►
Description
BHS 504 Coordinator explores transitioning accommodations to colleges and universities.
A
Much
as
you'd
like,
I
also
should
have
the
I
think
I
have
the
I
believe
I
have
a
ask.
Questions
is
open.
Nope
need
to
turn
that
on.
So
that
is
there.
If
you
guys
need
to
ask
any
questions
and
then
towards
the
end,
we'll
do
a
quick
little
poll
just
so
I
can
get
a
sense
of
everybody
who's
here,
but
I
know
everybody
here,
so
we
may
not
need
to
do
that,
but
thank
you
all
for
joining
us.
A
The
purpose
of
this
presentation
is
to
kind
of
talk
about
transition
and
talk
about
accommodations
at
the
post-secondary
level.
I'm
going
to
unmute
folks,
because
we
don't
have
that
many
people
here.
So
it's
not
going
to
be
too
crazy.
You
can
always
meet
yourself
if
that
is
the.
If
that's
what
you'd
like
to
do,
but
I
want
you
guys
to
be
able
to
ask
questions
as
we
move
forward
and
if
you
have
any
questions
whatsoever
as
we
go
on
there.
A
Okay,
so
that
way,
you
guys
can
unmute
yourself
as
we
move
forward,
because
my
camera
is
not
working
either.
Okay,
there
we
go
here,
we
go
make
sure
everybody
is
in
here
all
right,
fantastic.
I
don't
think
that's
somebody
coming
in
I'm
not
entirely
sure.
Okay,
I
also
I'm
going
to
just
basically.
A
Turn
off
this
one
share
my
screens
and
chat
messages.
Let
everybody
send
chat
messages
for
sure.
Allow
you
to
turn
on
your
microphones
turn
on
your
video.
If
you
choose
to
great
okay,
so
let's
get
started
not
too
much
longer.
So
the
purpose,
as
we
said
for
this
meeting,
is
to
talk
about
transitioning.
A
Talk
about
transitioning,
our
accommodations
from
the
high
school
level
to
the
post-secondary
level,
and
then
what
that
really
means.
So
this
is
all
about
setting
the
stage
kind
of
looking
at
the
process
and
clarifying
what
you
can
expect,
as
parents
and
for
your
students,
if
there's
any
students
here,
what
they
can
expect,
we're
going
to
start
off,
basically
with
our
legal
differences.
A
This
is
one
that
there's
a
lot
of
confusion
about
out
there
and
we
just
want
to
clarify
what
that
looks
like
in
terms
of
your
high
school
times
and
then
post-secondary
time.
So
here
are
the
legal
differences,
the
americans
with
disabilities
act,
which
is
the
ada
which
I'm
sure
you
all
know
about-
covers
everybody
throughout
their
whole
lifespan.
A
Okay,
so
it
covers
students
from
the
the
moment,
they're
born
any
human
being
until
the
very
end
here,
but
it's
applied
a
little
differently
in
each
place,
so
in
kindergarten
through
12th
grade
we
have
the
individuals
with
disability
act
or
your
ida.
If
anybody
is
familiar
with
that
idea,
that
covers
what
we
call
special
education
here
in
the
kindergarten
through
12th
grade
level.
A
We
also
have
section
504,
which
many
of
you
guys
have
worked
with
me
already
on,
and
that
is
another
subset
of
the
accommodations
plans
we
have
here
in
the
k
through
12
arena.
A
One
of
the
confusing
pieces
is
that
the
section
504
covers
both
kindergarten
through
12th
grade
and
post-secondary,
but
they're
two
different
sub-sections
of
the
law.
That's
where
we
get
a
little
confused
right,
so
I
think
many
people
already
know
that
the
ida
or
your
ieps
will
exp
don't
apply
to
college.
They
expire
upon
graduation.
A
Now,
don't
worry
about
that.
We
still
have
lots
of
accommodations,
don't
worry
about
that,
but
they
they
do
as
a
plan
with
legal
standing
expire
upon
graduation.
A
Now,
where
the
confusion
comes
in,
is
that
people
think
that
the
504
plans
as
written
in
high
school
will
apply
when
people
go
to
college
or
university,
and
it's
not
quite
true,
don't
worry
about
it
yet.
But
it's
not
quite
true,
because
there
are
two
different
subparts
of
the
law.
We
go
under
subpart
d
of
the
504
section
and
when
we
look
at
that
we
are
guaranteeing
a
free
and
appropriate
public
education.
A
Okay
and
that's
the
part
of
subpart
d
that
we
need
to
apply
to
the
bible
for
when
you
get
to
sub
part
e,
the
focus
is
not
on
a
free
and
appropriate
public
education.
It's
on
access
to
your
education,
okay.
We
have
maybe
one
person
coming
in
here,
so
your
504
plan
is
not
necessarily
enforceable
exactly
as
it's
written,
but
if
you
have
a
disability,
you
are
still
covered
under
504
subpart
e
okay.
So
if
you
I'm
gonna,
send
this
whole
powerpoint
out
to
everybody
when
we're
done.
A
But
in
here,
if
you
have
additional
questions
about
what
that
looks
like,
we
have
a
great
little
legal
comparison
here
that
allows
everybody
to
see
the
different
types
of
the
law.
It's
all
like
color-coded
and
lovely
in
this
particular
case,
but
it
gives
you
a
generalized
sense
of
what
the
different
laws
are.
A
So
we
have
the
idea
from
2004
we
have
section
504,
and
then
we
have
the
ada,
which
is
the
one
that
covers
us
from
birth
until
death
right
and
then
we
also
have
in
this
one,
particularly
no
child
left
behind
which
those
those
laws
apply
to
different
situations
and
different
kiddos.
There
I'm
not
going
to
go
into
a
terrible
amount
of
this,
but
it
is
something
here
that
you
guys
can
look
at
if
you
need
it.
A
If
you
would
like
to
look
at
it
to
get
a
little
bit
more
details
on
that,
the
one
that
I
give
your
kiddos
and
when
I
meet
with
their
kids
in
their
junior
and
senior
year,
is
the
transitioning
from
high
school
to
college,
and
it
gives
a
little
bit
of
the
more
that
one
there
that
link
there
will
help
you
just
kind
of
find
some
of
the
details
about
how
different
college
and
high
school
might
look
under
these
slots.
So
let's
leave.
What
does
that
mean
for
my
student?
A
Okay,
what
it
means
that
we're
going
to
talk
about
the
different
things
that
it
means
for
my
students
so
whose
responsibility
is
it
we're
going
to
talk
about
that?
We're
going
to
talk
about
documentation
and
evaluation?
A
One
thing
to
always
remember
is
colleges,
won't
ask
and
high
schools
won't
send
okay.
So
it's
about
you
as
a
college
student
and
as
a
family
to
making
sure
that
this
is
something
that
you
want
to
have
happen,
and
you
give
that
information
to
your
college.
We're
going
to
talk
about
the
purpose
of
the
supports
that
we're
getting
whether
that
means
support
in
high
school
versus
access,
selecting,
accommodations
and
measuring
effectiveness.
What
are
some
of
the
things
we're
going
to
talk
about
here?
A
Plans
versus
letters
of
accommodation,
so
here
in
high
school
we
have
plans
in
college
you're
going
to
get
letters
of
accommodation
and
then
what
are
the
possible
accommodations?
I
can
expect
for
my
child
when
I,
when
they
need
to
go
on
to
college
or
university,
and
what
are
some
of
the
ones
that
maybe
they
won't
get
that
they
do
have
here
at
the
high
school
and
then
always
keeping
in
mind
as
we
move
forward
that
there
is
no
universal
model.
There
is
no
set
model.
A
A
What
does
this
mean
for
my
student
and
for
me
one
of
the
things
I
want
to
just
kind
of
briefly
go
over
and
it
could
be
its
own
total
seminar
as
you
go
forward
here,
but
then
we're
talking
about
students
when
they're
leaving
high
school
and
going
to
college,
but
one
of
the
things
we
really
have
to
think
about
as
family
members
and
people
who
love
these
kiddos
is.
Are
they
really
prepared
yet
to
go
off
to
college?
A
So
as
we
talk
about
how
some
of
these
accommodations
might
be
pulled
back
a
little
bit,
we
might
not
have
all
the
support
that
we
had
in
high
school.
When
we
go
to
college,
we
need
to
think
about
whether
our
kids
are
totally
prepared
for
that
there
is
no
right
or
wrong
answer.
You
do
not
need
to
go
to
college
right
away
after
high
school.
That's
not
what
it's
a
very
traditional
path,
but
there's
lots
of
options
now.
A
So
thinking
about
that
and
thinking
about
whether
or
not
your
child
has
those
skills,
because
they're
going
to
be
critical
to
the
success
of
our
kiddos
in
college
and
for
them
to
get
what
they
need
in
terms
of
accommodations
and
supports
in
college.
So
I
have
a
couple
things
here
and
when
I
send
this
out
to
you
guys
you
can
link
on
these.
If
you
choose
to,
but
looking
at
the
self-advocacy,
your
kiddo
is
going
to
need
to
be
successful,
especially
as
a
child
with
a
disability
going
off
to
college.
A
What
do
they
need
to
be
able
to
do
to
get
their
needs
met?
There
are
some
tips
and
resources
here
and
then
there's
what
we
call
a
self-determination
survey
for
students
and
families.
It
goes
over
all
the
things
you
kind
of
need
in
order
to
be
to
make
those
decisions
and
independently
make
those
decisions
in
in
college,
but
also
be
able
to
advocate
for
the
needs
that
you
have
okay.
A
I
have
copies
of
that
here
for
our
kids
as
well,
but
it
will
go
over
some
of
those
pieces.
I'm
not.
This
would
be
a
whole
nother
set
and
a
whole
nother
meeting
if
we
were
going
to
go
over
all
of
it
here,
but
it
is
an
important
thing
to
think
about
and
it
gets
tied
into
a
lot
of
what
we're
going
to
talk
about
as
we
move
forward.
What?
How
do
we
build
those
self-determination,
things
and
those
self-advocacy
things,
because
without
them,
a
lot
of
the
stuff?
A
We're
going
to
talk
about
won't
happen
in
that
college,
environment?
Okay,
so
why
do
you
need
self-determination
and
self-advocacy?
The
biggest
reason
that
you
need
it
is
when
you
are
in
high
school.
You
are
those
of
you
who
fall
under
the
ida
or
have
an
iep.
You
are
entitled
to
the
services
and
supports
that
you
have
here
at
the
high
school
level
and
pretty
much
we
are
guaranteeing
that
we
will
do
as
much
as
we
can.
We
all
know
that
kids
have
their
own
ways.
A
You
know,
there's
things
to
get
in
the
way
to
some
extent,
but
the
law
basically
says
we
will
do
whatever
needs
to
happen
to
get
to
make
sure
that
there
is
success
and
there
is
progression
and
growth
for
those
students
right
students
that
are
here
on
an
iep.
Basically,
we
set
up
goals.
We
make
a
whole
plan.
We
figure
out
exactly
how
to
allow
that
progression
and
make
sure
that
it
happens,
and
it
is
not
a
choice
when
you
have
an
iep
here
at
the
high
school
level.
A
You
are
eligible
for
accommodations
and
supports,
but
you
as
a
family
and
as
a
student
are
responsible
for
telling
us
that
you
have
that
disability
and
then
working
with
us
to
find
what's
necessary
to
meet
that
disability
students
who
are
out
there
need
to
know,
just
as
it
is
here
in
high
school
to
some
extent
in
high
school.
Sometimes
it's
your
counselor
that
reaches
out
to
me
and
then
I'll
reach
out
to
you.
Sometimes
it's
a
parent
who
will
reach
out
to
me.
A
Sometimes
it's
a
teacher
who
writes
out
to
me-
and
it
is
still
my
responsibility-
that
if
somebody
reaches
out
to
me
and
says
I
do
believe
this,
this
kiddo
has
a
disability.
I
do
believe
that
accommodations
would
help
them.
I
will
then
reach
out
to
the
student
and
the
family
and
see
if
that's
something
you
you
are
interested
in.
Sometimes
you
get
it
from
the
nurse.
A
What
you
need
to
know
is
that
at
college
nobody
is
going
to
do
that.
They
are
not
even
allowed
to
ask
about
a
disability
unless
you
just
choose
to
tell
them
about
it.
Okay,
so
there
isn't
going
to
be
that
backstop
that
if
something
is
going
really
wrong
and
everybody
around
you
kind
of
notices
that
you
need
more
support,
that
somebody
will
reach
out
and
ask
you
if
you
want
it
and
the
college
environment
is
going
to
be
your
responsibility
to
reach
out
and
tell
them
about
it.
A
So
you
are
eligible
for
supports
under
ada
and
under
the
504
plan,
subsection
e,
but
you
you
are
eligible,
but
it
is
your
responsibility
to
then
prove
your
eligibility
and
your
need
in
the
high
school
environment.
We
most
of
you
guys
have
worked
with
me.
You
got
the
families,
have
come
in
and
proven
that
eligibility
and
need
by
providing
outside
documentation.
A
However,
in
the
high
school
environment,
if
you
do
not
have
that
outside
documentation
or
proof
of
a
disability,
it
is
still
the
high
school's
responsibility
if
it
is
a
learning,
disability
or
adhd
or
an
emotional
disability,
to
do
that
evaluation
for
you
here,
if
you
do
not
have
evidence
or
proof
of
that
disability
from
outside
the
vast
majority
of
folks
have
that
eligibility
from
outside.
A
You
know
from
from
your
primary
care
physician
from
your
psychologist
from
your
therapist:
that's
where
you
get
most
of
it
from,
but
if
you
do
not
have
those
folks,
then
it
is
the
school's
responsibility
to
do
that
evaluation
and
determine
if
you
have
a
disability,
okay,
one
of
the
things
we
definitely
need
to
do
when
we're
looking
at
this
is-
and,
as
I
said
earlier,
every
college
is
slightly
different.
They
have
the
right
to
develop
their
own
system.
A
A
It
also
is
a
great
way
again
to
start
your
child
on
that
road
to
self-advocacy
and
being
independent.
You
might
be
sitting
right
next
to
them,
but
at
least
you
get
them
making
that
phone
call,
and
it's
really
sometimes
very
difficult
for
our
kids.
They
don't
like
it
if
they
haven't
practiced
it
before,
but
it
is
one
of
those
ways
that
you
can
begin
to
get
them
working
towards
that.
A
Still,
with
the
support
that
you
have
right
there,
okay
next
part
is
to
register
as
soon
as
you're
accepted
at
college,
but
understand
that
there
is
no
deadline.
So
if
you
get
to
college
and
you
decide-
I
don't
want
to
register
with
the
office
of
disability
services,
I'm
going
to
do
this
on
my
own.
I
don't
need
accommodations
at
all,
know
that
that's
not
an
end-all,
bl
decision.
A
A
So
if
you
decide
that
you
really
you
you're,
like
I'm,
going
and
I'm
not
going
to
get
my
accommodations
and
I've
got
this
and
I've
figured
it
out
and
I
don't
need
them
anymore-
that
was
high
school.
Now,
I'm
in
college,
which
is
not
an
uncommon
thing
for
kids
to
say,
then
you
can.
You
can
do
that
and
you
can
apply
a
little
later,
but
know
that
it
won't
retroactively,
apply
to
anything
that
you've
done
before.
A
Another
thing
that
you
need
to
think
about
because
it's
your
responsibility
to
prove
eligibility
in
need
is
to
ensure
that
your
document,
you
have
documentation,
according
to
the
guidelines,
we'll
talk
a
little
bit
about
that
moving
forward.
But
it
is
another
part
of
this
research
that
you
need
to
do
is
to
go
on
to
the
school's
website.
Look
at
their
disability
office
and
every
single
one
of
the
schools
should
have
a
guide
to
the
guidelines
for
providing
documentation,
and
it's
pretty
clear-
and
you
can
go
through
that.
A
So
it
is
important
that
you
have
documentation
according
to
the
guidelines,
however,
don't
worry
too
much
if
yours
doesn't
meet
the
guidelines
perfectly
provide
what
you
have
and
have
them
tell
you
what
else
you
need
don't
go
out
and
assume
that
you
need
to
get
a
whole
bunch
more
stuff
right
or
whole.
You
know,
go
and
do
a
new
evaluation
go
and
do
all
these
other
things
wait,
provide
that
documentation
and
see
what
they
say,
because
their
schools
have
very
different
guidelines
and
very
different
levels
of
what
they
want,
and
so
it's
most
important
to.
A
Let
them
kind
of
you
ask
a
bunch
of
questions
in
research
and
then
let
them
guide
the
way
once
you're
there.
Okay
for
your
kiddo,
the
most
important
things
here
are
for
them
to
understand
their
disability
and
that's
a
tough
one,
guys
like
we
don't
have
that
many
kids
that
can
leave
their
their
meetings
here
at
school
or
they
can
really
articulate
why
they've
received
accommodations
and
services.
A
Some
of
them
don't
want
to
talk
about
it,
that's
going
to
cause
a
problem
when
they
go
off
to
college,
and
so
it's
something
we
have
to
kind
of
think
about.
They
need
to
know
how
that
disability
impacts
them
and
limits
their
access
to
the
educational
environment
and
the
curriculum.
So
what
does
that
does?
What
are
the
impact
of
that
disability
in
terms
of
access
to
the
curriculum
and
to
their
education?
A
But
you
got
a
lot
of
grown-ups,
who
are
there
kind
of
pressing
in
on
each
side
to
make
sure
that
the
kids
are
getting
what
they
need
to
the
grade
to
the
extent
possible
so
but
in
college
they're
not
going
to
have
that
if
they
don't
want
to
do
it,
it's
not
going
to
happen.
So
that's
a
practice
thing.
A
It
doesn't
happen
automatically
and
most
kids
at
the
high
school
level
do
not
have
those
skills
right,
there's
very
few,
and
so
that
will
take
practice
oftentimes
when
students
are
applying
to
the
office
of
disability.
An
interview
is
required,
so
it
could
be
a
meeting.
It
could
be
online,
it
could
be
a
zoom
call,
but
the
office
of
disability
is
going
to
want
to
talk
to
your
student
and
see
if
they
can
answer
these
questions.
What
is
your
disability?
What
are
the
limitations
and
what
are
the
needed
accomplishments?
A
Many
of
our
kids,
that
is
so
scary,
and
so
you
know
so
deeply
frightening
that
they
will
not
even
ask
for
accommodations,
because
they
have
to
do
that
right.
So
we
do
have
here
and-
and
I
have
them
available
on
copies
for
your
kids
here
in
the
office-
an
accommodations
request,
prep
form
basically
which
looks
like
this
and
it
kind
of
gives
the
kids
a
chance
to
lay
out
what
do
they
need
to
be
talking
about,
so
I'm
applying
for
blah
blah
blah
program.
My
disability
is,
I
was
diagnosed
with
this
in
this
grade.
A
My
disability
affects
my
academic
work
and
everyday
life
in
the
following
ways:
here's
what
I
do
to
compensate
for
my
disability.
I
have
my
diagnosis
and
it
comes
from
my
doctor.
I
had
a
section
I
had
an
iep
or
section
504
plan
in
high
school,
the
accommodations
I
used
included
right.
So
these
are
some
of
the
possible
accommodations,
I
think,
might
help
me
and
so
having
your
student
with
your
help,
fill
this
out.
A
So
when
I
send
you
guys,
this
powerpoint
you'll
have
this
as
well
and
then,
if
you
want
your
kiddos
to
come
and
work
with
me
on
it,
I'd
be
happy
to
do
that
with
any
of
them,
but
really
articulating
that
and
understanding
it.
It's
an
uncomfortable
thing,
sometimes
for
our
kids
to
do
is
to
really
acknowledge
that
there's
something
that
they
consider
different
about
themselves
and
they
need
something
a
little
different
from
everybody
else.
A
One
of
the
things
that
I
I
was
preparing
this
presentation
this
morning-
and
I
was
talking
to
another
friend
of
mine
here
too-
and
I
said
all
of
this
stuff-
is
moot
we
really
get
to
like
this
universal
design
for
learning.
So
it's
hard
for
our
kids
to
talk
about
a
disability
because
they
think
it's
wrong.
A
They
think
there's
something
wrong
with
them,
but
really
they
are
just
learning
differently
from
everybody
else
and
eventually
the
ideas,
and
the
hope
is
that
most
of
our
universities
and
higher
post-secondary
institutions
and
our
secondary
ones,
which
would
be
great,
will
move
more
towards
designing
their
lessons
so
that
a
lot
of
these
accommodations
are
available
for
any
student,
regardless
of
their
documentation,
so
that,
if
you
need
a
test
in
a
different
format,
you
need
extra
time
on
something.
You
need
to
be
able
to
record
a
lecture.
A
You
need
to
be
able
to
get
notes
from
your
teacher.
All
of
those
things
would
help
out
kids
who
have
disabilities
and
kids,
who
don't
right,
and
so
hopefully
we
are
moving
towards
that.
But
there
will
still
be
some
things
that
kiddos,
who
have
a
different
learning
ability
or
different
things
that
are
going
on,
will
still
need
that
are
slightly
different
from
the
common
practice.
And
so
it
is
very
important
that
our
students,
as
they
move
into
adulthood,
are
able
to
articulate
that
and
they're
able
to
say
what
they
need
and
why?
A
A
Okay,
sometimes
it
does
take
a
little
while
if
you
have
started
a
504
process
this
year,
you
understand
that
it
takes
a
couple
of
weeks
to
a
month
or
even
longer,
sometimes
depending
on
how
quickly
we
can
get
documentation,
but
sometimes
it
takes
a
little
while
for
everything
to
get
into
place.
So
the
earlier
you
start
the
process
the
better.
So
you
have
everything
you
need.
A
Who
do
you
contact
to
start
this
process?
The
office
of
disability
services,
accessibility,
services,
different
different
schools
have
different
names
for
them,
but
if
you
put
in
a
search
for
your
university
and
say,
disability
services
or
disability
office,
it'll,
often
pop
up
regardless
of
what
the
other
name
is.
That's
there
just
depends
on
how
the
university
would
like
to
name
it
right.
A
Your
register.
Each
school
has
the
right
to
set
their
own
process.
So
usually
it's
an
online
form
that
you
start.
Then
you
provide
your
documentation
and
then
you
go
and
have
your
interview,
but
different
schools
have
different
processes,
so
research,
research,
research,
whatever
schools,
you're,
looking
at
make
sure
that
you
have
gone
on
and
looked
at
their
disability
offices
offices
and
what
they
need.
A
So
again,
we
have
another
form
here
that
I
have
in
my
office
and
I
can
I
will
get
for
kids
as
well,
which
is
just
a
form
for
filling
out
how
you
research,
the
disability
offices
in
your
ideal
school
or
in
the
schools
that
you
are
applying
to
okay
it'll
be
important
for
you
to
you:
don't
need
to
pick
your
school
based
exclusively
on
the
disability
services
there,
but
if
you
need
some
accommodations
and
you
really
want
to
make
sure
that
your
student
has
that
a
strong
place
to
go
when
they
need
that
help
and
when
they
need
those
accommodations
and
then
it
is
important
and
worth
the
time
to
really
go
through
and
and
and
make
those
phone
calls
and
talk
to
those
people
on
the
campuses.
A
So
again,
this
is
one
here
that
looks
like
this.
How
do
you
get
in
touch
with
the
disability
service?
What
are
some
of
the
common
accommodations
that
they
have
at
that
place
or
other
accommodations?
They
would
offer
what
is
the
documentation
requirements
for
my
disability,
again
they're
different
for
different
disabilities?
So
it's
important
to
look
for
that.
A
A
Then
special
programs
offered
additional
support
for
a
fee.
There
are
many
schools
around
the
country
that
have
programs
that
are
specifically
designed
for
students
with
learning
disabilities
or
adhd,
but
oftentimes
they
come
with
an
additional
fee.
So
looking
for
those
and
figuring
out,
if
that
is
the
case,
and
if
that's
an
important
program
and
support
for
your
student,
then
that
would
be
the
one
that
you
would
look
at.
You
you'd
make
sure
that
you
check
that
off
and
figure
out.
A
If
that's
the
program,
that
is
that
you
are
really
looking
for
they're
fabulous
programs
out
there
and
they
can
make
a
break.
You
know
a
success,
but
it's
looking
at
that.
There
are
plenty
out
there
too,
that
do
not
have
a
fee,
but
many
of
the
ones
that
are
specifically
designed
for
kids
with
adhd
and
learning
disabilities
are
kind
of
add-on
fees.
A
A
That's
just
that's
just
one
that
I
looked
at
the
other
day,
and
so
what
we're
basically
saying
is
that's
open
to
any
student,
but
a
student
with
a
disability
does
not
get
a
privileged
or
doesn't
those
rules
do
continue
to
apply
to
our
students
with
disabilities
as
well,
and
so
thinking
about
the
the
frequency
and
the
amount
of
support
that
your
kiddo
needs.
Will
that
be?
Will
the
the
tutoring
center
the
writing
center?
A
So
if
that
is
enough
mental
health
support
for
them
to
have
the
counseling
center,
then
then
you're
you're
set
with
that.
But
if
there's,
if
that's
not-
and
you
know
your
child
has
depression
or
they
have
anxiety
or
they
have
something.
That's
going
to
involve
a
greater
amount
of
counseling
support.
Then
that's
something
that
you
will
look
at
and
see.
A
If
there's
other
places,
you
can
connect
your
student
to
in
the
community
or
maybe
they're
not
quite
ready
to
go
away
a
way
away
and
they
need
to
stay
here
with
their
counselor
and
choose
a
school.
That's
close
by
here.
Those
are
all
decisions
that
you
have
to
make
as
you're
moving
forward
and
making
that
choice
for
your
student.
Okay,
what
can
I
expect
like
we
talked
about
a
registration
process?
You'll
need
to
produce
your
documentation.
A
A
new
evaluation
may
be
needed
if
yours
doesn't
meet
guidelines,
but
don't
go
out
and
get
one
right
away.
Talk
talk
talk
to
the
people
first
and
then
an
interview
or
meeting,
as
I
said
before,
it
may
take
months
or
more
so
start
early,
always
start
in
the
summer.
If
you
want
them
to
be
ready
to
go
when
you
get
there,
when
you're
approved
you'll
get
what's
called
a
letter
of
accommodation
and
we're
going
to
go
on
that
the
next
slide.
So
don't
worry.
How
often
do
you
need
to
reapply?
A
Most
schools
are
not
going
to
ask
you
to
re-register
each
term,
but
you'll
likely
need
to
reapply
for
specific
accommodations
to
receive
the
letters
that
you'll
need
to
get
your
new
professors
and
we'll
talk
about
that.
It's
usually
not
a
a
re-registering
or
even
a
process.
It's
more
like
these
are
my
new
classes,
and
these
are
my
new
teachers
and
I
need
letters
for
each
of
them,
and
each
school
is
a
little
different
with
that.
A
So,
as
you
look
through
that
process
from
the
department
of
the
from
the
department,
the
disability
services
office,
you'll
have
to
check
out
what
is
your
responsibility?
Okay,
key
things
to
remember
when
it
goes
to
applying
they're
not
going
to
come,
find
you
and
they're
really
not
even
allowed
to
ask.
A
So
it
really
is
your
responsibility
to
seek
that
out.
That's
your
self-determination.
Your
self-advocacy
documentation
needs
to
be
as
thorough
as
possible.
Depending
on
what
your
disability
is.
Some
people
have
more
documentation
than
anybody
could
ever
even
imagine,
but
some
will
need
to
get
a
little
bit
more.
It
should
be
recent,
but
every
school
has
different
standards
for
that
there
is
no
universal
standard.
That
it
needs
to
be
within
the
last
three
years.
Different
schools
again
have
different
determinations
for
what
recent
means.
A
If
additional
testing
is
needed,
it's
it's
the
student's
responsibility
to
go,
get
that
and
students
have
to
pay
for
it.
So
neither
the
college
nor
the
high
school
are
responsible
for
re-evaluating
your
student
in
order
for
them
to
be
eligible
for
accommodations
in
college.
So
that's
something
to
think
about
again.
Don't
rush
out
and
go
get
evaluations,
because
you
think
you
have
to
have
one
wait
and
find
out
what
the
school
really
is.
We're
going
to
require
for
the
disability
that
you
are
seeking
support
for.
A
Usually
your
iep
and
504
plan
are
not
enough
to
determine
your
disability,
but
they
do
provide
solid
documentation
regarding
the
accommodations
that
have
been
used
in
the
effectiveness
of
those
accommodations.
I
will
provide
your
student.
I
will
or
carrie
beckloff
if
it's
an
iep,
we'll
provide
you
with
copies
of
any
documentation.
We
have
in
the
system
before
graduation,
so
that
will
include
re-evaluations
that
you
have
or
any
documentation
we
received
from
doctors,
any
documentation
that
we
received
from
teachers
as
well
as
your
plans.
A
All
of
that
is
useful
in
providing
a
full
picture
of
your
students
needs
here,
but
do
remember
that
the
plan
itself,
the
iep
of
the
plan
itself,
is
not
usually
enough
to
determine
disability.
You
do
need
to
provide
solid
documentation
regarding
those
disabilities.
Now
one
of
the
things
that
comes
up
is
especially
the
students
here
on
ieps
will
have
pretty
thorough
documentation
and
evaluation
already
done
here.
That's
part
of
that
process,
students
with
504s.
A
We
try
to
make
it
pretty
much
as
pretty
much
as
simple
as
possible
to
to
be
eligible
for
a
504
plan
here
at
the
high
school
level.
So
it
may
be
that
the
only
thing
that
we
got
for
documentation
was
a
like
two-line
letter
from
your
pediatrician.
That
said,
my
stupid
blah
blah
my
student
qualifies
as
having
disability
or
qualifies
as
having
depression,
and
that's
it.
Nothing
else
is
involved
there.
It's
a
one
one-off
letter,
and
we
take
that
and
say:
okay,
we're
going
to
move
forward
and
determine
if
this
disability
impacts
your
education.
A
Here
we
have
that
conversation
with
you
oftentimes,
we
okay
with
the
eligibility
of
the
student,
and
we
move
forward
with
that.
If
that
is
the
case
with
your
kiddo,
that's
probably
not
going
to
be
enough,
but
again
you're
going
to
need
to
call
the
office
there
at
whatever
school.
Your
student
has
decided
to
attend
and
find
out
exactly
what
they
need
for
documentation
for
the
most
part.
This
is
this
really
affects
kiddos
that,
and
I
will
open
this
up
to
questions
in
a
little
bit.
A
That's
two
or
three
lines
long,
and
so
those
are
the
kiddos
that
we
need
to
stop
step
back
and
think
and
go
and
really
ask
exactly
what
documentation
they
need,
so
that
our
kids
are
ready
to
go
when
they
when
they
get
there
in
the
fall.
Okay,
students
need
to
make
sure
that
they
keep
this
documentation.
We
give
them
in
a
safe
place
because
after
they're
18,
we
can't
release
it
to
their
parents
without
a
signature,
so
that
sometimes
comes
up
the
kiddo's
at
college
right
and
the
parents
are
going.
A
A
A
Again
don't
run
out
and
get
them,
but
ask
ask:
ask
okay,
so
effective
documentation
is
signed,
dated
that's
where
we
come
up
with
that
recent
idea.
If
the
last
duck
the
last
evaluation
your
kiddo
had
was
when
they're
in
fifth
grade,
which
sometimes
happens,
it
might
be
important
to
get
an
updated
one
right.
So
sign
dated
and
type
letters
on
professional
stationery
from
a
certified
professional,
either
medical
doctor
psychologist
neurologist
who
has
credentials
for
diagnosing
a
disability.
It
can
be
the
person
here
at
the
school
as
well.
A
If
the
documentation
was
done
here
at
the
school.
That's
totally
fine,
a
psychologist
here
at
school,
we
have
a
school-based
psychologist.
Her
stuff
is
great
as
well
again
it
could
be
from
your
medical
doctor.
It
could
be
from
the
stern
center.
It
could
be
any
of
those
that
you've
gotten
as
long
as
it's
somebody
who
is
a
certified
pro
like
professional.
Who
did
this?
A
It's
not
you
saying
my
child
has
a
disability,
and
this
is
why,
or
on
joe
who
said
it
right
over
there,
a
clearly
stated
diagnosis
with
the
dsm,
which
is
just
you
know,
the
medical
terminology
for
the
diagnosis,
a
description
of
the
assessment
or
relevant
history.
A
So
that's
where
we
kind
of
drop
off
the
edge
when
it
comes
to
the
quick
little
two
line:
letters
from
the
doctors,
the
pediatricians
in
the
area-
is
that
often
times,
especially
for
our
mental
health
diagnosis
that
we
get
from
the
from
the
primary
care.
Physicians.
Here
and
sometimes
for
adhd
I'll,
tell
you
from
my
own
kids
for
adhd
they've
never
had
any
formal,
formal
assessment
on
it.
They
basically
doctor
we
talk
to
them.
A
They
get
their
teachers
to
fill
out
those
forms
and
they
send
them
in,
and
that
might
work
for
your
college,
but
it
might
not.
You
might
need
to
go
and
get
a
more
thorough
evaluation
of
the
student's
mental
health
or
psychological
conditioning.
In
order
for
this
college
to
to
accept
it,
but
again
always
ask
right.
A
A
They
haven't
even
gone
through
puberty
by
then
they
haven't
gone
through
all
the
maturity
that
they've
done
and
and
our
kids
have
grown
a
ton.
We
need
to
acknowledge
that
and
understand
that
needs
change.
The
accommodations
they
need
might
change
and
fifth
grade
reading
may
have
been
a
real
challenge,
but
now
reading
isn't
so
bad,
but
executive
function
is
still
something.
We've
got
to
work
on
right,
so,
in
addition
to
that,
they
want
recommendations
for
accommodations,
including
what's
been
helpful
in
the
past.
A
So
this
is
where
your
504
plan
and
your
iep
are
great
resources
right.
So
again,
I
don't
want
anybody
to
think
that
their
504,
their
iep,
is
useless
when
they
get
to
college.
It's
a
great
resource
for
ever
for
the
to
jump
off
and
to
begin
planning,
but
what
I
do
want
you
to
understand
is
that
it's
no
longer
a
legally
viable
document
in
and
of
itself
when
we
get
to
college
okay,
it's
all
right.
A
So,
as
we
talked
about
just
a
minute
ago,
many
schools
may
require
a
full
evaluation
from
a
psychologist
for
psychological
or
emotional
disabilities
and
most
primary
care.
Physicians,
don't
do
these,
so
it
is
something
that
we
seek
out
from
a
psychologist,
a
psychiatrist
through
some
of
the
different
evaluation
centers
we
have
here
in
the
area.
Those
are
all
good
for
finding
those
and
the
school
you're
going
to
may
also
be
able
to
give
you
resources
and
references
if
they
do
ask
for
that.
A
Full
evaluation
do
know
that
they
most
likely
will
not
pay
for
it.
I
did
see
that
the
university
of
north
carolina
has
scholarships
for
evaluations
that
you
can
apply
to
which
is
kind
of
cool,
but
that's
not
a
very
common
thing.
Okay,
now
that
we
have
our
documentation
done
and
we
have
registered
and
we're
ready
to
go.
What
comes
out
of
that?
Okay.
So
in
high
school
we
have
plans
right,
we
think
about
a
plan.
We
think
about
the
fact
that
it
kind
of
lays
out
a
program
of
services
right.
A
We
have
goals
we're
working
towards
these
things,
we're
talking
about
all
the
different
things
that
teachers
and
students
will
do
in
order
to
support
the
success
of
the
student
right,
and
the
idea
is
that
each
of
these
plans
is
designed
to
support
the
success
of
our
student
and
that's
kind
of
where
that's
the
mind
frame
of
high
school
okay
in
college.
When
you
get
there,
it's
not
nobody's
guaranteeing
the
success
of
your
child
by
any
means
right
they
what
you'll
get.
There
is
a
letter
of
accommodation
right.
A
A
Your
hey
has
your
is
instructing
you
in
the
this
is
the
education
that
you
have
chosen
so
in
that
subpart
e,
what
the
ada
is
promising
you
is
that
they
will
provide
access
and
that
they
will
not
discriminate
against
the
student
based
on
a
disability
in
them
accessing
their
education
and
the
educational
materials.
It's
a
little
different.
A
It
just
means
that
there
is
no
sort
of
like
support
for
guaranteeing
success,
but
they
still
cannot
discriminate
against
a
child
against
a
student
based
upon
their
disability
and
they
need
to
do
what's
necessary
for
your
student
to
access
their
education
in
an
equal
and
equitable
way.
Okay,
so
down
here,
I
just
kind
of
went
over
what
I
just
said:
the
iep.
A
When
you
get
an
iep
plan,
it
has
context
in
it.
It
talks
about
what
happened
in
the
past.
It
talks
about
what
you're
doing
right
now
you
get
data
about
how
your
kiddo's
doing
you
set
goals
there,
and
then
we
talk
about
progress.
Sometimes
you
have
to
make
modifications
to
the
curriculum,
and
then
what
supports
will
be
in
place.
Your
504
plan
also
has
context
what's
going
on.
How
is
your
kid
doing?
Feedback
from
your
teachers,
all
the
rest
of
that
stuff?
A
We
talk
about
the
accommodations,
we're
we're
providing
and
then
any
support
that
the
kiddo
needs
in
order
to
access
those
accommodations
and
access
their
curriculum.
A
letter
of
accommodation
that
you'll
get
from
the
university
simply
contains
your
approved
accommodations.
It
does
not
even
contain
the
disability
that
you
qualified
for
right,
so
your
professors
don't
get
the
right
to
know
about
the
disability
or
the
context
of
what
you're.
A
What's
going
on
with
you
at
that
particular
time,
you
are
welcome
to
tell
them
all
you
want,
but
the
letter
itself
will
not
tell
them
that
right,
it'll,
just
say,
johnny
has
been
approved
for
extra
time
on
his
exams.
Right
probably
looks
a
lot
better
than
that.
It
sounds
a
little
fancier
than
that,
but
that's
basically
what
it
says.
So
your
professors
aren't
going
to
know
exactly
why
you're
going
to
either
tell
them
or
it's
just
going
to
leave
it
like
that
they
don't
need
to
know.
A
That's
fine,
so
that
whole
context,
piece
of
it
that
we
have
here
in
high
school,
which
then
activates
sort
of
that
support,
and
that
empathy
and
all
the
rest
of
those
pieces
is
not
necessarily
in
that
letter
of
accommodation.
It's
really
just
an
approval
letter
that
you
have
now
been
approved
for
this
accommodation,
and
this
is
the
way
it
will
be
done
in
this
class
right.
If
you
have
any
further
questions
on
that,
there's
a
link
down
here
to
the
to
the
edge
site
which
gives
you
the
law
and
the
policy
straight
up.
A
I've
linked
that
a
couple
times
in
this
presentation
because
I
always
say
go
to
the
source.
Every
college
will
give
you
like
a
a
summary
of
what
they,
how
they
interpret
the
law,
go
to
the
law
itself
and
see
for
yourself.
Okay
always
go
to
lies
up.
Okay,
so
now
the
big
question:
what
are
the
commonly
approved
academic
accommodations
in
most
colleges?
A
Please
regard
this
as
commonly
approved.
There
are
exceptions
all
over
the
place.
There
are
4
000,
plus
universities
in
america
right
now,
so
there's
no
way
for
me
to
know
all
of
them,
but
these
are
kind
of
the
common
ones
that
we
see
fairly
regularly
for
academic
and
mental
and
physical
health,
disabilities
right
so
exams
extended
time.
Usually
it
is
limited.
It's
not
untimed,
that's
very
rare,
to
get
an
untimed
exam,
so
usually
it's
it's
1.5,
so
another
50
percent
extra
time.
A
So,
if
you
have
a
two-hour
exam,
it'd
be
a
three-hour
exam,
you
get
three
hours
to
do
it
or
sometimes
double
the
time,
so
two-hour
exam
would
now
be
four
hours.
The
the
documentation
and
evidence
between
these
two
varies
depending
on
your
campus.
Sometimes
it
takes
a
lot
more
documentation
to
get
double
time
than
it
does
to
get
1.5.
But
again
your
university
or
college
that
you
select
will
lay
out
the
requirements
for
getting
these
different
different
types
of
accommodations.
A
Another
one
is
a
distraction,
reduced
location.
When
I
talked
to
dartmouth
yesterday,
they
were
very
clear
that
they
cannot
guarantee
that
there
will
be
no
distractions
anywhere
ever
they
can't
stop
a
rainstorm
outside,
etc,
but
they
do
provide
distraction
reduce
locations,
usually
in
a
testing
center.
A
When
I
was
looking
it
up
the
other
day,
I
think
it's
rutgers
rutgers
has
like
individual,
like
pods,
for
testing,
where
they
have
cameras
there
and
that's
how
they
supervise
people
when
they're
taking
their
exams.
But
it's
literally
just
your
it's
very
private.
It's
sound
reduced.
So
if
your
kid
is,
it
really
enjoys
that
that
would
be.
You
know.
Those
kinds
of
rooms
are
available.
A
Rutgers
is
very
clear
that
during
final
exams,
there's
not
enough
rooms
for
everybody
to
be
there,
and
so
they
do
have
small
group
rooms
at
different
times.
It.
It
just
depends.
You're
gonna
have
to
look
at
those
colleges
and
call,
if
you
don't
see
the
information
on
their
website,
call
them
and
ask
them
another.
One
is
breaks
during
exams
that
are
not
counted
against
the
time.
A
A
Allow
you
to
walk
around,
get
some
fresh
air
do
whatever
and
then
come
back
and
start
taking
the
exam
again,
because
they've
seen
that
a
lot
of
kids
don't
actually
need
the
extended
time,
but
really
they
need
the
breaks
during
exams
without
accounting
against
their
time
depends
on
your
kiddo
right
use
of
a
reader,
so
that
might
be
a
that
might
be
a
physical
person
reading
the
exam
to
you
use
of
text-to-speech
software
for
exams,
particularly
or
in
the
classroom,
alternative
answer
format.
So
maybe
your
kiddo.
A
It
doesn't
like
the
bubble
sheets
or
the
scantrons,
and
they
need
to
answer
in
the
book.
That's
a
more
effective
way
for
them
to
select
their
answers.
There
are
some
of
them
that
do
that
it
comes.
It
becomes
a
little
bit
harder
to
get
that
if
you
just
don't
want
to
write
down
answers
like
if
you'd
rather
it
be
multiple
choice
and
not
have
to
do
an
essay,
that's
a
little
harder
to
prove,
but
it
could
happen
I'll.
Never
I
never
say
never
like
again.
A
All
you
can
ask
and
see
what
you
get,
and
that
is
that's
perfect
right.
One
of
the
other
ones,
that's
pretty
common
is
the
ability
to
reschedule
exams
if
you
have
more
than
one
per
day
during
finals,
so
for
many
of
our
kids
with
executive
functioning
or
who
struggle
with
reading
or
who
struggle
with
writing
you
may
not.
Our
kiddos
may
not
be
able
to
perform
their
best
if
they
have
more
than
one
exam
on
a
day.
A
So
many
schools
will
let
you
reschedule
exams
if
you
have
more
than
one
on
a
day.
Okay,
we'll
talk
about
why
that
is
a
caveat
in
just
a
minute
note
taking
another
very
common
one,
so
access
to
appears
notes
recording
the
lecture
which
is
a
very
common
one.
They
also
and
then
assistive
technology.
Some
schools
will
will
loan
out
the
assistive
technology.
A
Like
the
note
taking
pens
and
other
things
that
are
currently
available,
sometimes
you
have
to
provide
them
yourselves,
but
most
schools
will
allow
you
to
almost
every
school
will
allow
you
to
record
your
lecture.
It
used
to
be
that
you
had
to
sign
off
on
a
little
document.
A
That
said,
you
wouldn't
share
it
with
the
rest
of
the
world,
because
professors
were
very
worried
that
kids
wouldn't
come
to
their
class
or
that
their
like
intellectual
property
would
be
given
out
freely
when
they've
spent
years
and
years
decades,
honing
that
intellectual
property,
so
sometimes
they
still
make
you
do
that
right.
So,
if
you're
going
to
record
the
lecture
they
make,
there's
there's
a
form
you
sign
that
says
you
won't
share
it
on
youtube.
A
You
won't
share
it
around
you're,
just
using
it
for
your
own
educational
benefit
right
and
you'll
erase
it
when
you're
done
with
it
or
whatever.
Sometimes
they
don't
do
that
anymore,
because
in
covid
we
had
everybody
doing
you
know
everybody
was
reporting
lots
of
different
stuff
on
their
on
all
kinds
of
different.
You
know
the
way
that
we
were
giving
education
right.
The
next
one
is
alternative.
A
Formatted
text,
so
that
might
be
an
audio
book
that
might
be
a
braille
text
that
might
they
they
come
out
in
all
different
ways:
right
also
closed,
captioning
on
videos
and
other
presentations
that
are
happening
at
the
college
level.
I
really
wished
I
could
close
caption
this,
but
I
swear
to
goodness.
I
could
not
figure
out
how
to
do
it.
Other
pieces
are
american
sign
language
interpreting.
A
Clearly,
that's
a
pretty
yeah,
that's
a
necessary
one
and
an
easy
one
to
get.
If
you
have,
if
you
are
hard
of
hearing
in
any
way,
please
understand
that
if
you
need
interpreting
in
some
way
or
you
need
this
closed,
captioning
just
ask
for
anything
that
you
think
you
need
maybe
you're
thinking.
A
Everybody
can
use
captioning,
I
mean
my
ears
work
perfectly
fine,
but
I
am
I
we
always
have
captioning
on
our
tv
at
our
house
too,
because
I
just
miss
things:
I'm
not
paying
attention,
so
it's
a
very
the
all
of
these
things
are
great
and
many
professors
do
use
them
for
everybody.
So
again,
something
to
ask
when
you
call
the
school
okay,
assistive
technology
in
the
classroom,
so
that
might
be
some
of
the
software
that
you
use
on
computers
when
you're
in
the
classroom
or
taking
an
exam.
Okay.
A
There
is
a
little
caveat
here,
because
colleges
are
not
required
to
provide
the
most
advanced
assistive
technology,
nor
are
they
required
to
provide
assistive
technology
for
personal
use
outside
of
the
class.
Personal
use
includes
studying
right,
and
so
they
are
required
to
do
it
in
the
classroom,
but
not
necessarily
required
to
do
it
outside
the
classroom.
A
Many
do
so
don't
worry
about
that,
but
if
it
is
not
provided
some
of
that
at
so
that
might
be
a
subscription
to
grammarly
or
some
speech-to-text
software
that
you
have
on
your
computer
or
text-to-speech
software
on
your
computer.
It
may
be
something
that
you
as
a
family
have
to
make
sure
your
kiddo
has
so
that
they
have
it
all
the
time
when
they're
doing
homework
and
studying
at
other
places,
but
ask
first
because
the
college
may
give
it
to
you.
Okay,
another
commonly
approved
accommodation
is
a
decreased
course
load.
A
So
if
your
student
is
really
having
a
struggle
with
mental
health
issues
or
if
it
really
takes
them
a
very
long
time
to
do
assignments
or
their
executive
functioning
skills
are
just
not
there
for
them
to
take
the
full
load
and
be
successful,
that's
something
you
might
ask
for
is
a
decreased
load
and
that,
but
still
qualifying
for
that
full-time
status.
Right
oops.
I
wrote
that
twice
down
here,
never
mind
that
that
decreased
course
load
so
that
you
are
maintaining
a
full-time
status.
A
It
may
or
may
not.
You
need
to
call
and
ask
decrease
some
of
your
financial
aid.
It
depends
on
the
school,
it
depends
on
the
situation,
but
it
is
something
to
ask
if
your
student,
because
oftentimes
colleges
will
set
a
minimum
required
course
load
to
be
considered
a
full-time
student
and
to
then
live
in
a
dorm
and
do
all
the
other
things
right.
A
So
you
would
need
to
ex
to
to
ask
for
an
accommodation
that
would
allow
your
student
to
take
a
decreased
load
and
then
still
qualify
for
all
the
full-time
student
accoutrements
that
come
with
university
right
also
possible
course
substitutions
again.
These
two
both
need
to
be
applied
for
right.
When
you
wait,
when
you
accept,
if
you
want
to
do
them
freshman
year,
it
takes
a
little
while
for
them
to
get
approved
and
it
will
impact
your
whole
schedule
for
the
fall
and
the
spring.
A
Perhaps
I
was
speaking
with
another
one
of
the
the
parents
here
at
school.
Who
said
that
you
know
the
decreased
course
load
was
very
very
helpful
for
her
kiddo
at
st
mike's,
who
took
three
courses
and
then
would
take
one
every
summer
in
order
not
to
fall
behind,
but
was
allowed
to
maintain
full
full-time
student
status.
A
A
So
as
a
family
and
as
a
student,
he
decided
I'll
take
three
in
the
year
and
one
in
the
summer
right
and
now
that
he's
in
his
junior
year
he's
taking
four
courses
because
he's
worked
his
way
up
to
that.
He
knows
what's
necessary
to
study
and
he's
worked
his
way
up
and
successfully
done
his
sort
of
deal
of
three
and
one
and
three
and
one
for
two
years
in
order
to
get
ready
right.
A
But
you
do
need
an
official,
usually
an
official
accommodation,
to
allow
you
to
do
that
and
still
maintain
that
full-time
status.
One
of
the
other
things
is
priority
registration
here.
That
might
mean
that
you
get
to
be.
Your
student
gets
to
be
one
of
the
first
to
register
as
a
freshman,
because
you
need
certain
times
or
certain
places
on
campus
for
your
kiddo
to
take
their
classes.
A
So
if
there
is
a
mobility
issue-
and
you
need
to
be
at
this
class
on
the
first
floor-
they'll
make
sure
that
it
happens
and
that
sometimes
takes
priority
registration
because
classes
fill
up
very
quickly
right,
and
so
those
are
again
some
things.
You
really
need
to
talk
to
the
university
about
okay,
some
of
the
non-academic
accommodations.
So
we
have
housing,
there's,
not
many
accommodations
in
housing
where
your
housing
is
located.
Are
you
in
a
single
or
a
double
room?
Do
you
have
to
have
a
roommate?
Do
you
need
to
be
in
a
place?
A
That's
particularly
quiet
or
designated
to
be
particularly
quiet.
Climate,
sometimes
is
an
issue
with
with
kiddos
that
have
medical
conditions
where
they
really
need
to
have
an
air
conditioner.
They
really
need
to
have
something
that
changes.
The
climate
in
that
particular
room.
All
of
those
are
things
that
you
would
talk
to.
Housing
about
mobility,
again.
Location
for
housing
and
location
for
mobility
are
two
different
things,
but
mobility
means
how
far?
What
is
the
the
course
that
you
have
to
walk
from
your
housing
to
the
cafeteria
to
the
classes?
A
And
what
do
you
need
in
terms
of
that?
So
it
might
be
location,
it
might
be
transition
time.
You
need
time
more
time
between
classes.
You
may
need
to
make
sure
that
all
your
classes
have
built
that
are
in
buildings
with
ramps.
You
know
we
live
in
vermont.
If
a
kid
who
goes
to
school
in
vermont,
you
need
to
be
very
care
like
there's
schools
that
need
to
make
sure
that
all
the
pathways
are
shoveled.
If
your
kiddo
is
in
a
wheelchair,
your
kiddo
has
crutches
your
kiddo
needs.
A
Mobility,
help
with
that
darn
sure
you
better
make
sure
all
the
things
are
shoveled.
If
he's
going
to
be
expected
to
go
to
class
right,
so
making
sure
that
those
things
are
in
place
before
the
school
year
starts,
some
of
us
have
kiddos
with
dietary
significant
dietary
restrictions.
Many
of
our
big
universities
and
universities
are
very,
very
conscientious
about
dietary
restrictions
and
and
that
kind
of
thing,
but
you
may
need
to
make
sure
that
there's
access
to
required
foods
times
that
they
eat
you
know
dining
halls,
often
close
down
at
university.
A
So
do
you
need
to
be
able
to
access
this
food
at
different
times
right,
service
animals
and
emotional
support
animals?
I
am
not
even
gonna
say
anything.
I
don't
know
enough
about
that.
Call
call
call
ask
questions
figure
out
what
the
restrictions
are
figure
out.
What's
going
on,
there's
been
ups
and
downs
with
that
in
different
ways
throughout
the
last
couple
of
years.
So
ask
right
if
you
need
non
academic,
accommodations
register
and
apply
asap
upon
acceptance,
research
and
ask
and
know
your
rights.
A
Never
assume
always
ask
define
your
concerns
and
the
solution
in
the
context
of
your
disability
and
access
always
don't
assume
that
they're
not
going
to
give
it
to
you.
So
you
don't
ask
okay,
common
high
school
accommodations
that
are
uncommon
in
college.
One
of
them
is
extended
time.
On
assignments,
we
have
lots
of
kids
that
have
that
here
at
bhs
or
alternative
due
dates
so
from
the
colleges
that
I
have
looked
at
and
I've
called
and
talked
to
et
cetera
over
the
last
couple
of
years.
A
It
is
very
acceptable
when
it
comes
to
acute
emergencies.
If
you
are
having
a
mental
health
crisis,
a
medical
crisis,
if
there's
something
else
going
on
that,
you
need
it's
an
emergency
situation.
Your
professors
are
going
to
be
very
understanding
about
that.
So
is
the
disability
office,
what
they're,
not
with
the
they're
pulling
back
on
approving,
is
extended
time
as
a
blanket
accommodation
for
students,
but
occasionally
it
is
an
accommodation
like
if
your
kiddo
just
takes
so
much
longer
to
read
than
everybody
else.
Then
that
might
be
the
case.
A
But
what
they're
going
to
ask
you
is
for
you
to
prove
how
your
disability
impacts
your
ability
to
do
this
within
the
time
frame,
available
and
executive
functioning
issues
usually
don't
work.
Your
disability
impacts
your
ability
to
do
this
assignment
on
time,
and
then
how
is
the
extra
time
going
to
ameliorate
that
roadblock?
That's
there
so,
usually
honestly,
when
I've
asked
them
about
this,
for
executive
functioning
kiddos
that
really
just
struggle
with
that
executive
functioning
they've
said
well.
A
How
does
the
extra
time
actually
help
you
have
better
executive
functioning
unless
you
can
kind
of
articulate
how
that
extra
time
is
going
to
ameliorate
the
effect
of
the
disability
and
your
access
to
the
material
they're,
often
going
to
say?
No,
I
occasionally
it
is
an
accommodation
like
the
parent.
I
was
talking
to
earlier
her
kid
who
has
that,
because
it
just
takes
longer
to
write
and
to
to
produce
work,
and
as
long
as
you
can
show
that,
then
then
yeah
it
could
be
a
blanket
accommodation,
but
usually
it's
for
acute
emergencies.
A
A
There
are
places
and
campus
resources
that
are
available
to
all
students
use
them.
Your
kids
need
to
use
them,
that'd
be
the
tutoring
center,
the
writing
center,
the
math
center
all
of
those
things,
but
their
the
disability
services
office
will
not
provide
personal
assistance
to
students.
Another
one
is
modified
formats
or
reduced
assignments.
A
Again,
this
is
about
access.
This
isn't
about
success,
so
modifying
them
needs
to
be
about
providing
access
to
it.
So
if
you're
modifying
it
to
make
it
braille,
that's
an
access
thing.
If
you're
modifying
it
to
simplify
the
format,
that's
not
an
access
thing!
That's
a
success
thing!
Okay,
so
think
about
those
assessment,
retakes
or
changes
in
assessment
schedules
again
they're
going
to
ask:
how
is
this
an
access
accommodation?
How
are
you,
how
is
it
changing
your
access
or
increasing
your
access
to
the
curriculum,
not
guaranteeing
your
success?
Oftentimes?
A
We
have
assessment
retakes
here
at
the
high
school,
because
our
format
and
our
goal
is
your
successful
acquisition
of
this
knowledge
and
successful
graduation,
not
the
same
at
college.
So
same
thing
comes
with
assignment
forgiveness
said:
the
discretion
of
the
professor
depends
on
how
critical
it
is
for
the
work
and
what
your
emergency
is.
A
Usually,
the
other
things
that
are
not
going
to
be
part
of
your
college
accommodations
letter
are
progress,
monitoring
that
is
your
job
as
a
student
to
monitor
your
own
progress
and
make
sure
that
you're
ready
for
the
exam
at
the
end
or
parental
support,
which
is
also
a
big
piece
of
plans
here
in
high
school.
Calling
parents
talking
to
parents
helping
parents
to
to
monitor
their
student,
helping
them
to
keep
up
with
their
student,
helping
them
to
understand
what
their
student
is
doing.
A
That
stuff
is
not
going
to
happen
right
and
so
the
parental
support,
kind
of
components
of
frequent
communication
with
parent
calling
parent
that
kind
of
stuff.
That's
not
going
to
happen.
Okay,
how
can
parents
support
families
in
transition
hold
and
communicate
high
expectations
for
your
student,
create
opportunities
to
practice.
Independent
skills
in
all
settings
provide
visual
steps
checklist
reminders,
but
let
the
students
do
the
task.
A
Allow
students
allow
students
to
make
decisions
and
practice
self-determination
being
a
sounding
board
for
the
decisions
that
help
them
process.
The
results
of
those
decisions
create
opportunities
for
self-advocacy
by
having
your
student
lead,
their
504
iep
meetings
by
the
end
of
high
school
always
ask
what
they
think.
What
that
child
thinks
and
why
practice
these
conversations
repeatedly
in
the
safety
of
your
home
and
give
your
student
a
note
card
or
sentence
stems
to
scaffold
their
role.
Make
sure
that
your
student
is
leading
the
college
search
process
is
the
one
initiating
communication
with
the
school.
A
When
I
send
this
out,
you
guys
should
read
this
open
letter
to
parents,
it's
hilarious
and
very
very
on
the
nose,
which
is
great.
If
you
have
questions
about
what
you
can
access
for
your
student
in
college,
we
have
the
button
college
letter
here,
so
we
can
do
that.
Your
students
responsibilities
once
they
get
that
letter
of
accommodations.
A
It
depends
on
the
college.
Sometimes
colleges
will
deliver
them
to
their
professors.
Sometimes
students
have
to
deliver
them
to
their
professors.
Sometimes
students
have
to
request
the
accommodation
when
they
need
it
say
on
this
test.
You
need
to
have
extra
time,
it'll.
Be
your
responsibility
to
make
sure
that
you
ask
for
that.
Sometimes
they
have
different
forms.
You
have
to
fill
out
it'll,
be
your
responsibility
as
a
student
to
communicate
any
changes
or
developments
as
related
to
your
disability.
A
Four
it'll
be
your
responsibility
to
work
closely
with
the
office
of
disability
services.
If
you
have
any
concerns
about
or
problems
with
your
accommodations,
I
say
a
little
sugar
goes
a
long
way.
Remember
that
respectful
and
effective
communications
are
the
key
to
success
so
telling
your
professor
exactly
why
you
need
to
access
their
materials
is
a
great
way
to
start
the
conversation
so,
for
instance,
dear
professor
abcd,
I
am
so
excited
about
your
class.
I
really
want
to
learn
this
material.
A
A
Tell
them
why
you
need
this
and
make
that
and
make
them
understand
why
you
want
access
to
the
to
the
intellectual
knowledge
they
have
to
share
with
you
right.
Why
is
it
important
that
you
get
access
to
it?
Is
it
important
for
right
now?
Is
it
important
for
your
life
little
sugar
goes
a
long
way
it's
much
better
than
you
need
to
give
me
my
extended
time,
because
that's
the
law,
it's
true
it
just
doesn't
go
as
well.
A
Now,
if
you
do
have
trouble
with
that,
though,
right,
if
you
disagree
with
the
decision
of
the
dso
or
you
have
a
professor
who's
unwilling
to
work
with
you
on
your
accommodations,
all
schools
have
somebody
in
charge
of
overseeing
accommodations
and
compliance
with
the
ada.
So
that
might
be
your
person
at
your
ds
office.
You'll
know
that
before
that's
the
person
you
applied
to
it's
usually
a
person
that
gave
you
the
interview
right.
Schools
must
also
have
a
grievance
procedure,
so
research
and
ask
before
you
decide
to
go
there.
A
If
you
are
dissatisfied
with
that
process
or
the
outcome,
you
can
always
file
a
complaint
with
the
office
of
civil
rights
right.
Here's
your
link
to
the
how
to
do
that
always
go
to
the
source
to
find
out
your
rights,
so,
instead
of
looking
at
the
interpretations
of
the
law
that
are
given
to
you
by
your
university
or
other
places,
always
go
directly
to
the
source.
A
Here
all
that
said
always
remember
that
to
communicate
the
why
the
content
you
seek
is
important
to
you
and
why
you
need
the
accommodation
to
access
that
content,
since
college
accommodations
are
all
about
access.
Grades
should
not
be
brought
into
your
argument.
It's
a
pivot
point
between
the
distance
between
high
school
and
post-secondary
frame,
your
concern
to
highlight
how
and
why
your
access
is
limited
and
since
professors
are
human,
too,
add
a
bit
of
sugar
to
articulate
why
their
content
is
important
to
you.
A
Okay,
summary
responsibility
shifts
to
the
students
family
becomes
a
support
system,
no
longer
the
manager.
Your
high
school
plan
is
a
great
source
of
information,
and
most
schools
can
use
it
as
a
jump
off
point,
but
its
legal
authority
stops
at
graduation.
Documents
must
clearly
state
your
disability
and
demonstrate
why
you
need
the
accommodation
you
seek.
A
Many
accommodations
are
possible.
Some
are
not.
Do
the
research
always
ask
for
anything.
You
really
think
you
need
you
ask
not
your
parents
kiddo
gotta,
ask
right,
but
if
they
need
it
make
sure
that
they're
asking
for
it.
You
must
consistently
be
your
best
advocate
communication.
Is
the
key
seek
and
use
all
the
resources
available
on
campus?
Not
just
the
disability
office
use
all
the
other
resources
that
are
available
for
everybody
else:
the
writing
center
the
math
center,
all
the
rest
of
those
things.
A
I've
also
when
I
send
this
out
to
you
guys,
here's
some
resources
to
know
just
to
go
there.
The
campus
disability
resource
database
will
link
you
to
all
the
degree
granting
universities
and
colleges
and
their
disability
offices.
So
you
can
do
that
research
really
easily
a
couple
other
ones
here
and
then
I
also
put
some
additional
studies
on
legal
understanding,
college
readiness,
the
process
of
seeking
accommodations
and
documentation.
A
Okay,
wow,
okay,
guys
excellent.
We
kind
of
ran
out
of
time,
which
I
apologize
tremendously
for
that,
and
I
do
want
to
I've
recorded
this.
I'm
going
to
send
you
guys
out
the
powerpoint
that
we
just
went
through
here,
but
I
do
have
another
group
coming
in
here,
so
I
do
ask
that
I'm
going
to
look
and
see
if
we
have
any
comment,
I
don't
think
we
have
any
comments
yet.
A
But
if
you
have
concerns
questions,
personal
considerations
that
you
want
to
talk
about
or
you're
unclear
about
anything
here,
I
will
happily
email
me.
Please
I'm
going
to
send
this
out
to
you
guys
right
away,
and
then
you
can
email
me
back
any
concerns
or
questions
that
you
have.
A
So
if
you
have
any
other
questions,
I
will
we'll
do
those
for
email,
because
I
have
another
group:
that's
waiting
outside
the
door.
Okay,
all
right,
thanks,
guys
I'll
email
that
right
away,
bye,
bye,
andrew!
Thank
you.