Going to College?

A Guide to Help Students

Select Assistive Technology

For the College Experience

Predicting Your AT Needs

It is difficult to predict what type(s) of adaptive equipment you might need in college. The main reason is that the college environment will be new and in many ways different from your high school. The skills and support you used successfully in high school are still important, but continuing that success in college will require the development of additional skills and resources.

For instance, when you go away to college, you lose the network of support from teachers, family, and friends that you have developed in your home community and school. Since you depend on this network for everything from daily living to typing school papers, you will need to rebuild a support system in your new community. Facing the unknowns of college living and class work can intensify the normal anxieties of leaving home for the first time.

In addition, it is quite likely that some of your professors will have very little understanding of your disability and how it impacts your education. That is why it is very important for you to be able to describe your disability and the accommodations that you need to be successful, in a clear, non-defensive way.

Academically, college will require more reading, writing, and study skills than high school did. Less time is spent in class, while more time is spent elsewhere completing reading assignments, doing research, and writing papers.

Many times, the transition from high school to college can represent a change in how you receive services related to your disability. College students with disabilities must advocate for themselves more often than in high school; this often means that you will need to make a specific request for the service you need. This can be quite a change from high school, where parents and teachers typically help you determine special equipment needs and supports.

Plan Early

Clearly it is important to plan for college early. While many colleges and universities do provide support for students with disabilities, the type and extent of support varies greatly. The more precisely you are able to anticipate what your needs will be, the easier it will be to identify a college or university that has the necessary resources.

Before you look at colleges, you should evaluate what services and technology you will want and need and put together a list of criteria. This list will help you choose a campus where you can live and study successfully. Begin by looking at college brochures available through the high school guidance counselors' office. In addition to the admissions requirements, consider the school's size, location, campus accessibility, and majors and degrees offered. It is also important to take a close look at the type of support services, including AT, that are offered at each college. Start by writing or calling the office that provides services to students with disabilities at each school, and ask them to send you information about their program. When writing letters, provide information about your disability and describe the accommodations that you have found effective. Offices that serve students with disabilities may be working with many students. Therefore, the information you provide will be very valuable to the staff in determining the accommodations you may need. Finally, if there is a place to provide disability information on admissions applications, you should take advantage of the opportunity to request accommodations before starting school. Information that you submit on an application is confidential, and cannot be released to other departments of a school without your permission.

You might also want to talk with a currently enrolled student who has a similar disability or similar technology needs. Students who have made a successful transition to college can be a valuable source of information and personal insight. They can talk to you abut the accommodations or AT that have helped them.

Gathering all of this information will let you know what services are available at each college and give you a better understanding of the college environment that is best suited to you. However, do not limit your search for information to college campuses.

Investigate the resources available in the surrounding community of each college. How accessible are resources for recreation? Is there a local coalition that works to enhance community participation for people with disabilities? In addition to local resources, consider what state resources there are, and what services they provide, such as information on funding.

Collecting information on campus, community, and state resources will help you narrow your choice of schools and get ready to apply. You can use the checklists in this booklet to help you determine your AT needs, and what types of adaptive equipment you can use to succeed.

The Role of AT

Section 504 of the Rehabilitation Act of 1973 provides that postsecondary education programs that receive federal funds or benefit from federal funds must ensure that students with disabilities are not denied the benefits of these programs, or excluded from participation in them, or otherwise subjected to discrimination because of the absence of educational auxiliary aids for students with impaired sensory, manual, or speaking skills. The ADA is broader than Section 504 because it applies to public and private institutions regardless of whether they receive federal funds. Religious institutions may fall under the religious exemptions of the ADA and must be reviewed on a case-by-case basis.

For example, say a school has a computer lab. An accommodation for a student with a visual impairment might be computer software that either enlarges text on the screen or reads it out loud. Another type of accommodation is providing students who are blind or have vision impairments with alternate forms of printed information, such as books on tape or in Braille.

If you have a learning disability that affects written language, you might use a personal computer with word processing capabilities to assist you in taking exams. You might use word processing software to demonstrate your knowledge of the material without being penalized for spelling or grammatical errors. In other words, you can use AT to complete the exam but more successfully, while meeting the requirements of the course. The Rehab Act and the ADA give you the legal right to receive these types of accommodations. The accommodation cannot significantly alter the requirements of the course or the degree program. If it does not, you have the right to request the accommodation.

However, this does not mean that colleges will always have the equipment available.

In addition to classroom accommodations, you can use AT to enrich your life outside the classroom. Many devices and products are available. You can use them to get to class, live independently, study, and participate in extracurricular and leisure activities. While schools are not legally required to provide AT for all aspects of your life, many will work with you to get AT.

On many college campuses, the office that serves students with disabilities provides a variety of support services. Some offices may have equipment they can loan, such as TTYs or laptop computers for note-taking. These offices will advocate with you for the accommodations you need. It helps to know that many campuses also have support offices to help with the transition from high school to college, and to offer suggestions on appropriate accommodations. However, because everyone is different, you should consider yourself the best source of information about your own disability. Establish a partnership with the disability service provider to share knowledge. This can be a very effective way for you to select and acquire appropriate accommodations.

Selecting AT

Selecting AT is a multi-step process that involves finding the "best fit" between you, your environment, and the technology. First, assess your sensory, cognitive, and motor skills to determine what abilities and limitations you have in each of these areas. In addition to personal knowledge, reports completed by your doctor or other professionals may provide useful information. Next, it is important to evaluate the environment where you will be using the technology.

The checklists in this booklet will give you a general idea of the sensory, cognitive, and motor skills needed in a typical college environment. Staff from the office that serves students with disabilities from the college are good people to include during this step. Their experience in the same college environment may provide solutions or insight into what will be expected of you. They can also provide information on support services at the college, and how they can meet your needs in specific situations. Once the assessment is complete, you need to evaluate the AT that is available. Information on a wide range of devices and adaptations can be obtained InfoTech. The information specialists can send material about specific devices and manufacturers. See the Resources section at the end of this booklet for information on how to contact InfoTech.

Dealing with Vendors

When you find the right AT, you should take the same care in buying it as if you would if you were purchasing a new stereo, television, or even a car. Many factors need to be considered before equipment is purchased. Here are some questions that you should ask a vendor:

• How long has the vendor been in business and supplied the equipment that you are interested in?
• What is their knowledge of your particular disability and the equipment that is sold to assist with it?
• Is the vendor up to date on new developments in technology?
• What is the vendor's responsibility if errors occur in measuring, ordering, assembling, or delivering equipment? What is your responsibility?
• Does the vendor provide training or refer to other sources for training?
• Does the vendor carry professional liability insurance?
• Will the vendor provide names of customers who have purchased similar equipment from them?
• Does the dealership service equipment they sell, and have an inventory of parts?
• How long do repairs typically take?
• Do they loan out similar equipment while repairs are being made?
• Will the vendor customize the device if necessary?
• Are warranties available on service and on the customized equipment?

In many cases, success in finding the right equipment is determined by finding a quality vendor. That is why it is important to become familiar and comfortable with the vendor before making a final purchase. If the vendor can provide names of customers, call those customers to find out why the equipment did or did not work for them.

Funding

At the same time that you begin exploring AT, you should also investigate resources that can help you pay for the equipment. As stated before, under Section 504 of the Rehab Act, and the ADA, colleges and universities are responsible for making programs accessible to qualified students with disabilities. Postsecondary institutions may make their programs accessible through a variety of methods which may not necessarily include AT. Therefore, you should work with the staff from the college as well as the Department of Vocational Rehabilitation Services (DVRS) to identify funding sources. In addition, the information specialists at InfoTech have information on a variety of resources that provide assistance with funding. You should ask that a list of funding sources be sent along with the information on equipment and vendors.

Training and Follow-Up

Before using the equipment, be sure to get proper training. It might be wise to have roommates and resident assistants get the training as well. This helps ensure that the AT device is used effectively, safely, and consistently. This is particularly important if the equipment will be moved from area to area. Proper use minimizes the frequency, cost, and inconvenience of repairs. As soon as you get the equipment and begin using it, decide if it is meeting your needs. Because environments and capabilities can change over time, it is important to make sure the equipment remains effective.

Determining Your AT Needs

You can use the following checklists to decide what AT you want, and also to examine all aspects of your college life. Although college and universities vary, answering the questions will give you an idea of how you can use AT to live and study.

To complete areas one through six, you should simply answer 'yes' or 'no' to each question. The questions that you answer with a 'no' are tasks that you feel you are not able to do on your own. It is possible that the tasks can be completed with the assistance of a personal care attendant or academic aid. However, one of the goals of AT is independence. So, you should investigate whether a particular piece of AT is commercially available or can be modified or custom built to enhance your independence. In area seven, check the items where AT might be needed. At the bottom of each checklist, space is provided for you to describe why you cannot complete the task(s). If you analyze why you cannot do something independently, you may then be able to find the right piece of AT to use to accomplish that task.

Once the checklists have been completed, use them to work with the college and vocational rehabilitation specialists as you select the appropriate piece of AT or the technology that interests you.

Examples of Academic Accommodations

• Low Vision
  • Large print lab handouts, lab signs, and equipment labels
  • TV monitor connected to microscope to enlarge images
  • Class assignments made available in electronic format
  • Computer equipment to enlarge screen characters and images.
• Blindness
  • Audio-taped or Braille lecture notes, handouts, and texts
  • Raised-line drawings and tactile models of graphic materials
  • Braille lab signs and equipment labels
  • Adaptive lab equipment (e.g. talking thermometers and calculators, light probes, and tactile timers)
  • Class assignments made available in electronic format, Computer with optical character reader, voice output, Braille screen display, and printer output
• Hearing Impairment
  • Interpreter, FM system, note-taker
  • Instructor faces student when speaking; uses visual aids
  • Written assignments, lab instructions, demonstration summaries
  • Visual warning system for lab emergencies
• Learning Disability
  • Note-taker and/or audio-taped class sessions
  • Extra exam time, alternative testing arrangements
  • Visual, aural, and tactile demonstrations incorporated into instruction
  • Use of a computer with voice output, spell checker, and grammar checker.
• Mobility Impairment
  • Note-taker/attendant to assist with lab work, group lab assignments
  • Classrooms, labs, and field trips in accessible locations only
  • Adjustable tables; lab equipment located within reach
  • Class assignments made available in electronic format
  • Computer equipped with special input device (e.g., voice input, Morse code, alternative keyboard)
• Health Impairment
  • Note-takers
  • Flexible attendance requirements and extra exam time
  • Assignments made available in electronic format; use of , e-mail to facilitate communication
  • Use of electronic mail for class and private discussions

DO-IT, College of Engineering, University of Washington, 4545 - 15th Ave., NE, Rm. 206, Seattle, WA 98105-4527;
206-685-DOIT, 206-685-4045 (FAX); doit@u.washington.edu.

CHECKLISTS

#1: Daily Living Skills

• Can you complete the following personal care skills independently?
  • Bathing
  • Grooming
  • Toileting
  • Dressing
  • Can you get in and out of bed without assistance?
  • Can you select food in a self-help cafeteria and carry a food tray independently?
  • Can you use eating utensils?
• Can you operate the following kitchen appliances?
  • Stove/oven
  • Refrigerator (opening, closing, reaching for food)
  • Microwave
  • Toaster
  • Can-opener (either manual or electric)
  • Can you reach food, utensils, dishes, pots, pans, and containers from kitchen cupboards and drawers?
  • Can you lift and carry full containers?
  • Can you shop for groceries and other necessities independently?
  • Can you wash dishes and put them away?
  • Can you clean kitchen appliances?
  • Can you do laundry, including washing, folding, ironing, and putting away clothing?
  • Can you do light house keeping including making a bed, dusting, vacuuming, etc.?
  • Can you prepare simple meals?
• Can you function in the following standard living environments that have not been modified?
  • Bathroom
  • Shower
  • Sink
  • Bed
  • Desk
  • Closet
  • Shelves
  • Can you manipulate controls for light switches, radios, stereos, and other electronic devices?
  • Can you use a standard telephone?
  • Can you open doors using standard keys?
  • Can you be alerted by standard fire alarm systems?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#2: Transportation

• Can you drive? Do you have access to a vehicle?
• Can you use mass transit including fixed-route bus systems or para-transit?
• Can you travel on your own between campus buildings using an accessible route?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#3: Classroom Activities

• Can you listen to classroom lectures?
• Can you listen to classroom discussions in various types and sizes of classrooms?
• Can you participate in classroom discussions?
• Can you participate in discussion groups?
• Can you answer questions raised in class or in discussion groups?
• Can you view information written on chalk boards or by means of overhead projectors?
• Can you hear and view films and videotape presentations?
• Can you take notes using pen or pencil in a notebook?
• Can you use science laboratory equipment as part of a science lab?
• Can you participate in standard physical education courses?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#4: Course Examinations

• Can you complete exams, using pen or pencil, in a time-limited test situation?
• Can you read test questions in a time-limited test situation?
• Can you use a pencil to fill in circles on a computer-scored answer sheet?
• Can you use laboratory equipment to complete or view items in a science laboratory examination?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#5: Studying

• Can you read standard print in publications such as textbooks, dictionaries, academic journals, newspapers?
• Can you turn pages?
• Can you use pen or pencil to do math problems?
• Can you use a standard calculator with standard size keys?
• Can you lift and replace books from library shelves?
• Can you use standard computerized card catalogs and to search for information on computer databases?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#6: Use of Computers

• Can you type or use a computer with a standard keyboard?
• Can you see information on a standard computer screen?
• Can you hear computer tones or signals of errors?
• Can you use a computer at a standard work station that has not been modified?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

#7: Leisure and Extracurricular Activities

• Would need special or modified equipment to participate in any of the following:
  • Crafts
  • Board games
  • Electronic games
  • Stereo equipment
  • Television, VCR
  • Sports activities
  • Sports equipment
  • Photography
  • Hunting
  • Fishing
• Can you attend and participate in student organization meetings and events?
• Can you attend and participate in campus-wide programs?
• Can you attend programs, plays, and other events at the campus theater and auditorium?

Review items that you have marked above, and list reasons why you are not able to complete the activity(ies):

RESOURCES

Books and Materials

The following resources deal with assistive technology and preparing for college.
They may be available at the college support offices.

Unlocking Potential: College and Other Choices for Learning Disabled People--A Step By Step Guide. Barbara Scheiber & Jeanne Talpers, Adler & Adler.

How to Choose a College: Guide for the Student with a Disability. A Joint Project of the Association of Handicapped Student Service Programs in Postsecondary Education and The Heath Resource Center. Heath Resource Center, or call 800-544-3284.

So You Want to Go to College: A Guide For Individuals Diagnosed with Severe Mental Illness Who Are Thinking About College, by Steven M. Fisbein, M.S., C.R.C. and Betty Holland, M.A.

Getting Ready for College: Advising High School Students with Learning Disabilities. American Council on Education, Washington, DC. Heath Resource Center. (1990).

Self-Advocacy: Speaking for Yourself. Bonnie Shoultz. Syracuse University, Center on Human Policy. (1990).

Local Resources

• Centers for Independent Living
  • Black Hawk Center for Independent Living - Waterloo, IA
  • Central Iowa Center for Independent Living (CICIL) - Des Moines, IA
  • Evert Conner Rights & Resources Center - Iowa City, IA
  • Illinois/Iowa Center for Independent Living - Davenport, IA
  • South Central Iowa Center for Independent Living - Oskaloosa, IA
  • Southwest Iowa Center for Independent Living - Council Bluffs, IA
  • Three Rivers Independent Living Resource Center - Sioux City, IA
• Iowa Area Education Agencies
  • Transition Advisory Boards--Associated with AEA

State Resources

• Bureau of Children, Family, and Community Services (Previously Iowa Department of Special Education)
• Deaf Services Commission of Iowa
• Division of Vocational Rehabilitation Services
• InfoTech
• Iowa Compass
• Iowa Department for the Blind
• Iowa Department of Education

National Resources

• HEATH Resource Center
• Association of Higher Education and Disability (AHEAD)

This is a publication of the Iowa Program for Assistive Technology (IPAT), CDD - Room S295, The University of Iowa, Iowa City, Iowa 52242-1011, 800-331-3027 or 319-356-0550.

IPAT is a project of Iowa's University Affiliated Program. The Program is based in the Division of Developmental Disabilities of the Department of Pediatrics, The University of Iowa Hospitals and Clinics. IPAT is supported by the National Institute of Disability and Rehabilitation Research, US Department of Education. This material does not necessarily reflect the views of NIDRR/ED or indicate official endorsement of their contents.

For more information on assistive technology, contact:

Iowa COMPASS
Center for Disabilities and Development
100 Hawkins Drive, Room S295
Iowa City, IA  52242-1011

800-779-2001 (voice toll-free)
877-686-0032 (TTY toll-free)
319-353-8777 (local, voice)

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