Successful Transitions

ManagementPreparing for the transition

between high school and college for students with disabilities

Common College Student Frustrations

Students must advocate for themselves by locating their campus disability office and disclosing their disability.

Students must provide their documentation (Must be current, on an adult scale, and many times requires new testing at the end of high school)

General lack of knowledge of their disability

Lack of knowledge of their own responsibilities due to dependency on other adults

Major legal differences

Little to no parental involvement

Not socially involved

Being educated with the whole student body instead of in a resource room with small teacher to student ratio

Possibly the most frustrating thing for students is that they are going to have to advocate for themselves to be successful

IDEAAll students are

entitled to a free and appropriate public education

in the least restrictive

environment

Americans with Disabilities Act

(ADA))

Protects individuals with a disability from discrimination.An individual with a disability is

defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more

major life activities, a person who has a record of such impairment, or a

person who is perceived by others as having such an impairment.

Section 504 of the Rehabilitation Act

No otherwise qualified person in the United States…shall solely by reason of disability, be denied the benefits of, be excluded from participation in, or be subjected to discrimination under any program or activity (receiving federal funds- Section 504 of the Rehab Act)

(US Department of Education, 2013)

IDEA and ADA/504

IDEAFree and Appropriate

Public EducationEntitlement lawLargely remedial in

approachOutcome Oriented: Focus

is on student success

ADA/504Optional Education with

Cost InvolvedCivil rights lawAccommodations and

Assistive TechnologyFocused on equal access

not equal outcome

ALL OF THE TIME

No exclusion on the basis of disabilityNo discrimination through contract or

insurance constraintsParticipation is in the most integrated

setting possible – for example, all students work in the same lab settings, all students walk the same path to receive their diploma

No discrimination through eligibility criteria

Reasonable modifications to policies, procedures, and practices must be made to provide access to all

Full ACCESS CON’T

Students with service dogs are allowed full access except they can be excluded from areas where their presence would constitute a fundamental alteration of goods and services available for all customers, an undue burden, or a direct threat to safety such as in an operating room or room where sanitation procedures are required.

Full ACCESS CON’T 1Reasonable modifications to policies, procedures, and practices must be made to provide access to all

All educational materials and technology must be accessible including books and online content

Accommodations/academic adjustments available at no cost

Reasonable Accommodations/Academic Adjustments Not Modifications

Examples of Extra time on all tests, quizzes, and

assessments (clock time, not calendar time)

Taking tests in the Testing Center Note takers Ability to audio record Extra time on in-class writing

assignments and the use of spell and grammar check

Preferential seating

Reasonable Accommodations/Academic Adjustments

Use of a computer for note taking Use of alternate format books Use of assistive technology At the discretion of the college or university: Priority registration Exception to full-time status Course substitutions/waivers

For more information about academic adjustments, please see Frequently Asked Questions on the U.S. Department of Education website here

And What is

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ACT Testing Accommodations Eligibility

Eligibility to Request AccommodationsProfessionally diagnosed condition Appropriate documentation on file at school Accommodations used on tests in school due

to a disabilityTesting Time AuthorizedTime-and-a-half: 5 hours total for the ACT (no

writing) or 6 hours total for the ACT with writing (includes breaks between tests).

Self-paced within total time allowed. Must complete all tests in a single sessionFor more information, see handout and ACT.org

ACT Test-taking StrategiesMake sure to get a

test prep book, read the strategies and take the practice tests.

Take the ACT practice test at ACT.org

ACT Test-taking Strategies

If not written in the IEP, you can ask for an additional meeting to add an accommodation for the ACT

Make sure the student understands that they have to monitor their time if taking the ACT on a Saturday at a national testing site

If your student is planning to attend a school that super scores, use the time to your advantage by taking the test more than once

Schedule the ACT at the appropriate time

A Word on Self-Advocacy…

It’s All About Independence

A parent’s role is to help a child to grow to be an independent adult and teaching self advocacy is a crucial step

Students are accustomed to having services brought to them through their parents. In college, the student will have to seek out their services independently.

Independence and self-advocacy are essential to success

We are preparing the student to start a career and build a life

It all starts with the ability to advocate for yourself

A Word on Self-Advocacy 1…

It’s All About Independence

To be a self-advocate, one needs to understand his or her:DisabilityRights and responsibilitiesStrengths and weaknessesAdditionally, one needs to make decisions regarding:Potential accommodationsDisclosureCommunity support

It’s a Different World Out There!

High School Little choice in schedule Smaller class size Little advising required Courses are waived fairly easily Takes time to remind Available all day Offers frequent review Human readers and scribes Modifications such as content only

grading, shortened assignments, alternate assignments

Test Re-dos

College 12-16 hours per week in class with

36+ hours independent study Classes can be very large Advising takes time and planning Very few course waivers granted Does not monitor completion Has office hours Expects you to think independently Assistive Technology No modifications, just

accommodations Mastery is ability to apply what is

learned

Preparation Year by YearFreshman YearStudent: Begin to know, understand, and discuss the functional limitations of their

disability Keep a calendar on the phone of school assignments, test and work schedules Explore the use of assistive technologyParents, family, and other caring adults will need to: Begin to step back and have the student become an active participant in all

meetings relevant to their education and assist in running their IEP meetings Teach academic survival skills (time management, study skills, goal setting etc.) Discuss the importance of GPA for college entry and beyond Start the process of exploring college websites and planning visits

Sophomore YearStudents will need to: Continue learning self-advocacy skills Begin to educate others about their disability Start discussing different careers of interest Start studying for and practicing entrance exams such as the ACT Begin learning independent living skills such as laundry, cleaning, and shopping Start a part-time job over the summer

Parent, family and other caring adults will need to: Have the student discuss their strengths/weaknesses and possible

accommodations in their IEP meetings Monitor GPA and academic progress Have students compare and contrast college and vocational goals Schedule vocational or college visits

Junior Year StudentsContinue learning self-advocacy and academic survival skillsPractice discussing the functional limitations of your disabilityLearn to run your IEP meetingsInvestigate the option of dual enrollment classes for your

senior yearIf eligible for dual enrollment classes or if preparing to take

the ACT, request updated testing on an adult scale from the IEP team or make an appointment with a private psychologist in preparation for college level accommodations the summer prior to your junior year or at the beginning of the academic year

Learn about FERPA (Family Education Rights and Privacy Act) if planning to take dual enrollment classes

Junior Year Students Con’tNarrow down college optionsVisit colleges and their disability officesDetermine what the minimum ACT scores are for the college of your

choice and if the college super scoresPrepare for the ACT through test preparation and if taking the ACT at

a test site, register online, practice time management skills for the test, and learn testing rules

Request accommodations for the ACT through your school counselor and IEP meeting or through ACT.org

Research scholarships and other financial aid opportunitiesContact your local Vocational Rehabilitation office for educational and

career support

Junior Year Students Cont. 1Continue to practice independent living skills including

scheduling doctor’s appointments and financial literacy education

Become fluent with assistive technologyContact your local Career Center about vocational

assessments to determine possible career optionsVisit onetonline.org to explore the world of work through

30,000 + jobs and My Next MoveSet up job shadowing opportunities in any fields that you may

be interested in through family and friendsSecure a summer job or internship if possible

Junior Year Parents

Schedule to visit colleges and their disability officesDetermine what type of documentation that the

disability office requires for accommodationsExplore job shadowing opportunities in any fields that

the student may be interested in through family and friends

Continue teaching self-advocacy and academic survival skills

Teach the student to run their IEP meetings

Senior Year Students Solidify your academic survival skillsBegin teaching your parents about the importance of self-advocacyRegularly run your IEP meetingsBe able to identify your disability and talk openly about its impact on

your lifeMake sure that all documentation/assessments are up to date. If not,

request updated testing through your fall IEP meetingContinue campus visits & make a decision about which college to attend Make initial visit to Disability Services to begin the accommodation

process with documentation Take entrance exams (ACT/SAT)again if needed

Senior Year Students Cont.Complete the fafsa at fafsa.ed.gov for financial aid

including TN Promise and the Hope ScholarshipGet an early start on any volunteer hours that may

be required for TN Promise or other financial aidResearch any scholarships that you might qualify for

including campus specific scholarships that may be available through college foundations

Identify special housing needs to school of choice

Senior Year Students Cont. 1Check into student organizationsIdentify a peer group at the same collegeParticipate in class visits or a summer transition

program if possibleSet up orientation & mobility training if neededInsure access to the needed Adaptive

Technology

Senior Year ParentsHelp your student complete the fafsa at fafsa.ed.gov for

financial aid including TN Promise and the Hope ScholarshipCheck with your employer to see if there are scholarships

available for your studentPlan to attend parent session of orientation Support your student in obtaining access to the needed

Adaptive Technology

ResourcesSelf-Exploration- Who Am I? Explore

Personality Barriers and Goals online Click here

Career Exploration – What Are My Options? Explore career options online Click here

Career Planning and Management- What Do I need to Do Now? Sample activities online Click here

Resources Con’t1 Information for Youth on Managing Personal Assistant

Services (PAS) Learn what is involved in managing your personal assistant Click here

Making My Way through College: A Guide for Students with Disabilities An extensive guide for navigating college life Click here

Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators Explore frequently asked questions in the transition to postsecondary education Click here

Material in Spanish: (See this link to view additional materials translated into Spanish) Click here

References

U. S. Department of Education Office for Civil Rights. (2013). Protecting Students with Disabilities. Retrieved from Click here