UR Transition Pilot: Improving First-‐Year Student Connection to Disability Services CETL Staff: Elizabeth Carpenter ~ Amy Clark ~ Robin Frye ~ Pamela Spallacci UR Transition Peer Mentors: Abigail Linsky ~ Nicole Podoloff ~ Rose Richter Post-‐semester Outcomes Background • UR Transi'on students established a stronger connec'on to disability services demonstrated through a greater frequency of visits • The na'onal average of students iden'fying with disabili'es in postsecondary ins'tu'ons approximates 11% of all enrolled students • UR Transi'on students u'lized campus support services with greater incidence rela've to freshmen with disabili'es • 4% of students at UR self-‐iden'fy with disability services • S'gma'za'on and myths surrounding intelligence and ability persist “I found it very important that I know where I can find (Disability Services) and u'lize them as well as maintaining strong study skills. It was also great to find I can come down to CETL if I need help at any 'me during the semester…” • Students are reluctant to use disability services for fear disclosure will limit opportuni'es • Use of classroom accommoda'ons as a means for academic access and level playing field in higher educa'on are widely misunderstood References: U.S. Department of Educa'on, Na'onal Center for Educa'on Sta's'cs. (2012). Digest of Educa/on Sta/s/cs, 2011 (2012-‐001), Chapter 3. Lightner, K. L., Kipps-‐Vaughan, D., Schulte, T., & Trice, A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Educa/on and Disability, 25(2), 145-‐159. UR Transi1on Goals • Promote an environment that eases the transi'on experience for students with disabili'es • Bring students and families together with College services to cul'vate suppor've rela'onships • Establish early connec'ons to disability services and 'mely ini'a'on of accommoda'ons • Bring awareness to UR community that students with disabili'es help reflect the full spectrum of diversity on campus • Put UR’s communal principal for Inclusion into ac'on Student Comments Parent Program Student Program •Par'cipants move in two days early, and join classmates in evening ice-‐breaker ac'vi'es with peer mentors •The next day students agend a full program; session topics include: Self advocacy skills Communica'ng with instructors Study skills & 'me management Accommoda'on procedures Assis've technology Accessible paths & campus geography Tours of campus support offices Iden'ty & empowerment •Students join Freshmen Orienta'on ac'vi'es the following day “Knowing where to go for help and how the process works for geeng help was my biggest concern. Also mee'ng the peer mentors and (hearing) their personal experiences was very helpful.” UR Transi1on Co-‐Sponsors • Parents sessions acknowledge their role as valued partners with disability services • Session topics include: Encouraging student’s self-‐determina'on Establishing helpful lines of communica'on Points of contact in student support offices Communica'ng with their student Parents join Orienta'on ac'vi'es the following day Parent Comments “The program was thorough, informa've and complete.” “I feel empowered with informa'on to help support my student from a distance.” CETL disability support coordinators developed the sessions in collabora'on with helpful staff from: Office of the Dean of Arts, Sciences & Engineering Office of Admissions Parent & Family Rela'ons University Intercessor Equal Opportunity & Compliance Residen'al Life Career & Internship Center College Center for Advising Services Mul'media Center University Counseling Center University Health Services Wri'ng, Speaking & Argument Program University IT & Classroom Technology Center for Excellence in Teaching and Learning ~ The College of Arts, Sciences and Engineering
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