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Approaches to disability documentation have long been grounds for contention among postsecondary disability service providers. While the new AHEAD Documentation Guidance seems to be creating the usual intensity and heat among its members, there does seem to be a data-based middle ground. The AHEAD Guidance recommends that disability service providers place a greater emphasis on students' history of accommodation use. This history can be established with an array of secondary school data, including the Summary of Performance (SOP). Research by de Vries and Schmitt (2012) demonstrates that AHEAD members find a comprehensive SOP to be very useful. Recommendations for using high school data to support documentation and accommodations decisions are made and approaches for enhancing the quality of data from secondary schools are presented.

Disability documentation has been an ongoing challenge for Office for Students with Disabilities personnel. Initial lack of consistency and inadequate documentation data resulted in the promulgation of detailed documentation guidelines in the 1990s. Discontinuity between approaches to transition assessment and disability documentation in secondary and postsecondary schools has been exacerbated by court decisions and divergent legal requirements. The recently implemented Americans with Disabilities Act Amendments Act (2008) significantly impacts the postsecondary disability documentation process. The Summary of Performance (SOP) requirement of IDEA 2004 is discussed in regard to the range of data it adds to the review of functional performance and determination of reasonable accommodations. Recommendations regarding the application of the SOP to the new reality of disability documentation are presented.

Research supports the promotion of self-determination in adults with disabilities. Those with well-developed self-determination skills typically experience greater academic success and financial independence than persons who are less self-determined. This article will help disability service professionals use selected items from the AHEAD Program Standards and Performance Indicators to enhance student outcomes by programmatically fostering self-determination.

The development and dissemination of Program Standards and Performance Indicators for disability services in higher education provides research-based direction for postsecondary institutions, consumers and governmental agencies with respect to the services necessary to provide equal access for college students with disabilities. Twenty-eight Program Standards and 90 Performance Indicators are presented. The implications of the specific Performance Indicators for services for students with disabilities in postsecondary education are discussed.

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that applies to all school districts nationwide. Despite its wide coverage, there is a dearth of research on how the law is implemented. This study presents the results of an exploratory investigation of Section 504 practices with 154 special education directors in one northeastern state. Based upon a response rate of 55% (n = 85) results indicated that while most districts have formal Section 504 policies in place, this is a fairly recent development. Responsibility for the implementation of the regulations and the coordination of Section 504 plans fell to a wide range of personnel in the schools. Implications and areas for additional research are discussed. (Contains 1 table.)

Urban schools have the greatest need for renewal of existing staff and the infusion of new teachers. Unfortunately, they present a challenging environment in which to prepare teachers while fostering the renewal process in experienced teachers. Goodlad (1994) proposes that both the school and university embark upon this renewal process through school-university partnerships. This concept, called simultaneous renewal, means individual and institutional renewal are expected to occur in both the school and university. This qualitative study focuses on the renewal experienced in the urban Professional Development Schools (PDS) from the perspective of veteran teachers.

This special issue of the "Journal of Postsecondary Education and Disability" presents information on faculty development regarding students with disabilities in postsecondary settings. Each of the articles relates to the work emanating from the Demonstration Projects to Ensure Students with Disabilities Receive a Quality Higher Education funded by Title VII, Part D, of the Higher Education Amendments of 1988. The purpose of these projects was to develop and implement professional development and technical assistance activities designed to provide faculty and administrators in institutions of higher education the skills and supports needed to help students with disabilities to succeed. This special issue aims to promote awareness of the projects and help postsecondary personnel get an in-depth understanding of the training programs and products developed and available at several exemplary sites. In order to appreciate the significance of these projects, it is important to examine the context for this timely federal initiative supporting college students with disabilities. (Contains 2 tables.)

Universal Design for Instruction (UDI), a construct that serves as the foundation for the work of a federally funded project at the University of Connecticut, offers an approach to inclusive instruction that is responsive to the diverse learning needs of a changing postsecondary population. In this article elements relating to the implementation of project activities are presented, including the participation of key stakeholders throughout the grant period. The application of the Nine Principles of UDI[C]to college teaching is discussed along with observations regarding project outcomes. Suggestions for future initiatives are also delineated. (Contains 1 table and 1 endnote.)

Presents 27 Association on Higher Education and Disability (AHEAD) program standards across 9 categories. Discusses myths challenged by these standards and the implications of the standards for the future of disability services in postsecondary education. (EV)

Transition policy and programs have primarily focused on preparing students with disabilities for employment. Public policy over the last three decades has gradually broadened to include increasing emphasis on transition to postsecondary education. To date, the literature has primarily addressed matters related to demographics, legislation and policy, and the differences in expectations between secondary and postsecondary education. The authors call upon the field to set a transition research agenda resulting in evidence-based practices that will support the postsecondary educational goals of all students with disabilities.

The Individuals with Disabilities Education Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with a regular diploma or reach the maximum age for services. Although state compliance with this requirement is almost universal, it is not clear that this process is being used effectively to enhance post-school outcomes for students with disabilities. This article presents an array of practices that personnel from school districts and state education agencies can implement to make the SOP more helpful to students in order to bridge the documentation disconnect between secondary school and postsecondary education and employment, enhance self-determination skills, and foster improved adult success. (Contains 1 table.)

The legal basis for serving students with learning disabilities at the K-12 level is predominantly derived from the Individuals with Disabilities Education Act (IDEA). This federal law provides for substantive education support for students with learning disabilities through an Individualized Educational Program (IEP). However, because the IDEA does not apply to postsecondary education, qualified students with learning disabilities in postsecondary education find their rights now derived from two antidiscrimination laws, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Section 504). The purpose of this article is to present an overview of the legal rights of postsecondary students with learning disabilities. This will include a comparison of student rights under the IDEA to the student's under the ADA and Section 504, a discussion of the recent amendments to the ADA, and information related to the documentation of learning disabilities that must be provided to the postsecondary institution.

The Individuals with Disabilities Education Improvement Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with a regular diploma or reaching the maximum age for services. However, other than specifying that the form contain a summary of the student's academic and functional performance and recommendations to help the student meet postsecondary goals, the IDEA regulations offer little guidance regarding the content of the SOP or how it should be implemented. This article provides an overview of the SOP and presents the results of a national study of SOP forms promulgated by 43 state education agencies (SEAs). Significant variation was found across the states, with 88% percent meeting the minimal requirements of the IDEA. The utility of a comprehensive SOP in assisting secondary students with learning disabilities to access supports and accommodations in employment and postsecondary education is discussed. (Contains 1 table.)

General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided. (Contains 1 note and 1 figure.)

Postsecondary education is a realistic and necessary option for successful adult outcomes. An understanding of the realities in postsecondary education is necessary if students with disabilities and their families are to be prepared to make wise choices for successful transition. School personnel should use the high school years to implement transition planning that fosters self-determination and independent learning in students with disabilities. This article presents 20 ways to improve preparation for and foster increased access to postsecondary education for students with disabilities.

Section 504 of the Rehabilitation Act of 1973 has become an increasingly important mechanism in providing services to students with disabilities in public schools. Because Section 504 is a civil rights law, responsibility for its implementation involves a range of school-based professionals, including administrators, general education teachers, school counselors, school psychologists, and special education teachers. This article reviews data from two studies that gathered information about the specific roles of a variety of school-based professionals and the levels of training related to Section 504 that they received. Given the growing importance of Section 504, suggestions are presented for improving the preparation of personnel to function as members of Section 504 teams. (Contains 1 table.)

There is a paucity of research related to the implementation of the procedural regulations of Section 504 of the Rehabilitation Act of 1973 in public schools. Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from a survey that was distributed to a range of school-based professionals (general education teachers, school administrators, school counselors, school psychologists, social workers, and special education teachers) in one northeastern state. Based on a response rate of 46% (n = 259), results indicate that 84% had served on a Section 504 team. Responsibility for managing Section 504 plans falls to a wide range of professionals. Analysis of item mean scores reveals that most components of the regulations are properly implemented, but analysis of item frequencies indicates areas of concern. Implications and areas for additional research are discussed. (Contains 3 tables.)

The Individuals with Disabilities Education Improvement Act of 2004 mandates that students with disabilities graduating or aging out of the P-12 school system be provided with a summary of academic achievement and functional performance (SOP). The SOP should provide the student with one document that summarizes available formal and informal assessment data. This article presents an overview of the SOP, as well as an example SOP for a hypothetical student. The SOP form used in this article is based on the template developed by the National Transition Assessment Summit, which has been ratified by seven national and international professional disability organizations.

Given the latest reauthorization of the Individuals with Disabilities Education Act (IDEA) and evolving views on the identification of cognitive disabilities in special education, many high school graduates with learning disabilities and/or attention-deficit/hyperactivity disorder will have a Summary of Performance (SOP) in lieu of a recent psychoeducational evaluation as their primary documentation of disability from high school. This article discusses potential challenges faced by high school students in establishing eligibility for high-stakes test accommodations for college. There is skepticism regarding the SOP document in terms of satisfying established disability documentation requirements and documentation review criteria of testing agencies that administer college admission exams such as the SAT and the Graduate Record Examination. Recommendations for documentation of disability by high school personnel, as well as disability documentation review policies for high-stakes testing agencies, are proposed. (Contains 2 tables.)

The newly reauthorized Individuals with Disabilities Education Act of 2004 contains several significant changes that will directly impact students with learning disabilities (LD) who are preparing for transition to postsecondary education. These modifications include transition planning, reevaluations, new criteria for the diagnosis of LD, and the summary of performance requirement. This article presents an overview of pertinent changes in each of these key areas, as well as discussion of how these modifications will impact students in transition. Recommendations are offered for secondary and postsecondary personnel regarding these changes.

Special education teachers and individualized education program (IEP) team members throughout the country are struggling to make appropriate decisions regarding assistive technology (AT) for students with high incidence disabilities. Although numerous authors and organizations have developed tools to assist IEP teams when considering AT, the task can be overwhelming. Successful AT programs utilize preassessment, collaborative problem-solving, effective implementation, and systemic evaluation. Each of these issues present different challenges to special education teachers. This article is designed to simplify AT consideration for students with high incidence disabilities by highlighting several comprehensive resources that IEP teams can use to inform their decision-making process. Prior to the discussion of each resource, the authors identify barriers the IEP team may face when making AT decisions. It is the authors' intention that the tools and resources presented herein should be used collectively by IEP teams to ensure that the AT needs of students with high incidence disabilities are addressed. (Contains 2 tables, 3 resources, and 9 online resources.)

Universal design (UD), a concept from the field of architecture, is increasingly evident in discussions of approaches to enhance educational access for students with disabilities. Several emerging models of educational applications of UD--Universal Design for Learning, Universal Design for Instruction, and Universal Instructional Design--are discussed, with a call to the field for a collaborative approach to examine the efficacy of applications of UD to educational environments. Several critical areas for a research agenda are articulated, with caveats that the promise of UD for enhancing access not be undermined because of premature promotion of the concept before its validity is thoroughly examined.

One hundred fifty-four special education directors in one northeastern state were surveyed regarding how specific components of Section 504 were implemented. Mean scores revealed that districts are properly implementing components of the law, including providing Section 504 plans only to students with disabilities, reviewing Section 504 plans on a regular basis, and providing students and families with information on due process procedures. Separate item frequencies revealed that some districts may be providing Section 504 plans to students without disabilities, and that training and information dissemination regarding Section 504 may be inconsistent. Nine percent of the reporting districts indicated that training is "Never" or "Rarely" provided to district staff, while 23% reported distributing Section 504 procedures to district staff only "Rarely" or "Sometimes." An additional 5% did not know whether Section 504 procedures were distributed to staff. (Contains 2 tables.)

Secondary schools and postsecondary institutions differ in their obligations to students with disabilities under the regulations of Section 504 of the Rehabilitation Act of 1973. This article presents several of the key differences between Subpart D, which applies to secondary schools, and Subpart E, which applies to postsecondary institutions. Implications of these differences for the transition process are discussed.

Students with disabilities have begun to make significant strides with regard to the fulfillment of traditional adult roles. Though not perfect, transition planning has improved the outcomes for students with disabilities who enter college and matriculate. However, many barriers still exist for students with disabilities who have a desire to continue their education following high school. There has been a significant increase in the supports available for students with disabilities at the postsecondary level, but these services are rarely appropriately planned or validated as effective. An important step toward well-planned and empirically validated services is the appropriate professional preparation of the staff who oversee services for students with disabilities at colleges and universities. In fact, the President's Commission on Excellence in Education has recommended that all relevant postsecondary level personnel be provided supports that will allow greater numbers of students with disabilities to successfully complete a postsecondary education. This manuscript describes postsecondary disability service providers and the supports their offices need to offer. It reviews the evidence that training is necessary and recommends methods for improving personnel preparation. (Contains 2 tables and 1 figure.)

Universal design for instruction is presented as a new paradigm for approaching equal educational access for college students with learning disabilities. Topics covered include changing student demographics, instructional challenges, the universal design concept, universal design in educational settings, and applying universal design to college instruction. (Contains references.) (Author/DB)

Argues that in an era of decreased funding, postsecondary education and occupational services for disabled young adults are disappointing. Recommends using findings in the article to create an evaluation action plan as a routine component in programs targeted towards the disabled as well as any program in higher education. (Contains 22 references.) (MZ)

Proposes a model of adult development as the foundation for instruction and training of adults with learning disabilities. Presents the interrelationships and application of Malcolm Knowles' model to adults with learning disabilities along with specific examples applicable to special and vocational educators. (Contains 43 references.) (JOW)

Investigated beginning teachers' beliefs about diversity issues. Interviews with beginning teachers graduated from a program that emphasized the development of critical reflection and moral decision making indicated that the confluence of field experiences in professional development centers, seminar-related discourse, and critical reflection contributed to their positive attitudes regarding student diversity. Respondents put into practice many of their beliefs. (SM)

Survey data from 471 community-technical college faculty indicated they were willing to use instructor-centered strategies (initiated by faculty and related to teaching methods) to accommodate students with learning disabilities. Accommodations in evaluation and collaborative methods such as mentoring and team teaching were used less frequently. (SK)

Examines the necessity of defining the knowledge and skills required of postsecondary disability-service providers, due to the significant growth in the number of students with disabilities entering higher education. Discusses the implications of recent developments in professional standards for postsecondary disability personnel and the proliferation of staff-development opportunities. Contains 20 references. (VWC)