare.org/signUpType.

About Bookshare Bookshare, www.bookshare.org, is the world’s
largest accessible online library for people with print disabilities.
Through its technology initiatives and partnerships, Bookshare seeks
to raise the floor on accessibility issues so that individuals with print
disabilities have the same ease of access to print materials as
people without disabilities. In 2007, Bookshare received a $32
million five-year award from the U.S. Department of Education, Office
of Special Education (OSEP), to provide free access for all U.S.
students with a qualified print disability. The Bookshare library now
has more than 52,000 members. Bookshare is an initiative of
Benetech, http://www.benetech.org a Palo Alto, CA-based nonprofit
that creates sustainabletechnology to solve pressing social needs.

Attached is a workbook, which would be good for many families to
give to their teachers who may not be familiar with autism or their
child. It gives a good rundown of the behaviors and challenges of
working with a child with ASD.
FEAT-Handbook.

Many thanks to Joan Azara for sharing her articles.

ASK JOAN is a social networking site for college students who learn
differently. Get professional advice, swap stories. If you'd like to join
go to www.conquercollegewithld.com to learn how.

Your teen's psychoeducational evaluation

Did you know that if your child is going to disclose a disability in
college, his/her psychoeducational evaluation (documentation) must
be no older than three years?

For many students, that means being re-tested.

Since executive function (ability to organize, set goals, problem-
solve, regulate emotions, etc.) is an issue for many students with
disabilities, how can you get an accurate reading of this variable?

Standardized test batteries in school have a low correlation with
executive function. Tasks on tests are structured and don't require
planning or the organization needed for independent work. Even
some of the Woodcock-Johnson sub-tests, administered by many
psychoeducational testers, is limited in what it tells us because there
is no time limit. So, if you are getting your child re-tested, what can
you ask for that more accurately reflects executive function?

The Rey Osterrieth Complex Figure test is a good test of
organizational ability. The Delis-Kaplan Executive Function System
gives a better picture of the components of executive function, and it
also measures the ability to use initial abstraction to problem-solve,
as well as the ability to use feedback to improve performance. A
good measure of executive function as it applies to real life is the
Behavior Rating Inventory of Executive Functions (BRIEF). Parents
and teachers fill out a scale that examines eight components of
executive function, and the result is feedback as to how well the
student uses them at home and at school. This test can be ordered
by psychologists, approved mental health providers, and some
school professionals, so parents must specifically request it.

If your teen's executive function is an issue, don't settle for
measurements by typically-administered tests for psychoeducational
evaluations. Speak to whomever is testing your child about using the
above tests to gain a more accurate reading.

FOR COLLEGE STUDENTS WITH LEARNING DIFFERENCES:
                 8 KEYS TO SUCCESS

                 By Joan M. Azarva, Ms.ED
              www.conquercollegewithld.com

1. Know your professors’ names and make personal contacts with
them as often as possible. This conveys the message that you are
interested in doing well.

2. Enter the names and phone numbers of at least 3 classmates on
each syllabus, so you have someone to call in the event of absence
or confusion about regarding an assignment.

3. DO NOT SKIP CLASSES, if at all possible. If you have to miss a
class, call a classmate that evening for notes and homework, and
return to class caught up.

4. Everything the professor writes on the board should be entered in
your notebook.

5. Review all class notes (by simply reading them over) within 24
hours of taking them. This will greatly improve recall when exam time
rolls around.

6. Ask the professor if he/she has an old test on which you can
practice. Some teachers re-use exams from year to year, others
make up new exams and are willing to give you an old one on which
you can “rehearse”.

7. Vary your study techniques to prevent boredom – for example:
alternate use of flashcards, a tape recorder, re-writing of notes, a
study group or partner, and practice tests, so you stay engaged.

8. Find interactive exercises on the internet that help you practice
what you’re learning. For example, if you are studying quadratic
equations, enter “quadratic equations + interactive exercises” (with
quotes) into several search engines, and you’ll find sites that help you
learn ACTIVELY.

Do you have a teen returning to college or one about to start?

If your teen is going off to college for the first time in September, I can
empathize with your anxiety. After all, this is truly a rite of passage --
entree into the adult world.

Is he prepared to live on his own? Does she have sound judgment
and make wise decisions? Does he understand the college system
and how to navigate as a student with a disability?

I'm sure all these thoughts are whirling around in your mind, as you run
around trying to find twin extra long sheets, a mini fridge, and all the
other accoutrements of a college student.

If your teen is returning for a second year, you may be anxious
because the first year didn't go nearly as well as planned. The
pressure is on for your son or daughter to do things differently this
time around, and you're hoping that "different" is effective.

If your concern is turning into high anxiety as September approaches,
this may be your answer:

LEARNING SPECIALIST IN A BOX

TRANSITION PLANNING

What Does Transition Services Mean?

Transition Services are defined in the Individuals with Disabilities
Education Act (IDEA), Section 300.18, as a coordinated set of
activities for a student, designed within an outcome-oriented
process, that promotes movement from school to post-school
activities, including post-secondary education, vocational training,
integrated employment (including supported employment), continuing
and adult education, adult services, independent living, or community
participation.

The coordinated set of activities must—

(1) be based upon the individual student's needs taking into account
the student's preferences and interests; and
(2) include instruction, community experiences, the development of
employment and other post-school adult living objectives, and if
appropriate, the acquisition of daily living skills and functional
evaluation.

Growing up is not easy! It is even more complicated for young adults
with disabilities. Far too many students with disabilities leave school
lacking the academic, technical, and social skills necessary to find
and/or maintain employment, and often the jobs they do find are low
paying and offer no health benefits. Identifying the challenges
students will face as adults, and preparing and assisting them to
meet those demands successfully, requires careful transition planning
beginning at the earliest age possible.
Transition Services and the IEP

The Individual Education Plan (IEP) for each student, beginning no
later than age 16, must include a statement of needed transition
services. Federal law permits the provision of transition services for
some students at age 14 or younger, particularly for those at risk of
dropping out of school before age 16, or when the provision of these
services would be beneficial to any student with a disability and have
a positive effect on employment and independent living outcomes.
The decision to provide transition services to students younger than
age 16 should be made by the IEP team.

Broadly defined, transition is an all-inclusive process that focuses on
improving a student's employment outcomes, housing options, and
social networks after leaving school. The transition plan provides the
framework for identifying, planning, and carrying out activities that will
help a student make a successful transition to adult life. It identifies
the type of skills to be learned; and which transition services will be
provided, when they will be provided, and the party responsible for
providing them. Involving a team of people drawn from different parts
of the student's school and community life, the transition planning
process focuses on the unique needs and goals of the student.

The specific needs of the student for post-secondary services should
determine who is invited to the IEP transition meeting. It is important
to have representatives from various adult agencies and
organizations at the meeting, such as mental health agencies,
vocational rehabilitation, community colleges, housing, and
employment and training agencies. If the school does not invite
representatives from adult agencies, the parent or student should do
so. If representatives from the agencies do not attend the meeting,
the school is required to "take other steps to obtain their
participation" in planning the student's transition services. Although
not specified in IDEA, these steps might include arranging for a
subsequent IEP meeting to discuss transition issues, contacting a
trained advocate, forwarding a copy of the IEP to the agency (with
student and parent approval), and maintaining contact with the
agency to promote their involvement.
The Transition Plan and Graduation

Students with disabilities can remain in school through age 21 if there
are continuing transition needs. These may include, for example, the
need to acquire skills necessary for independent living or
employment. These needs must be stated in the IEP and must
include community-based instruction, learning experiences, and other
adult objectives. All provisions of due process in IDEA remain in
place throughout the transition process.
Young adults who remain in school past the typical graduation date
may be able to participate in the commencement activities without
receiving their diploma. They would then receive their diploma upon
completion of their transition objectives. However, in many state and
local agencies, the right to receive transition services from the school
district is terminated once the student receives a diploma, even if
she/he is under 21. This can present complications for the student,
because, before receiving the diploma, all their services were
provided through one centralized system-the school district. Now the
young adult becomes responsible for not only identifying appropriate
adult services, but also for proving their eligibility to receive those
services. Thus, it is critical that students and their parents are aware
of and think about the school district's graduation requirements, and
how the student's transition goals will be accomplished before all
services from the school district have ceased.
How to Begin Transition Planning

Transition goals cannot be achieved in one year. Transition planning,
services, and activities should be approached as a multi-year
process. Young adults themselves, along with their parents, play an
important role in the transition process. Granted, involving the student
in his/her own transition planning is required by law, but perhaps the
most important reason for student involvement in transition planning
is to facilitate the development of his/her self-determination skills, for
these are essential for the student to develop the ability to manage
his or her own life.
To begin with, examine your family's values as well as your young
adult's interests, skills, and desires for the future. Encourage your son
or daughter to talk about their preferences for the future. These
preferences should be the guide for the transition planning process.
Involve your child in activities that help him/her become a good
decision maker and develop self-advocacy skills. (The Transition
Checklist on page 3 can be used in developing the transition plan).
Transition services can and should be delivered through curricular
and extracurricular activities in many settings-in academic and
vocational classrooms, at home, and throughout the community-to
practice and reinforce newly acquired skills. The more young adults
with disabilities have opportunities to practice their skills in real life
situations, the more comfortable and natural they will feel in those
settings.
Conclusion

Throughout public school years, the district has had the responsibility
of providing the services for the student with disabilities to become a
successful learner. The transition from school to adulthood may be
complicated because the adult system is very different: there are
many public and private agencies that provide services for adults with
disabilities. However, unlike educational services, there is no
absolute entitlement to those services. In other words, different, more
restrictive eligibility criteria, long waiting lists, and uncertain funding
may keep a young adult from obtaining services upon leaving school.
This is why transition planning at an early age is so critical.
Transition services and activities should provide young adults with
disabilities with the necessary skills to make informed choices and
decisions, and gain full inclusion in society in all aspects of their lives.
Transition Checklist

The following is a checklist of transition activities that you and your
son or daughter may wish to consider when preparing transition plans
with the IEP team. Your student's skills and interests will determine
which items on the checklist are relevant. Use this checklist to ask
yourself whether or not these transition issues should be addressed
at IEP transition meetings. The checklist can also help identify who
should be part of the IEP transition team. Responsibility for carrying
out the specific transition activities should be determined at the IEP
transition meetings.

Four to Five Years Before Leaving the School District

* Identify personal learning styles and the necessary
accommodations to be a successful learner and worker.
* Identify career interests and skills, complete interest and career
inventories, and identify additional education or training requirements.
* Explore options for post- secondary education and admission
criteria.
* Identify interests and options for future living arrangements,
including supports.
* Learn to communicate effectively your interests, preferences, and
needs .
* Be able to explain your disability and the accommodations you
need.
* Learn and practice informed decision making skills.
* Investigate assistive technology tools that can increase community
involvement and employment opportunities.
* Broaden your experiences with community activities and expand
your friendships.
* Pursue and use local transportation options outside of family.
* Investigate money management and identify necessary skills.
* Acquire identification card and the ability to communicate personal
information.
* Identify and begin learning skills necessary for independent living.
* Learn and practice personal health care.

Two to Three Years Before Leaving the School District

* Identify community support services and programs (Vocational
Rehabilitation, County Services, Centers for Independent Living, etc.)
* Invite adult service providers, peers, and others to the IEP transition
meeting.
* Match career interests and skills with vocational course work and
community work experiences.
* Gather more information on post secondary programs and the
support services offered; and make arrangements for
accommodations to take college entrance exams.
* Identify health care providers and become informed about sexuality
and family planning issues.
* Determine the need for financial support (Supplemental Security
Income, state financial supplemental programs, medicare).
* Learn and practice appropriate interpersonal, communication, and
social skills for different settings (employment, school, recreation,
with peers, etc.).
* Explore legal status with regards to decision making prior to age of
majority.
* Begin a resume and update it as needed.
* Practice independent living skills, e.g., budgeting, shopping,
cooking, and housekeeping.
* Identify needed personal assistant services, and if appropriate,
learn to direct and manage these services.

One Year Before Leaving the School District

* Apply for financial support programs. (Supplemental Security
Income, Independent Living Services, Vocational Rehabilitation, and
Personal Assistant Services).
* Identify the post-secondary school you plan to attend and arrange
for accommodations.
* Practice effective communication by developing interview skills,
asking for help, and identifying necessary accommodations at post
secondary and work environments.
* Specify desired job and obtain paid employment with supports as
needed.
* Take responsibility for arriving on time to work, appointments, and
social activities.
* Assume responsibility for health care needs (making appointments,
filling and taking prescriptions etc.).
* Register to vote and for selective service (if a male).

COLLEGE STUDENTS WITH LEARNING DISABILITIES
A Student's Perspective

BREAKING THROUGH 87 ROADBLOCKS SCHOOLS THROW
IN YOUR WAY

IEP MEETING SUCCESS

This article is a continuation of Part II: IEP Meeting Success

Are you a parent of a child with a learning disability? The deck is
stacked against you for achieving a quality, special education IEP.
Learn how to get the best possible program for your child.

1. In Part II, study the "IEP Success Method." (Gather data from
experts that present evidence of a deficit, list the student's needs due
to the deficit, document the legal rights to these services, and
organize your parent attachments and presentations in that format.)

2. Review legal information and rights.

3. Create your own Parent Assessment on a piece of paper. At the
top put your families' / your child's vision of your child's future.
College? Career? Better grades? More friends? Make sure the
school is aware of their dreams.

4. Next, list at least three strengths, and the student's main learning
style. Below, list challenges, diagnosis, or weaknesses you are
aware of, leaving space between.
Point out any very low test scores, test scores that are going down, or
grades that are going down.

5. If you have any test results with "labels," do the following:
On the Parent Assessment along with challenges make sure you list
deficits documented by professionals in the testing such as ADD,
visual processing, emotionally disturbed. Write down what expert/s
applied that label and when.

6. Next to all your challenges list the evidence that proves your child
has this weakness (observations, grades, teacher notes, research,
doctor's diagnosis). Make sure you added any diagnosis or labels,
followed by the date and name of the expert who attached that label
to your child.

7. Draw a straight line. Draw a line through the middle and label it
with your child's current age and grade. If there are any scores more
than two grades or years above your child's current (or standard
scores 13 or above), mark these on the chart. Look for any very low
scores more than two years below age or grade level (or standard
scores of 1, 2, 3, 4.) Now add the very lowest scores to the chart
showing them to the left of your child's current age/grade level. Pay
attention and point out very low scores and huge differences between
scores. (If you have not received the test results from the school, you
should postpone the meeting if possible).

8. Grades and tests:
Get out report cards and tests from the past few years. Create a chart
that shows you any declining grades or test scores.
2 years ago 1 year ago today +/-?
Math
Read
write/spell
history
test1
etc.

9. Did you list any challenges but see no test covering that area?
Circle these on your Parent Assessment and put a question mark
above. During the meeting, you'll need to ask why these areas were
not tested. You need a complete picture to have a good plan.

10. Test results should include some kind of IQ score or abilities
measure as well as achievement measures. Look for the words
verbal, IQ, performance, full-scale. These may be shown as percents.
Make a note of these ability measures on your Parent Assessment
sheet. Is there a big difference between your child's ability, and how
much they achieve in school? Does this ability score seem like a
reasonable number to you? If it's missing, ask about it.

11. These things can help your child meet their educational goals:
research based remediations, recreation therapy, related services,
accommodations, assistive technology modifications, placement,
positive behavior plans, supplemental devices, and strategies. Now
take your list of challenges and try to think of one or more things you
think could help your child overcome or minimize that issue. For
example, if reading is a major issue, you might list books on tape,
homework assignments given orally or in handouts, resource class,
etc. Put these ideas on your form next to the challenges. See A
Bigger Boat for an extensive list of services and accommodations.

12. If behavior or emotionally disturbed is a main issue or the
school's main issue, write down positive behavior plan as a need
(and tomorrow make sure the school does not propose a long list of
actions/punishments with no positive plan).

13. What would you like your child to achieve during the year? Not too
easy, not too hard, can be measured by any professional and
understood by you. i.e. "Want student to increase reading level 1.2
grade levels by next year." Add a goal below each challenge.

14. Create a short Parent Agenda. List things you absolutely need to
discuss in the meeting. List 4-7 items including reviewing your
concerns.

15. If your child is entering a new school, junior high, high school, or
near graduation, they'll need a transition plan. Do a rough draft of a
transition plan - what they need to make this transition and what might
help them make this transition.

16. Bring to the meeting:
a. Parent Assessment sheet copied over and titled "Parent
Attachment"
b. Parent Agenda
c. Grades, test data and assessment charts and sketches
d. Transition Plan draft if needed
e. A note taker

17. In Part II, read the IEP Meeting Mottos.

18. Cover all your ideas from the Parent Attachment. The main
question is "Will these services help my child in making more than
minimal progress towards realistic goals?" No progress, backwards
progress and minimal progress are not enough. The meeting
attendees must consider your ideas observations. NOWHERE IN
THE LAW DOES IT SAY THE SCHOOL HAS TO FOLLOW ALL
YOUR RECOMMENDATIONS.

19. If the school did not send your student's test results in advance,
and you still meet, you might need to hold off signing the IEP until you
can review the report, and see if you need to add anything to the IEP.
Also, since you did not share any of your information with the school
ahead of time, they may need more time to go over your requests.

20. Thank the "case carrier" (person in charge of your child's IEP at
the school) for their help. This person will be your main point of
contact while your child is at this school. You need them as a friend.

21. After the meeting, go back and do it right. Get additional testing
done if needed. Read, research, and get organized. Prepare for the
next meeting. Get IEP help if needed.

About the author:
Linda Simpson, MBA, is the parent of learning disabled children and
a specialist on Special Education IEP, as wll as the author of "A
Bigger Boat: Surviving the Treacherous Waters of the IEP Process,
A Parent’s Workbook" and "500 Quick Tips & Helpful Hints for the
IEP Process." Book ordering information is available at
www.biggerboat4iep.com

By Rob Tendick
Published: 12/7/2006

100 Web Tools for Learning with a Disability

Tec hnical Assistance on Transition and the Rehabilitation Act
(TATRA) Project

Looking Back and Planning Ahead: Reflections from a College Office
of Student Disabilities Services
Written for NCLD by Ross Pollack, Director Specialized Resource
Center, Manhattan College

Below is an excellent article from www.ADDitude.Mag.com. It just
addresses ADHD, however. Imagine the increased difficulty if your
teen has LD as well. The article thoroughly makes it clear why college
is a slippery slope for our teens.

How to Prepare Your ADHD Student for College

Too many distractions and not enough structure derail many college
students with ADHD. How to help your child prepare for freshman
year.

by Lois Gilman ADDitudeMag.com

Shortly before Aaron Wolf arrived at New York University's Tisch
School of the Arts four years ago, he was diagnosed with attention
deficit disorder (ADD ADHD). At first, he ignored it. But soon he
began to suffer from what he calls "brain overload." "You do a lot of
multi-tasking in college," says Wolf, who graduated in May. "Do your
work, pay your bills, do your laundry. It's a challenge."

Health experts and college counselors agree — college is a radical
departure from high school. For a teen with ADHD, heading off to this
complicated academic and social environment means leaving behind
the routines and supports that have helped him to function.

In high school's structured universe, students have constant
interaction with their teachers and hands-on help at home. Reminders
to do homework, eat lunch, take medication — even to exercise —
are built into each day.

College life presents quite a contrast: a handful of classes spread
throughout the week, with neither parents nor teachers overseeing
schoolwork. Assignments are often long-term and exam scores
determine grades. And there's an endless supply of free time. "The
abyss is greater than many people believe," says Ross Pollack,
director of the Specialized Resource Center and ADA (Americans
with Disabilities Act) Coordinator at Manhattan College in Riverdale,
New York.

Your child isn't making this monumental leap alone. You, too, must
prepare for transition, from parenting a high school student to
coaching a college freshman. And there's a whole new set of rules.
Your job is no longer about coaxing your child to wake up or to study;
your new role is to motivate - and empower - him to do these things
on his own.

Most college freshmen get a crash course in self-sufficiency when
school begins in the fall. But it's imperative for the student with ADHD
to ease into his independence. That's why college prep needs to start
now. "College is expensive, and it's earth-shattering if it goes awry,"
says Pollack. Rather than wait until your child hits an academic wall,
spend this summer preparing for the ways life will change — for both
of you.

Line up support

Perhaps the biggest difference between high school and college for
a student with ADHD is that in high school the federal government
lends a hand. The Individuals with Disabilities Education Act (IDEA)
makes the school responsible for identifying students with learning
disabilities and for providing services when they need them. In
college, there's no such luxury. While colleges are required to make
"reasonable accommodations" for learning disabled students, they
aren't required to seek out these students or provide diagnostic
services. It's up to the student to make his disability known to his
school — and to ask for help.

A good place to start is the office of Disability Support Services, a
service center that advocates and arranges learning
accommodations on campus. When Aaron Wolf found himself in
trouble at NYU, he turned to the university's Henry and Lucy Moses
Center for Students with Disabilities for assistance. "College is
different from high school, and I wasn't prepared," says Wolf. "I
realized that things weren't happening, and that I needed someone to
help me."

All colleges have such support services, though they vary in the way
they work. Some schools offer structured programs, while others
designate a learning specialist to counsel students. Hopefully, you
looked into these services at various schools during the admissions
process. Now it's time to get in touch with LD support services again.
"Students should immediately introduce themselves to the disability
support services officer, and find out what the university requires to
utilize its resources," says Lisa Weyandt, Ph.D., a professor of
psychology at Central Washington University in Ellensburg,
Washington, who has written about college students with ADHD.
"Never assume it's the same as high school."

This summer, visit the LD support service center with your child, and
set up a meeting with the director and your child's academic advisor.
Hand in any recent evaluations (within the past three years)
documenting your child's ADHD, and make sure they list specific
recommendations for the accommodations he'll need. Discuss the
best course load for an incoming freshman with ADHD. Students
taking as few as 12 credits are considered full-time, though experts
disagree on whether a reduced class schedule is the best way to
start off freshman year. Ask which learning accommodations will be
available - and how the LD support staff will arrange for them.

Get what you need

Of course, accommodations vary depending on the individual
student. Does your child struggle with organizing her time and
assignments? Support services may arrange a special exam
schedule for her, so she never has more than one a day. Does she
have trouble reading? The school may arrange for her to have
assignments recorded. Lots of ADHD students find note-taking a
challenge, as it requires two skills — listening and writing — at once.
In such cases, support services may arrange for note-takers. Does
your child have trouble in a particular subject? Does she have a hard
time paying attention? She may need smaller classes, and support
services may arrange for her to register early so that she gets them.

Learning accommodations can be as simple as a seat in the front of
the room or extra time on a test. But in order to qualify for any special
considerations, your school needs to know about your child's ADHD
in advance.

"When you decide you need extra time on a test, you can't just go in
and say, 'Hey, I want to take my test untimed,'" notes Dr. Weyandt.
"The university will expect documentation."

Handing over your child's evaluation is only the beginning. "Students
should be able to describe their challenges and know what
accommodations they're eligible for," stresses Lakshmi Clark, CSD
(Center for Students with Disabilities) Coordinator at NYU. "They
should read their own evaluations and understand the
recommendations."

Self help

Being proactive is yet another important variation from high school.
As young adults, college students are responsible for their own
advocacy. This is no longer the job of their parents or teachers. And
it's an ongoing process that doesn't stop after your child has
arranged to have a note-taker in his Western Civilization class. If the
note-taker gets the flu, your child needs to follow up with support
services to find a replacement.

Not only can the LD support services office help your child get the
accommodations she needs, it can also lead her to other resources
on campus. For instance, support services may steer your child to the
writing center, where a counselor can help her brainstorm ideas, get
started on a paper, or organize her thoughts. If she alerts support
services that she's feeling overwhelmed, they can direct her to the
counseling center to sign on for stress-management workshops.

If your child says she's struggling in a particular subject, learning
support can hook her up with a tutor. (Incidentally, it's a good idea for
your child to personally alert her professors about her ADHD in the
fall.) Perhaps a coach, offered by the school or hired privately, would
be helpful. At NYU, Aaron Wolf meets with a coach weekly. "I bring
my planner and get my week organized."

Lakshmi Clark works with Wolf and many others. With her students,
she maps out daily and weekly schedules, planning in increments as
small as 15- and 30-minute intervals. Time is set aside for study and
for going to the drugstore to buy shampoo. "I find that students enjoy
the sessions," says Clark. "Most come regularly and find it helpful —
even if only to check in and show they've completed their
assignments."

Summer lessons

While many graduating seniors see the summer before college as
their last great vacation, one last chance to live it up, experts suggest
that students with ADHD spend the summer pretending that freshman
year has already begun. "When structure falls away, it's hard for
ADHD students to think about what's keeping them on track," says
Catherine Axe, coordinator of disability support services at Brown
University in Providence, Rhode Island. So parents and students
should address what's going to happen in the coming months, now.

College Prep

Discuss with your child the habits he'll need at school in the fall, for
example, waking up without help from Mom or Dad. "If somebody
needs six alarms to get up, this is the time to practice," stresses
Vickie Ball, an ADHD coach in Providence, Rhode Island. Figure out
how much sleep your child needs and what works to get him to sleep
(earplugs) and get him up (a loud alarm clock).

Does your child know how to do laundry? You'd be surprised at how
many high school seniors are clueless about washing clothes.
Summer's a great time to walk your child through it. Break down the
steps — get the laundry bag, separate clothes, select detergent —
and make a list of them.

How does your child handle money? Practice budgeting on a weekly
or biweekly allowance, to help your child cut down on impulse
spending. Use a color-coded envelope system — a red envelope for
transportation money, blue for entertainment, green for toiletries, and
so on — to track where his money goes. Practice using a prepaid
phone card, and discuss how often you plan to keep in touch.

What kind of time-management system works best for your child?
Some students prefer printed calendars or day planners, while others
turn to digital assistants like Palm Pilots. Gadgets like these make
great graduation gifts, because students can start using them over
the summer. Otherwise, in the rush of college life, a freshman and his
Palm Pilot may never get acquainted.

College is an extremely competitive scene, one where even the
"smart kids" from high school often feel inadequate. Summer courses
can give a student with ADHD an edge. He'll have the opportunity to
see what class rhythm is really like, and what he's up against come
fall. This intro to academic life can help him plan a realistic course
load — and the transferable credits give him some wiggle room,
should he find his schedule too heavy.

Most importantly, remind your child that you won't be there with him in
school. Talk about his strengths and weaknesses. Identify his
potential trouble spots now, and brainstorm how he should handle
them. Take note of how many daily promptings you give him — "Billy,
it's time to take your medication" — and discuss how he can get by
on his own.

What's a parent to do?

A parent's role changes enormously as a child makes this life shift.
The adjustment can be particularly wrenching if your child has ADHD,
because you've pretty much been his eyes and ears for 18 or so
years. But as your child enters college, you need to let him find his
own way.

"It's not that your parental responsibilities lessen," says Manhattan
College's Pollack, "but they morph into a different type of
responsibility."

Sure, you can stay involved — just make sure your youngster has the
tools to help himself. It's OK to be inquisitive — in fact, it's mandatory.
Ask your child about his schedule and his syllabus, and explore ways
to support him from home. Keeping the lines of communication open
between you and your child is the best way — perhaps the only way
— to find out how he's doing. Unlike in high school, your child doesn't
have to let you in on his school life — even if you're footing the bill.
Adult students are protected by privacy laws, and your child must
grant permission for any information about him to be released. Even
his grades are considered privileged. However, if your child signs an
academic release or privacy waiver — a good idea, says Pollack —
teachers can speak about him.

So even as you allow your child to solve his own problems, don't be
afraid to check in. "If youngsters have always had support from their
parents," says Weyandt, "they will continue to need it." Maybe now in
a different way, but adjusting to the needs of your child is what
parenting's all about.

Passing the Torch: Post-Secondary Transition for Students
with Disabilities

by Jennifer Hursey, M. Ed., jennifer.hursey@gmail.com

Transitioning from high school to the workforce, college, technical
school, or university is scary and overwhelming for kids with or
without learning disabilities. From the day they enter as freshmen
"tweens" to the final 180 days of their senior year, high schoolers are
faced with the pressure of "what next, how will I get there, how will I
make it?" These are not unfamiliar questions, as students become
accustomed early to reminders like, "next year in 5th grade your
teachers won't be helping you as much with your writing," and "next
year in high school you will have to be more responsible for your own
materials. "Students with learning disabilities are often able to take
comfort in the fact that their (IEP) will travel with them as they
transition from grade to grade. These students, who are accustomed
to the Individual Education Program (IEP) process, may erroneously
believe their IEP will travel with them to college, vocational school, or
a job. During a session of the 2009 LDA conference, Edward
Martinelli, Ph.D, Director and ADA Coordinator of the Accessibility
Services Department at Utah Valley State College, shared his
experience working with students with disabilities in a post-
secondary setting. Dr. Martinelli emphasized the difficulties he sees
students (and also parents) endure transitioning from an IEP-
centered high school experience to post-secondary settings. Dr.
Martinelli offers some clear guidelines for facilitating a smooth
transition. His ideas, along with resources found at the UCLA Mental
Health in Schools Program, the Search Institute and LD Online were
used to generate the following list:

Know Yourself

If you don't already know the name and description of your specific
learning disability and how it effects you, LEARN now and think of
specific instances where your disability kept you from learning
something you are capable of learning or the LD kept you from
showing what you know. It is also helpful to know what helps you work
around your LD, like highlighting, extra time, and a quiet space to
take tests.

Start Early!

Make a timeline or roadmap at least 2 1/2 years before graduation or
completion date. Include goals, like attend University or acquire
internship. Be sure to use this document in your Individual Transition
Plan. MCPS "is committed to helping every student leave high school
prepared for college and the work place," as stated in the MCPS
Seven Keys to College Readiness literature, and offers tips about
college readiness that begin in kindergarten www.mcps7keys.org
Know the Plan Participate in the development of the Individual
Transition Plan portion of your IEP. Write a bulleted list or narrative
stating your transition goals, the services you hope to have after high
school and why. Attend all the IEP meetings your junior and senior
year. Know Your Rights Be informed of how the transition will effect
you as student (example: no longer protected by the IDEA
regulations) this website has a very helpful list:
www.pima.edu/dsr/ADA504Rights.shtml

Know your List

Determine nonnegotiable and negotiable things to look for in schools
or jobs, such as, offers student support services on campus, meal-
plans, has health benefits, etc.

Start the Search Early

Make short list of 6-10 options your interested in, go see for yourself
what is it like, contact or visit the person in charge of disability or
student services for more information. Get Organized Make a
spreadsheet of your options. List the name of the school or job and
include the minimum acceptance requirements (tests, gpa);
requirements for accommodations, like currency of
psychoeducational testing report; name and contact information of
disability services coordinator; financial details (tuition cost, financial
aid, living cost); due dates for acceptance, housing and financial aid
applications; and any other criteria important to you like campus life,
sports programs, degrees offered, etc.

Determine Top Choices

What will you need to do to get there? Make a list and do it. Ask
teachers, parents, and mentors for support by telling them your plan
and asking for help.

Be Okay with Adjusting

It is okay to change your mind about the path you take. Maybe you
start off thinking you will go to vocational school and plan for it, but
during your senior year your Biology teacher inspires you to pursue a
career as a science teacher. It is okay to shift---ask for an IEP
meeting to reexamine your transition plan and make changes
accordingly. Be sure you know what steps you need to take and do it.

Ask for Help Parents

IEP team members, mentors, and counselors are often good
choices. There are also agencies and nonprofit organizations
completely dedicated to helping students with disabilities
successfully transition out of high school. The National Center on
Secondary Education and Transition where you can find transition-
related resources and education-related office contact information for
states and territories in the United States.
www.ncset.org/stateresources.

Next Stages in Testing Debate
by Scott Jaschik © Copyright 2009 Inside Higher Ed

September 28, 2009
BALTIMORE -- A year ago, the big news at the annual meeting of the
National Association for College Admission Counseling was the
release of a landmark report questioning the use of standardized
testing. While the report didn't call for testing to be abolished, it said
that most colleges that required testing in the admissions process
didn't have a sufficient sense of its value, and the study suggested
that careful analysis would lead many of those institutions to stop
requiring the SAT or ACT as part of the admissions process.

In the year since the report was released, there has been a steady
stream (but not a wave) of movement away from testing
requirements. Just in the week before the meeting, Sacred Heart
University, the State University of New York at Potsdam and
Washington and Jefferson College dropped SAT requirements. In the
last year, new forms of going test-optional have also appeared.
Some colleges -- such as American University and the State
University of New York at Geneseo -- have gone test-optional for
early decision applicants. Other institutions, such as New York
University and Bryn Mawr College, moved in the last year to allow the
use of SAT II (subject tests) or Advanced Placement tests instead of
the SAT.

Here at this year's NACAC meeting, the association moved to carry
out some of the recommendations of its report -- and also highlighted
the successes that colleges have had after adjusting their testing
requirements. While the various experiments highlighted had different
themes, a common idea was that decreasing reliance on the SAT
does not mean any loss of academic rigor and can in fact lead to the
creation of classes that do better academically (and are more
diverse).

The association's Assembly amended NACAC's Statement of
Principles of Good Practice to state that: “All members should
educate staff in understanding the concept of test measurement, test
interpretation and test use, so they may consider standardized tests
in their appropriate context. Such education may be obtained from
NACAC, institutions of higher education, or other associations
specializing in standardized educational testing. In addition, all
members that make use of admission tests should acquire education
and/or training in the appropriate use of specific tests from the
sponsoring agencies."

The motion reflected one of the recommendations of the
association's Commission on the Use of Standardized Tests in
Undergraduate Admission. That report said that for too many
admissions officers, the only training they receive on the use of
testing may come from the technical training provided by testing
companies, entities that have a vested interest in the continued use
of testing.

Some NACAC members wanted to go beyond the language that was
adopted and state explicitly that training on testing shouldn't come
from testing companies, but an amendment to that effect was
defeated. NACAC's board had recommended the language adopted
as sufficient to encourage independent training without impugning
testing companies.

Successful Experiments

For several years now, sessions at NACAC meetings have featured
success stories from colleges that dropped or modified testing
requirements. Much of the early data to measure success has
focused on application numbers, with deans talking about how their
totals -- and important subtotals, such as those from minority students
-- have gone up in the wake of dropping the SAT as a requirement.

Several of the presentations this year also provided evidence about
the performance of students once enrolled through new approaches
to testing.

One of the boldest experiments under way is at Tufts University,
where the dean of the School of Arts and Sciences is Robert J.
Sternberg, who is also a noted expert on psychology and testing, and
a strong proponent of the idea that there are important skills that the
SAT misses. Based on Sternberg's work, Tufts started a program in
2006 in which applicants may submit additional essays used to
identify those who are creative, who possess practical skills, or who
have wisdom about how to promote the common good --
characteristics Tufts says are consistent with its vision of higher
education, but which may not be reflected in SAT scores or high
school grade point averages. (Tufts, it should be noted, didn't drop its
testing requirement.)

For instance, one of the essays used to measure creativity asked
students to write an essay using one of the following titles: The End of
MTV, Confessions of a Middle-School Bully, The Professor
Disappeared, or The Mysterious Lab. And in a non-verbal
assignment, another creativity measure was to draw a new product or
an advertisement for a new product.

In a presentation here, Sternberg said that events of the last year
have only reinforced his sense that society needs broader measures
than those commonly used to select students for top colleges. "A lot
of the people who landed us in the mess we are in today had M.B.
A.'s from very good schools," he said. "It seems like something is
missing here. After they go to great schools ... they make a total
mess of things."

Tufts has previously reported that adopting the optional essay
program -- called Kaleidoscope -- has led to greater numbers of
applications, particularly from minority groups, and that the resulting
classes have been more diverse. Now that the program has been in
place for a few years, however, a more complete picture has
emerged -- and Sternberg said it showed the value of adding
additional admissions measures.

Since 2006, the average annual increase in black enrollment has
been 26 percent and for Latino enrollment has been 14 percent -- all
while SAT and grade-point averages have gone up, Sternberg said.
More than half of applicants are completing a Kaleidoscope essay
now, even though they do not have to. Sternberg said that completing
the essay or not has little impact on those at the top of the academic
qualification scale (who get in either way) or the bottom (where a
good Kaleidoscope essay isn't enough). But he said that it is having
an impact for those in the middle.

Overall, Sternberg said, Tufts has found no difference in college
grades between those who were admitted in part due to a
Kaleidoscope essay and those who were not. But when controlling for
academic rankings, those who do the Kaleidoscope essays do
better at Tufts than those who don't. The study also found (through
surveys) that those who had high Kaleidoscope scores are happier at
Tufts and are more involved in campus life.

These findings are significant, Sternberg said, because they show
that factors not measured by the SAT have a significant impact on
whether or not applicants may be a good fit at a college and
contribute to its vibrancy. Further, he said that unlike the SAT,
Kaleidoscope scores didn't differ by racial or ethnic group.

Another institution reporting at the meeting was George Mason
University, whose decision to go test-optional was considered
notable because it is a large, diverse public university, while many of
the leaders in going test-optional have been small private colleges --
institutions that have smaller application pools and larger (per
applicant) admissions staffs.

But the news from George Mason is also positive.

Andrew Flagel, dean of admissions, said that since 2007, when the
option was introduced, the percentage of applicants applying without
test scores has increased to 13 percent, from 4.5 percent. The admit
rate was slightly lower for this group, but the yield rate (the
percentage of admitted applicants who enroll) was slightly higher, so
that the share of the freshman class enrolled is expected to be just
under 10 percent this year, up from 4 percent in the first year of the
program.

Flagel said that George Mason has wanted to be sure that those
admitted this way were succeeding at the university and that the
results are what he had hoped to see. Students admitted without test
scores in 2007 now have an average G.P.A. of 3.08, compared to
2.92 for those admitted with test scores. Of those admitted without
test scores in 2008, the average G.P.A. is 2.99, compared to 2.84 for
other students in that cohort.

The results reinforce his sense that test-optional "is a better
process," Flagel said.

George Mason is continuing to try to encourage students to tell their
stories directly, without an emphasis on numbers, Flagel said. The
latest innovation is giving students the option of submitting their
essays (or an additional essay) through a YouTube video. Flagel said
that staff members convinced him that this is one way many
applicants express themselves, so the admissions office should be
open to it, and he agreed. "Personalizing the process" is an
important value that builds on going test-optional, Flagel said.

Coulter Video is a production company specializing in educational
videos. Dan and Julie Coulter produced their first special needs
videos after their son, Drew, was diagnosed with Asperger
Syndrome.

Check out this video:
http://www.coultervideo.com/transitionvideo.htm

Clues for the College-Bound

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