Dear all,
The following message concerns with the suitability of the individual
education plans which documeny students with disabilities' in their
education prior to higher education as the only source of documentation in
the US college settings. Is there any such related policy in the UK higher
education settings for documentation of disabilities for the entering
students? Is there any other kind of policy to be used to document the
disabilities with a view to provide reasonable services for students with
disabilites? Is there any interaction with the documentation methods used
by other service providers and funding bodies such as Benfits Agency and
funding bodies like research councils and NHS? Is there any policy in the
schools in documenting thedisabilities for their students with disabilities,
similar to teh individual education plans in the UK?
(please accept my apologies if you receive this message because you may be a
member of more than one list addressed)
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----Original Message Follows----
From: Mark Krogman <[log in to unmask]>
Reply-To: Disabled Student Services in Higher Education
<[log in to unmask]>
To: [log in to unmask]
Subject: Re: Use of IEP reports to document eligibility
Date: Thu, 9 Sep 1999 09:00:41 -0400
When requesting documentation for entering students who are recent HS grads,
I will almost always request a copy of the most recent IEP in addition to
psychological and achievement testing. The IEP often contains useful
information as to what services, modifications, etc. were provided in the
secondary setting and can shed some light on what may be effective in
post-secondary. I frequently have to explain to the student and/or parents
that some of the things listed in the IEP are not appropriate in a College
setting. In my experience, the IEP by itself does not contain sufficient
information to document the nature and extent of the disabling condition.
Nor does it usually contain information about learning strengths and
weaknesses (except by implication), perceptual difficulties, processing
problems- the list could go on and on. The short of it is that, while
providing supplementary info. that can be of use in determining
accommodations, the IEP could never be a substitute for psychological
testing. We need all of the information that can be gathered to make the
kinds of decisions that we are charged to make.
Mark Krogman,
Southern Maine Technical College, South Portland, Me. 04106
___________________________________________________________________________________________
Ozcan KONUR
The list owner, the interdisciplinary disability and higher education policy
list, http://www.mailbase.ac.uk/lists/dis-he-policy (please join and
advocate it)
The university address: City University Rehabilitation Resource Centre,
Northampton Square London EC1V 0HB, The United Kingdom
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