tzippy@dasys1.uucp (Tzipporah BenAvraham) (06/05/90)
Index Number: 8655
Hi again.. another file on funding for you and the voc rehab
system. Noplace in your message do you indicate if you have a
disability yourself. But since you are going to Galludet, I am
thinking you MIGHT be. Anyhow. Here is a file how
a disabled person uses the voc rehab system. Again good luck
VOC REHAB/STUDENT FINANCIAL AID
COOPERATIVE AGREEMENTS
Key administrators of the Department of Education pledged continued
cooperation in assisting regional, state, and school personnel to carry out
the Vocational Rehabilitation/Student Finanacial Assistance (VR/SFA)
Cooperative Agreements, in fall '85 letters from Rehabilitation Services
Administration and Office of Student Financial Assistance to those
concerned. These Agreements, first proposed in 1979 as a Memorandum of
Understanding are now in place in nearly all states, and detail how
financial support from both Vocational Rehabilitation and other financial
aid sources can be coordinated for disabled postsecondary education
students.
Prior to 1979 the state Vocational Rehabilitation (VR) agency generally
funded the entirety of a disabled student's costs of attendance in a
postsecondary institution. If the agency did not have sufficient funds, the
student paid the remainder out of pocket -- or did not attend. The
increasing numbers of disabled students stretched the limited VR resources
in the late 1970's and caused Congress to mandate in the 1980 Education
Amendments that the financial aid system become more accessible to students
with disabilities.
The tool that opened up financial aid to students with disabilities was
the Prototype State Memorandum of Understanding based on the earlier
Memorandum of Understanding issued by key administrators from Rehabilitation
Services Administration, Student Financial Assistance, and of Postsecondary
Education. The Prototype suggested procedures for exchanging information
between VR and SFA as an outgrowth of the 1980 Education Amendments. Each
state then developed its own particular procedures to assist in sharing
resources. In most states VR clients must apply for federal financial aid
through the postsecondary education institution, and VR counselors and
college financial aid officers must communicate to work out details of
individual's funding. Thus costs of attendance can be shared among the
student financial aid system, VR, and the student's family.
A 1983 study of the the Cooperative Agreements in each state resulted
in a generally positive evaluation. Over the last five years the Agreements
have remained in effect in most states. "We have definitely opened up
communication with financial aid officers," said a Nebraska Rehabilitation
supervisor. More students with disabilities are using the mainstream
financial aid system, and the Agreements may have been instrumental in
increasing the numbers of disabled students now attending postsecondary
education programs.
During 1980 the American Council on Education's Project HEATH provided
training to both student financial aid officers and VR counselors to assist
in implementing the Cooperative Agreements in the states. HEATH staff
continue to be in regular communication with concerned campus
representatives. Disabled Student Services Coordinators and Financial Aid
Officers interviewed for this story reported that the Agreements are
indeed in place and that there is good cooperation with VR counselors. Some
VR Counselors report, however, that they are exchanging information and
developing coordinated support for clients, but are not aware of the
Memorandum.
Some postsecondary institutions, such as Nassau Community College (NY),
Ball State University (IN), and the University of Wyoming, have one
financial aid staff member who is responsible for all VR/SFA jointly funded
students. Some states report that training is essential to productive use
of the Agreements. In Indiana, the State Association of Financial Aid
Officers has a standing committee on the Cooperative Agreements and conducts
annual training programs on the Agreement. Additional training of VR
Counselors in Nebraska over the past two years has strengthened the
Cooperative Agreements there.
While the Agreements are currently working well in most areas, several
problems remain to be resolved to assure coordination of support for
disabled students. Such problems include the necessity to clarify needs
standards and "first dollar" payments, as well as the need to keep new staff
informed about the Cooperative Agreements.
Although a national program of training for the implementation of the
VR/SFA Cooperative Agreements appears unlikely, information and technical
assistance is available from designated officials. Contact HEATH for a
listing of the Department of Education Regional Contact Persons for the
Agreements.
JOB TRAINING PARTNERSHIP ACT
Disabled youth represent nearly 10% of all youth completing training in
last year's Job Training Partnership Act (JTPA) programs and disabled adults
account for 8% of all adults involved, according to a recent report
released by the President's Committee on Employment of the Handicapped
(PCEH). The PCEH report notes that JTPA programs are extremely sensitive to
state and local pressure. States which have high JTPA participation rates
were identified as having strong involvement by organizations of and for
disabled people.
JTPA replaced the Comprehensive Employment and Training ACT (CETA) as
the major employment and training legislation in October, 1983. JTPA's
purpose is "to establish programs to prepare youth and unskilled adults for
entry into the labor force and to afford job training to those economically
disadvantaged individuals and other individuals facing serious barriers to
employment, who are in special need of such training to obtain productive
employment" (P.L. 97-300, Section 2 of JTPA). JTPA, by its definition to
include economically disadvantaged and "other" individuals -- has the
potential to provide a significant number of disabled people with public
employment training opportunities.
JTPA has approximately $3 billion flowing annually from the Department
of Labor to the Governors of each state. It is the responsibility of the
Governor to appoint a "State Job Training Coordinating Council" for each
state choosing to participate in JTPA. (All states are currently
participating). In addition, the Governor determines the number and
location of "Service Delivery Areas" (SDA) within the state and establishes
a "Private Industry Council" (PIC) in every SDA. Local PICs are responsible
for developing a "Job Training Plan" for their SDA and establishing
procedures for implementing the plan to distribute JTPA funds. JTPA funds
spent on local training programs range from pre-employment training and job
assistance to specific skill training and work experiences. For details of
eligibility requirements services provided, and application procedures,
contact the JTPA State Liaison person. Contact HEATH for the phone number
of the JTPA State Liaison person.
Although JTPA funds are not specifically targeted to handicapped
individuals, disabled youth and adults gain a number of advantages, from
JTPA including
-job search assistance
-employment/job counseling
-basic skills training/adult basic education/remediation
-vocational skills training
-on-the-job training
-outreach
-developing work habits
-supportive services necessary for participation in JTPA activities
-retraining
-education to work transition activities
-work experience
-bilingual and literacy training
VOCATIONAL ASSESSMENT
The number of handicapped students in the mainstream of vocational
education programs has increased significantly within the last two decades.
Consequently, the need for and interest in vocational assessment to further
strengthen and improve vocational preparation of handicapped individuals
has become a new priority, as mandated by the Carl D. Perkins Vocational
Education Act of l984.
The basic purpose of vocational assessment is to assist individuals
identify career/vocational interests and goals. Assessment can provide
useful and needed information when it is ongoing--beginning in elementary
school with career awareness and continuing through adulthood with
vocational preparation and career decision-making.
Although there is a lack of consensus by professionals about how
extensive and complete the assessment should be, the basic components of a
vocational assessment include:interview and behavioral observation of the
handicapped individual being assessed; work samples including "hands-on"
activities using the same materials,tools,and tasks found in the real work
setting; psychometric tests measuring an individual's aptitude, interests
dexterity, and academic achievement; and situational assessment which
simulates the actual work conditions to assess work behaviors.
Vocational assessment, when effectively administered and interpreted,
provides constructive and positive feedback about an individual's
vocational interests, abilities, and learning style. For many handicapped
individuals who have been told what they 'cannot do', vocational assessment
is a motivating and valuable tool for strengthening self-concept and
self-confidence. The results of a vocational asessment are important for
educators, parents, counselors, and all service providers in assisting
handicapped individuals shape and plan both present and future career
goals.
For the school age population, information from a vocational assessment
can help formulate present vocational goals and future transitional needs
(for continued services after high school) as part of the Individualized
Education Plan (IEP).For the postsecondary aged handicapped individual,
Vocational Rehabilitation agencies have traditionally been the primary
source for vocational assessment services. Information on vocational
strengths, interests, and abilities should be written into the
Individualized Written Rehabilitation Plan (IWRP) by Vocational
Rehabilitation counselors serving handicapped clients. The collaborative
efforts of all service providers is critical to insure the successful
implementation of vocational assessment recommendations.
In recent months, HEATH has received many inquiries from mildly to
moderately handicapped young adults who are not Vocational Rehabilitation
clients and have not had previous vocational preparation or opportunities
while in school. The question often asked is "Where can one go for
vocational testing, training, or in some cases,retraining?" The
options can be numerous, but they are not as easily identifiable nor as
available as is the local school system for school age handicapped youth or
Vocational Rehabilitation for the severely handicapped individual.
For the mildly to moderately handicapped adult out of school,a career
counselor at the local university, community college, or
vocational-technical school can interview and assess (through paper and
pencil tests) career interests, abilities,and strengths.In addition to
career counseling, there are numerous private non-profit community based
organizations (i.e., Goodwill Industries, Association for Retarded
Citizens), as well as private sources(i.e., certified vocational
evaluators,for-profit agencies) that provide assessment services to
handicapped individuals. Another excellent resource is the State Special
Needs Coordinator, who is responsible for vocational education services and
programs for handicapped, disadvantaged, and limited English speaking
persons. Contact HEATH for the name and telephone number of the Special
Needs Coordinator in your state.
AIDS ON CAMPUS
"Colleges and universities formulating policies on Acquired Immune
Deficiency Syndrome (AIDS) should make decisions on a case-by-case basis and
remain flexible as more becomes known about the deadly disease," advises the
American Council on Education (ACE) in a new document, AIDS on
Campus: Emerging Issues for College and University Administrators .
ACE, in conjunction with the Washington-based American College Health
Association (ACHA), issued these and other recommendations to educators and
student health center directors nationwide. Robert H. Atwell, president of
ACE, said the information outlining the legal and medical aspects of AIDS
was compiled because of the increasing public awareness and concern over
AIDS.
The report indicates that the most sensible response to AIDS is public
health information programs. These campus programs should educate the
academic community about the disease, its symptoms, known means of
transmission, and precautions for avoiding or reducing the risks of
contracting it.
Schools considering dismissing students or employees with AIDS or
requiring that they be routinely tested for the disease could risk violating
both federal and state law, including the Federal Rehabilitation Act of
1973. That law prohibits discrimination against "qualified handicapped
individuals" who participate in federally-funded programs. A circuit court
ruling recently broadened the definition of "handicapped individuals" to
include individuals suffering from such chronic contagious diseases as
tuberculosis. Those with specific questions or concerns about AIDS
information may contact the HEATH Resource Center.
TRAUMATIC HEAD INJURY
Traumatic head injury emerged this year as a disability issue for
concern in the postsecondary education community. HEATH staff have
witnessed a dramatic increase in the number of requests for information
about traumatic head injury from campuses, rehabilitation personnel, and
parents. Traumatic head injury (THI) may result in physical, social, and
cognitive changes in an individual's level of functioning. As persons with
head injuries recover sufficiently these changes may affect their ability to
function appropriately in school or work.
The National Head Injury Foundation (NHIF) reports that every year
50,000 to 90,000 thousand of the 700,000 traumatically head injured persons
are left with noticeable physical, social, and such cognitive deficits as
impairment of memory, concentration, abstract reasoning, and emotional
control which require special services to facilitate success in reentering
school or work. The potential impact of individuals with head injury on
postsecondary education and training programs is emphasized by the fact that
2 of every 3 individuals are under age 30. In fact, since the number of
survivors of THI is growing, education and training after high school will
increasingly be an option for persons who are head injured.
HEATH staff have found that postsecondary options for THI students vary
widely around the country, and that many students with head injury are
enrolled in colleges and universities. The California Community College Task
Force on Brain Injured Students estimates an enrollment in that system alone
of over 3,000 head injured students, and it is developing guidelines for
serving this population.
It is sometimes difficult to determine how to best serve the
traumatically head injured student. Some colleges have developed a
structured THI program, while others handle such students on an individual
basis.
On campuses with specific programs for the head injured student, such
as Coastline Community College and San Francisco City College in California,
program staff assist the student in learning new methods of meeting college
requirements, and often provide structured "ladders" to allow the student to
reintegrate themselves into the campus community as he or she relearns
coping skills. Peer groups are often an important part of the process, as
are classes in cognitive, social, and study skills. According to Dr. Douglas
Harrington, a neuropsychologist working with head injured students in
California, the head injured individual who is not yet ready to enter a
formal postsecondary program may benefit from adult education programs
offered through local school districts if a structured educational program
is provided.
Dr. Ronald Savage, a neuroeducator at Castleton State College (VT)
is directing services to approximately 15 students in the state of Vermont.
Within the environment of a small New England college, head injured students
are enrolled full time, and are mainstreamed in the dorms with other dorm
residents actively participating in their rehabilitation. The Castleton
program uses the student's roommates to monitor and help remediate
behavioral deficits, while academic deficits are addressed through specially
trained tutors in mainstream campus remedial services. Dr. Savage is
pleased with the progress made in this environment, but he is concerned
about the transferability of the program to a large college or university
setting. Both Dr. Harrington and Dr. Savage caution that the traumatic
head injured individual is not learning disabled, and often will not
benefit from inclusion in campus LD programs; nevertheless, the THI student
can successfully utilize some services traditionally provided in LD programs
such as tutoring or notetaking.
On campuses without head injury programs, the level of services
varies. Often the head injured student is the "orphan child" of the campus,
needing intensive and specialized resources that are not consistently
available. Even though specialized services are lacking, the head injured
student is a fact of life on campus, and head injured students are
succeeding in many cases.
How are head injured students managing without services? Often those
students who are successful have a supportive faculty member or staff person
on tap to assist them on campus, or have a unique community service
available. "We drew colored lines on the sidewalk to help a student find
her classes," according to Beverly Whitlock of The Treatment Centers,
Inc., of Rockville, Maryland. Others have a supportive home situation to
fall back on. Parents of head injured students are frequently a major
factor in helping their head injured son or daughter relearn and succeed in
the academic setting. The college "mentor" is also a factor in the eventual
success of the student, but often the mentor finds the student is using much
more time and resources than can reasonably be allocated to one person.
Traumatically head injured persons and their families are not always
aware of local options after hospitalization and may be left with little
hope for the future. The HEATH Resource Center has begun to track
postsecondary programs which include THI persons. We are currently aware of
only a few. Readers are urged to contact HEATH with information on any post
high school education/training program which serves THI students. In
cooperation with the National Head Injury Foundation, Inc., HEATH has
prepared an informational packet of possible state/local resources for head
injured persons and their families. This packet is available free from
HEATH. Request the THI Packet for your state.
CAMPUS RESOURCE FILE
The HEATH Resource Center maintains a Campus Resource File (CRF) of
successful strategies, equipment, accommodations, policies, and exemplary
programs currently in use to assist disabled students to succeed on American
Campuses. Recently the CRF has been expanded to include not only colleges
and universities, but also postsecondary business, trade and technical
schools; independent living centers, and transition-training programs for
disabled high school students. Information from the CRF is used in
newsletter stories, in topical fact sheets, and to assist those who ask
HEATH staff specific questions. Those involved with such postsecondary
education programs which include disabled students are cordially invited to
send brochures, newspaper articles, faculty or student handbooks, access
ideas, equipment lists, and other pertinent materials to HEATH, Campus
Resource File, One Dupont Circle, Suite 670, Washington, DC 20036.
CAMPUS HIGHLIGHTS
;S25 Community Colleges
Large numbers of community colleges in all parts of the country are
now offering supportive services (tutors, notetakers, interpreters, campus
orientation assistants, etc.) as well as adaptive equipment (tape recorders,
Opticon, "talking" calculators, lap boards) on a routine basis, according to
several hundred members of American Association of Comunity and Junior
Colleges cross the country who responded with brochures, letters and other
material to a recent request for their input to the HEATH Resource File.
In addition to providing support, many schools are reporting their
campuses to be barrier-free: Bergen (NJ), Northern Essex (MA), Lakeland
(IL), Quinebaug Valley (CT), Northeast Technical Community College (NE),
Texas State Technical Institute and Eastfield (TX), Valencia (FL), Mt. Hood
(OR), and Grossmont (CA) Community Colleges, for examples.
Some schools are offering adapted courses for credit. These include
courses in physical education and sports (archery, golf, table tennis) at
many schools, including DeAnza (CA); data processing at Feather River (CA)
and others; courses for people with specific disabilities and others who
might work with them in such areas as Braille, sign language, mobility
training, and art therapy at Miami-Dade (FL) and Cabrillo (CA); and courses
in independent living skills at DeAnza (CA).
Mentally retarded students are enrolled in community college courses
teaching food service at Seattle Community College and Everett Community
College (WA) and Madison Area Technical College (WI). Johnson County
Community College (KS), Foothill Community College (CA), and others offer a
range of courses for this population including basic skills, pre-vocational
skills, and activities of daily living. Special vocational evaluation is
performed for all handicapped students at Florida Jr. College at
Jacksonville, St. Louis Community College at Flourissant Valley (MO), San
Juan Community College (NM), DeAnza (CA), and nine community colleges in
Maryland.
;S25 Independent Living Centers
Centers for Independent Living are community resource organizations run
by and for disabled people. While each center is independently operated and
district, most centers do have a core of similar major services. These
include peer counseling, the teaching (by similarly-disabled peers) of daily
living skills, use of adaptive devices, advocacy with community agencies,
and help finding accessible housing and personal care attendants.
HEATH staff have heard from many centers that are providing other
programs. In the area of architectural accessibility the Boston Center
for Independent Living has an adaptive equipment specialist on staff who
does customized equipment and modifications in the client's home. The
Community Service Center for the Disabled (CSCD) in San Diego offers a
wheelchair repair service, also at home.
Other centers are sponsoring support groups for specific populations.
San Antonio Independent Living Services (where former HEATH staffer Nancy
Stout is assistant director) sponsors an Attendant Care Task Force where
people who use personal care attendants meet regularly to exchange ideas and
experiences about screening, interviewing, and managing schedules of their
attendants. Some parents of adult children living at home are also
participating with their sons or daughters so that they can all learn about
attendant care management before the young person moves out into the
community. The CIL in Central Florida organized a support group for teens,
where topics such as dating, family relations, independence, and future
goals have been on the agenda. Paraquad in St. Louis has just begun a group
to teach independent living attitudes to parents of disabled young people.
Centers are also working with government-sponsored education
departments. The San Antonio Center works with adult education teachers to
help its clients succeed in classes. Staff provide interpreters, transcribe
textbooks into Braille, and work with teachers to help meet student needs.
The CIL in Central Florida has arranged for the county Cooperative Extention
Service to teach home economics courses (such as homemaking, cooking,
laundry, money management) at the Center for groups of 8-10 people. Mary
Hencken, who arranged the courses there, says every county in the United
States has a Cooperative Extension Service that is ready to give home
economics classes either free or for a low fee, and that she worked with an
instructor ahead of time to ensure that the instructor was aware of her
group's special needs.
Transitional living arrangements have been established by some centers.
Independent Living in the Capitol District, has recently opened the Lawrence
Center where physically disabled adults live in private apartments for 6
months to 2 years while they learn to live on their own and manage the
assistance required from others. The Boston CIL also operates transitional
living apartment clusters within large apartment complexes for residents who
are preparing to move out into the community. The program provides 1
daytime and 1 nighttime live-in personal care attendant, but clients
routinely employ their own PCA's as needed. The Dayle McIntosh Center in
Garden Grove, CA runs an emergency shelter called HEARTH for homeless
disabled people.
HEATH would like to hear from other independent living programs across
the country to find out more about what they are doing. Staff refer
callers to nearby centers frequently, particularly in cases where students
are leaving home for the first time and could benefit from a network of
peers.
RESOURCES TO NOTE
National Directory of Training and Employment Programs for Americans
with Disabilities represents a joint effort by the Department of Health
and Human Services and the Department of Education to compile and publish
information on programs which provide training to disabled individuals for
competitive, private sector employment. There are 648 community based
organizations listed by state in the Directory . Each program provides
information on training areas, training levels, placement areas,
post-placement support, and disability areas served. The Directory
published in October 1985 will assist both employers in their search for
trained workers and persons with disabilities in their search for available
training and employment programs. Copies are available free by writing Ray
Sanchez, Program Specialist, Employment Initiative, Administration on
Developmental Disabilities, 200 Independence Avenue, SW, Rm 348F,
Washington, DC 20201, or by calling Vern Evans at (202) 245-2888.
The Right To Grow Up -- An Introduction to Adults with Developmental
Disabilities , edited by Jean Ann Summers, addresses the critical issues
of providing services/programs to all adults with developmental disabilities
throughout their lives. To address these issues, Part I examines the needs
of people with developmental disabilities as they move through the various
stages of the adult life cycle exploring such issues as the transition into
adulthood, sexuality, marriage, parenthood, and concludes with a chapter on
aging and elderly persons with developmental disabilities. Part II of the
book looks at the services necessary (including a chapter on independent
living programs) to provide the training and support needed by adults with
developmental disabilities to participate successfully in their
community--at home, at work, in recreation and leisure activities. Part III
explores the policy/legal issues with chapters on self-advocacy, federal
legislation, and finally, administrative and policy trends to ensure the
development of programs that adults with developmental disabilities truly
need and want. The Right To Grow Up can be ordered by prepaying $21.95 to
Brookes Publishing Co., PO Box 10624, Baltimore, MD 21285, or calling toll
free 800 638-3775.
Careers in Service to Exceptional Individuals , a publication of the
ERIC Clearinghouse on Handicapped and Gifted Children, handsomely and
clearly details the variety of jobs available today for those who may be
interested in working with handicapped and/or gifted and talented persons.
The 30 page book addresses the concepts of normal and exceptional, details
the range of children's abilities in schools today, and covers the spectrum
of careers in which people are employed to assist exceptional individuals to
participate in education and independent living. The training and
preparation as well as actual career responsibilities of school-based and
health related personnel are described in words and photographs. School
based personnel include special education teacher, aide, or supervisor, as
well as social worker, speech-language pathologist, and vocational
instructors and counselors. Health related professions such as physical
therapist, occupational therapist, rehabilitation counselor, and creative
arts therapist are also included. The book concludes with resources on
careers, handicapping conditions, the gifted, and related reading. Careers
In Service to Exceptional Individuals is available by prepaying according
to the following schedule to CEC, 1920 Association Drive, Reston, VA
22091-1589: 1-9 copies $4.00 each, 10 copies for $20.00, 50 copies for
$50.
Peterson's Guide to Colleges with Programs for Learning Disabled Students
by Charles T. Mangrum II and Stephen S. Strichart is a comprehensive guide
to more than 250 four-year colleges and universities offering special
services for students with dyslexia and other learning disabilities. An
informative and comprehensive 11 page introduction, covers definitions and
characteristics of learning disabled persons. General and historical
information about college programs for this population are included as are
sections on admissions, support services, and preparation and counseling in
high school. The Guide itself devotes an entire page to each college with
an easy to use chart that lets the reader assess a program and compare
colleges quickly and effectively. Detailed information is provided (in very
small type) on the learning disabilities program, services, and aids
available at each college. Available in bookstores or from Peterson's
Guides, Department 5710, 166 Bunn Drive, PO Box 2123, Princeton, NJ
08540-0008, for $13.95 plus $2.00 for shipping and handling.
An Educator's Manual: What Educators Need to Know About Students
with Traumatic Brain Injury is a publication of the National Head Injury
Foundation, Inc.(NHIF), It is the only resource currently available for
parents, educators, and others which provides information about what happens
when the survivors of traumatic brain injury reenter the classroom. In just
under 70 pages, the dozen co-authors present a reasonably clear explanation
of the effects of traumatic brain injury on academic performance and
potential for this rapidly growing population. Cognitive reeducation,
vision, hearing, speech and language therapy are described. The point by
point comparison of how traumatic brain injury differs from learning
disability is especially informative. Social aspects of traumatic brain
injury are also addressed. Appendices on computer based cognitive
rehabilitation and resource lists could easily be expanded into separate
volumes. An Educator's Manual is available from the National Head Injury
Foundation,Inc.($14.00) Post Office Box 567, Framingham, MA 01701 (617)
879-7473.
NEW FROM HEATH
Financial Aid and Disabled Students--1986 Edition by Jay Brill
and Rhona Hartman covers current information for students, parents,
counselors, and others interested in how to pay for college and other
postsecondary training. The paper describes the financial aid system, the
process for applying for aid, and the federal financial aid programs. It
address disability-related expenses and suggests how to include them in a
student budget. The roles that both the Vocational Rehabilitation and
Social Security systems can play in providing financial support and other
resources for students with disabilities are also covered. Other sources of
financial aid, such as state programs, and private scholarships are
included. Selected, annotated resources and a Pre-College Financial
Aid Checklist conclude the paper. Those who have requested the Financial
Aid fact sheet since September 1985 will be sent this update.
HEATH staff has updated the resource lists and texts of the following
previously available fact sheets: Access to the Science Lab and Classroom,
Audiovisual Materials, Cost Effective Ideas for Serving Disabled Students,
Learning Disabled Adults in Postsecondary Education, and Measuring
Student Progress in the Classroom. Single copies of each of these,
including Financial Aid and Disabled Students , are available free by
request to HEATH. Note that permission to duplicate HEATH materials is
not necessary; in fact, such duplication is definitely encouraged .
Choosing a College: A Guide for Students with Disabilities , written
by Jane Jarrow and others, is a joint publication effort of the Association
on Handicapped Student Service Programs in Post-secondary Education
(AHSSPPE) and HEATH. The Guide proceeds from the premise that there
are many guides and manuals which tell the average student "how to choose a
college" and that they all apply to disabled students as well. The
AHSSPPE/HEATH Guide is to be used in combination with other such guides to
assist students with disabilities organize their search and decision-making
process. The authors speak directly to you , the student: "Do not allow
your disability to become the major influence in your life: keep it in its
proper perspective.... [disability related] needs should be just one part of
a much larger list of considerations to be made." Each section of the
Guide corresponds to those in the Individualized Education Plan, which is
familiar to many disabled high school students and their families, and
provides information as well as questions which a student should ask him or
herself and others in the search and decision-making process. Single copies
are available from HEATH. Multiple copies will be sent to those who
indicate how the guides will be used.
hope this is an inspiration as well