7 Steps for Disability Services and ID Programs Collaboration

Steps for Disability Services Offices and Programs for Students with ID to Work Together
1. Consider the Mission Statements of both Disability Services and Programs for Students with ID
BOTH OFFICES

  • Recognize that each office and program might approach their missions from different angles.

  • Identify commonalities and differences to clarify roles and avoid overlap or gaps in service.

DISABILITY SERVICES

  • Ensure equal access to education and campus resources for all Students with Disabilities (SWD), adhering to legal mandates like the Americans with Disabilities Act (ADA).

PROGRAMS FOR STUDENTS WITH ID

  • Offer tailored educational opportunities, vocational training, and comprehensive support for Students with Intellectual Disabilities (SWID), fostering independence and community inclusion.

2. Define Roles and Responsibilities of Each Office
BOTH OFFICES

  • Clearly delineate who is accountable for delivering specific services and supports to students, documenting these agreements in a Memorandum of Agreement (MOA) to ensure clarity and accountability.

  • Differentiate between accommodations (adjustments to ensure access) and modifications (changes to curriculum or expectations).

  • Collaborate proactively to guarantee students receive seamless access to the resources they need.

DISABILITY SERVICES

  • Coordinate appropriate accommodations: These encompass tools, technologies, and services designed to facilitate a student's access to the standard curriculum and provide a fair opportunity to demonstrate their knowledge, without altering learning outcomes.

PROGRAMS FOR STUDENTS WITH ID

  • Organize suitable modifications for students auditing or participating in non-credit courses: Modifications involve personalized adjustments to both the content and the expected performance levels, tailored to meet individual student needs and learning styles.

3. Talk Regularly to Each Other
BOTH OFFICES

  • Establish and maintain consistent, transparent communication channels for ongoing dialogue and information sharing.

  • Adopt a mindset of flexibility, prepared to adapt expectations and approaches as new challenges or opportunities arise.

DISABILITY SERVICES

  • Address and resolve any concerns related to the implementation of accommodations and the provision of necessary supports for students, in consultation with ID program staff.

PROGRAMS FOR STUDENTS WITH ID

  • Engage in open discussions with DS staff to address any issues concerning the provision of modifications and supports for students, ensuring a coordinated and effective approach.

4. Include Faculty in Conversations About Classroom Accommodations
BOTH OFFICES

  • Clearly articulate the distinctions between providing accommodations for matriculated students and offering supports for students enrolled in ID programs, ensuring faculty understanding and compliance.

  • Educate faculty on the programmatic differences, clarifying the expectations for their involvement with students with disabilities versus students in ID programs.

  • Maintain open lines of communication, keeping all relevant parties informed and engaged in the support process.

DISABILITY SERVICES

  • Ensure faculty members have clear points of contact for assistance, distinguishing between accommodations managed by DS and modifications handled by ID programs.

PROGRAMS FOR STUDENTS WITH ID

  • Incorporate contact details for both DS and ID programs in all introductory communications with faculty, facilitating easy access to support and information.

5. Collaborate with Staff in Student Services, Academic Affairs, Campus Security, Additional Departments
BOTH OFFICES

  • Enhance staff understanding of the ID program’s mission and the impact of their roles on students in the program.

  • Ensure students are fully aware of their responsibilities in following through with assigned tasks and commitments.

  • Promote a focus on observable behaviors rather than diagnostic labels, fostering an inclusive and respectful environment.

DISABILITY SERVICES

  • Primarily engage with staff whose responsibilities are directly related to the provision of accommodations, ensuring seamless support for students.

PROGRAMS FOR STUDENTS WITH ID

  • Mainly collaborate with staff involved in the implementation of modifications, ensuring alignment with student needs and program goals.

6. Be Mindful of Potential Problems or Concerns
BOTH OFFICES

  • Acknowledge that students with ID share many of the same social and emotional needs as their peers, including desires for belonging, relationships, personal growth, and social engagement.

  • Promptly inform each other about any concerning behaviors or incidents, collaborating with student conduct or behavioral intervention teams to establish clear behavioral expectations and support students with ID effectively.

  • Provide mutual support in addressing the consequences of inappropriate behaviors, such as classroom disruptions, substance use, or violations of campus policies, ensuring accountability and a safe campus environment. Clarify that students may face disciplinary action, including potential removal from the program, if their behavior disrupts the campus community.

DISABILITY SERVICES

  • Apply the same accountability standards and code of conduct expectations to students with disabilities as to all other students, without discrimination.

PROGRAMS FOR STUDENTS WITH ID

  • Reinforce behavioral guidelines and code of conduct expectations regularly with each student, providing ongoing support and intervention as necessary.

7. Help Students Learn to be Self-Advocates
BOTH OFFICES

  • Empower students to articulate their needs, express their preferences, and make informed decisions about their educational and personal lives.

  • Encourage students to proactively communicate their classroom needs or concerns directly to faculty members, fostering independence and self-reliance.

  • Celebrate student successes and foster a sense of pride in their accomplishments, reinforcing positive self-image and motivation.

DISABILITY SERVICES

  • Encourage students to utilize the DS office if they encounter difficulties in receiving accommodations or require additional support or assistive technology, ensuring their needs are met effectively.

PROGRAMS FOR STUDENTS WITH ID

  • Remind students to promptly inform program staff about any unresolved issues or challenges encountered in their daily interactions, whether in academic or social settings, to facilitate timely intervention and support.