Postsecondary Education Case Study

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Postsecondary Education
Postsecondary services are based upon eligibility under the Americans with Disabilities Act (ADA) as amended in 2008 (Public Law 110-335). This law focuses on providing reasonable accommodations to ensure equal access to learning and work. Families and youth need to establish eligibility for accommodations, and develop relationships with adult service providers(local career–tech centers, Vocational Rehabilitation and offices at local college. In order to receive supports and accommodation a young person with disabilities in postsecondary must choose to self-identify and talk about their disability and work as well as find supports that are the best fit for themselves (Peterson et al, 2013: U.S. Department of Education,
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Community colleges have a higher proportion of students with disabilities in general and students with autism in particular (Eisner & Wazenberg, 2010, Pena & Kocur, 2013). This is due in part to the advantages offered at Community College for students for students to have differentiation instruction for diverse learning needs; less than full-time enrollment and the ability to live at home or in a supported arrangement as well as support for working while taking college classes (Eisner & Wazenberg, 2010). Community College flexibility is an important consideration for families. Surveys of parents of community college students with disabilities have shown a common thread of a concerted amount of time and resources parents invested on a daily basis to support their children. Parents note the role of coaching students through interactions with campus offices and encouraging independence in their student was primary for families. They also indicate struggles with the limitation of Family Education Rights and Privacy Act and its implications for parental communication and challenges in communication with faculty. (Pena & Koku.
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