Life Development Institute CEO Calls For Greater Inclusion of Special Needs Adults

May 7, 2010 - PRLog -- A recent report from the GAO found that while higher education participation among students identified as having a disability is up to 11% of total enrollment, there is a lack of coordination among the federal agencies, knowledge among college faculty of best practices, uncertainty of the legal obligations to offer reasonable accommodations for students with disabilities, and the consequences for everyone if accommodations are denied.

Rob Crawford, CEO of Life Development Institute in Glendale, Arizona, said, “Of particular concern, according to this report is how to appropriately assist, teach, and support students who are veterans with TBI/PTSD, have Autism Spectrum Disorders, or those who disclose disability after they are in academic trouble.  Consistent regulatory language is needed for disability determination.”

The issue of fulfilling both reasonable accommodation practices and legal considerations of who is considered a person with a disability is being discussed through the EEOC and Justice Department as part of the regulatory updates for the Americans with Disabilities Amendments Act (ADAA).

Problems occur when people with learning disabilities are not being included in Tier I recognition as automatically being considered a person who has significant impacts to major life functions (such as learning in traditional
academic settings).

“Adults with ADHD, autism spectrum disorders, mood, and anxiety disorders are included as Tier I conditions. This is confusing since public school students with learning disabilities make up nearly 5 out of 10 special education placements. Why would they not be given the same consideration for accommodations in the higher education arena?” Crawford said.

A 2009 NCLD report highlights some difficulties to be resolved concerning the reconciling of different legal frameworks, documentation for eligibility between the public secondary special education system - which typically uses educational psychological testing for categorical placement purposes - and the requirements of higher education which have a higher bar to reach to nail down the specific nature, manner, and duration of the disabling condition as it relates to being a barrier to performing class competencies.

However, the need for this level of comprehensive documentation and formal testing can create an unnecessary and unintended consequence by costing out students unable to afford this testing or for those lacking access to professional clinicians with expertise in adult diagnosis that meet higher education requirements.


“What is clear is that these assessments and regulations have accomplished little to actually measure things right in relationship to intellectual capacity or measure the right things about the performance potential of adults with hidden disabilities in higher education,” Crawford said.

Since 1982, Life development Institute staff and its administrators are devoted to actively work with and support parents who are eager for a place where their adult-child can thrive and succeed. Families look to LDI for hope and support, as there are few other viable resources for their children. LDI strives to ease the difficult transition for the parent from being their adult-child's advocate to being a parent who can empower their offspring to become more independent.

For more information:
http://blog.lifedevelopmentinstitute.org

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Since 1982, Life development Institute staff and its administrators are devoted to actively work with and support parents who are eager for a place where their adult-child can thrive and succeed. Families look to LDI for hope and support, as there are few other viable resources for their children. LDI strives to ease the difficult transition for the parent from being their adult-child's advocate to being a parent who can empower their offspring to become more independent.