IACAC Conference 2011
Transition to College for High School
Students with Disabilities:
What You Need to Know to Help
Students and Parents Successfully
Navigate the Transition
Karen L. Wold, M.S.Ed.
Learning Disabilities Specialist
217-333-8705
kwold2@illinois.edu
Susann J. Sears, M.Ed.
Disability Specialist
217-333-4602
sheft@illinois.edu
University of Illinois
Disability Resources and Educational Services (DRES)
1207 S. Oak St.
Champaign, IL 61820
217-333-0248 (fax)
Session Agenda
► Differences
between high school and college
for students with disabilities
► Ways to help students in high school
prepare for college
► How to access disability-related services at
the college level
► Specific transition considerations for
students with different types of disabilities
► Questions, comments
Differences between High School and
College for Students with Disabilities
• High School: Students are identified
High
School:
High
Students
School:
areStudents
identified
are
byidentified
their school
by districts.
by
their
school
districts
Hy their School:
their school
Students
districts.
are identified by their school districts.
Students
College:
must
Students
self-identify
must self-identify
by registering
bywith the
•College:
College:
Students
must
self-identify
Disability Services
registering
officewith the Disability Services
s. by registering
office
with the Disability
Services
office
College:
Students
must self-identify by registering with the
Disability Services office
Differences between High School and
College for Students with Disabilities
• High School: Information is shared
with parents or guardians
• College: Student’s right to privacy
and confidentiality is upheld
Differences between High School and
College for Students with Disabilities
• High School: The role of disability
accommodations may better guarantee
success
• College: The role of disability
accommodations provide an equal
opportunity to either succeed or fail
Differences between High School and
College for Students with Disabilities
• High School: Students are provided with
the accommodations they need based on
what is discussed between their
parents/guardians and the school staff
(e.g. – arrangements that are made during
an IEP meeting)
• College: Students must seek out disability
services and be able to state what
accommodations they need and why they
are necessary
Differences between High School and
College for Students with Disabilities
• High School: Time spent on
homework and studying in high school
can be brief
• College: Time spent on homework is
usually 2 hours for every hour spent in
class (or more)
Differences between High School and
College for Students with Disabilities
• High School: Preparing for exams
usually involves memorization and
identification of information
• College: Preparing for exams will
involve application of information
Differences between High School and
College for Students with Disabilities
• High School: Instructors clarify and
remind students of exam dates and
assignment deadlines
• College: Students are expected to
know exam dates and assignment
deadlines by referring to their course
syllabi, and are responsible for
initiating any requests for clarification
Legal Differences
► Laws
governing services for students with
disabilities are different in college than they were
in elementary school and high school
 “Child find” under IDEA, 504 and ADA require student to
self-disclose
 504 and the ADA ensure ACCESS not SUCCESS (IDEA
focuses on success)
 504 and the ADA require access to existing resources
 504 and the ADA do not require support which is not
otherwise provided to other students
Student Rights
► Equal
access to courses, programs, services,
activities and facilities
► Equal opportunity to learn
► Access to reasonable accommodations,
academic adjustments/modifications and
auxiliary aids & services
► Appropriate confidentiality
Student Responsibilities
► Meet
qualifications (for admission, etc.)
► Maintain essential institutional standards
► Disclose the fact that he/she has a disability
requiring accommodation
► Provide necessary documentation, including
a specific diagnosis of disability
► Request accommodations by following
college/university procedures
Institutional Rights
►
►
►
►
Establish and maintain standards for programs, courses,
services, activities and facilities, and to evaluate students
on this basis
Request and receive necessary documentation that links
the functional effects of the disability to the requested
accommodations.
Deny requests for accommodation when there is
inadequate validating documentation
Deny requests that constitute an undue hardship or a
fundamental alteration of a program or service
Institutional Responsibiities
► Provide
information in a timely and accurate
manner and in accessible formats
► Ensure that programs when viewed in their
entirety are available and usable in the most
integrated and appropriate settings
► Evaluate students on their abilities, not disabilities
► Provide necessary, effective academic adjustments
and auxiliary aids for any KNOWN disability
► Maintain appropriate confidentiality
Practical differences
High School
College
School day is structured
School day is unstructured –
student is responsible for managing
his/her time
School provides assessment of
disability
Student is responsible for
identifying themselves and
providing documentation of the
disability
Eligibility for services is determined Eligibility for services is determined
by disability diagnosis
by the severity of the impact of the
disability on a major life activity
(learning, speaking, walking,
concentrating)
Practical differences (cont.)
High School
College
Parents and/or high school special
education teachers or 504
coordinators inform teachers of
student’s needs
Student informs professors of their
needs (usually by means of a letter
from Disability Services)
Modified curriculum (e.g., student
completes 10 math problems instead
of 20)
No modified curriculum – consider
alternatives such as reduced course
load
Waive course requirements (e.g.,
foreign language)
No waiver of course requirements
Many institutions offer substitutions
of course requirements
Parents and/or high school special
education teachers can speak with
regular ed teachers about student’s
grades and progress
Students need to speak to their
professors about grades. Professors
will not tell a student’s grades to
Disability Services staff or parents.
Ways to Help Students in High
School Prepare for College
► Educate
the student about his/her strengths as
well as weaknesses or areas of disability.
► Provide opportunities for the student to effectively
self-advocate by being able to explain his/her
accommodation needs to teachers and others.
► If accommodation needs are being taken care of
by parents and teachers, begin to consider other
options, including assistive technology (spell
check, alarms on cell phone for reminders, etc.)
► Student should take a college preparatory
curriculum, which includes foreign language.
Ways to Help (cont.)
►
►
►
►
►
Student should be involved in at least one extra-curricular
activity
Student should take advantage of mentorship, internship
or other work experiences
Review the requirements for admission into the college(s)
that the student is interested in with the student.
Review the documentation requirements and procedures to
apply for disability services at the college(s) the student is
interested in with the student.
Look at the college as a whole to ensure the best fit for the
student (not just at disability services).
Types of Higher Education Institutions
► Junior
or Community College
► Technical/Vocational
► College
(4 year)
► University
Schools
Technical/Vocational Schools
►
Emphasize preparation for specific careers
►
Some schools specialize in only one area, while others
provide a wide variety of programs
►
Award diplomas, certificates, licenses, and sometimes
associate’s degrees and bachelor’s degrees
►
Students may or may not be able to transfer credits to
traditional academic degree programs
College (4 Year)
►A
four-year college grants bachelor’s
degrees (Bachelor of Arts; Bachelor of
Science)
► Some
colleges also award Master’s Degrees,
and some also offer a two year Associate’s
Degrees
University
►A
school that offers both undergraduate and
graduate studies, and it may be made up of
several colleges
► One
of the major differences between a
College and a University is that a University
usually has graduate degrees (master’s and
doctoral) and research programs
College vs. University?
University
Pros
• Wide variety of majors and courses
• Well-stocked libraries
• Variety of housing opportunities
• Well-funded sports programs
• Wide range of academic and social
opportunities
• Distinguished or famous faculty
www.collegeboard.com
Cons
• Large class sizes
• Many courses taught by teaching
assistants, not professors
• Professors focused on their own
research and graduate thesis projects—
little student-teacher interaction
• Pressure on students to take initiative;
to be go-getters
• More rules and procedures related to
enrolling in and designing course
study—red tape
• Potential of getting lost in crowd
College vs. University?
Community or 4-Year College
Pros
• Small class sizes
• Hands-on learning opportunities
• Individually-designed majors
• Strong advising system; advisors
know students very well
• Strong sense of community
• Professors, not graduate students,
teach most courses
• Opportunity to get to know
professors well
www.collegeboard.com
Cons
• Limited housing options
• Fewer majors to choose from
• Fewer physical resources
• Smaller libraries
• Fewer entertainment and social
opportunities
• Less emphasis on sports
programs
What is the Right Fit For You?
 Talk with people who know you best and who have graduated
from a college or university (e.g., parents, siblings, teachers).
 Meet with your guidance counselor to help you explore options
and review college/university information online.
 Attend college and university fairs at your high school or in the
community.
 Visit the college and university campuses you are most
interested in or take a virtual tour on their Web sites if you
aren’t able to visit all of your choices.
 Contact the admissions office of the college or university you are
interested in attending.
 Talk to students with disabilities who are currently enrolled in a
college or university.
www.going-to-college.org
Which College?
►
College Matching Wizard


https://studentaid2.ed.gov/gotocollege/collegefinder/wizard_intro1.as
Narrows down by criteria you decide:
► Type
► Location
► Setting
► Size
► Academics
► Cost
► Campus Life
► Student Body
Comparing General College
Resources
• Contrast and compare college resources:
►
www.going-to-college.org/planning/activities.html
 Activity #5 under “Choosing a College” section
• Contrast and compare college resources:
►
www.going-to-college.org/portfolio/campuslife.html
 Under “Finding Resources” section
 FYI: Disability Services at different institutions will vary
greatly, so do your research on a school before you apply.
Determining a Degree Program
• What interests you? What can you see
yourself doing as a career?
► Several online resources to help you:
 Discover Your Perfect Career Quiz
►
http://resources.monster.com/tools/quizzes/perfectcareer/
 Explore careers
►
http://www.bls.gov/k12/
 Career Values Test
►
http://www.stewartcoopercoon.com/jobsearch/freejobsearchtests.phtml#cvt
 Occupational Outlook Handbook
►
http://www.bls.gov/oco/home.htm
College Admissions
► Commonly
asked questions about the
admissions process:
What role does my student’s disability play in their likelihood
of being admitted to a post-secondary institution?
 Students with disability are admitted no differently than students
without disabilities; held to same admission standards
When should my student disclose disability
information?
 Can not be required to disclose disability status during admissions
process; may choose to do so if feel this information is necessary
to explain portions of your academic record (e.g. missing foreign
language classes, change in grades due to diagnosis and
subsequent disability-related services)
College Admissions Cont…
My student would prefer to disclose information about
their disability, what should they tell an admissions
committee?
 Type of services received, strengths, academic interests, other
information necessary for admissions committee to understand
your academic record and/or unique high school experience
Does the admissions committee need my disability
documentation paperwork?
 Specific disability documentation (e.g., psychological assessment
report, IEP, 504 plan) should not be sent to an admissions
committee. This information can be sent to the disability services
office at the institution of choice, once the student has accepted an
offer to attend.
College Application Preparation
►
Visit www.going-to-college.org/planning/applying.html for
more tips, thoughts and suggestions on applying to college.
 Before you get started, think about how you would answer the
following questions:
What is the best way for you to manage multiple deadlines?
► What resources are available in your high school to help you write an
impressive personal essay for your college application?
► What are some advantages and disadvantages of disclosing your
disability in your college essay?
►
 Think about using an optional essay to do this and explain any
discrepancies.
►
ACT/SAT
 Find out if a standardized test is required; if so, does the college
prefer the SAT or ACT.
 In appropriate situations, students can receive testing
accommodations for both types of exams:
►
►
ACT - www.act.org/aap/disab/chart.html
SAT - http://sat.collegeboard.com/register/for-students-with-disabilities
Financial Planning
►
What is financial aid?
 Financial aid is monetary assistance that allows individuals to pay the
costs of attending college when their own resources are not enough.
 There are four types of financial aid (Heath Resource Center, 2007):
►
Grants – Aid that generally does not have to be repaid.
►
Loans – Money borrowed to cover school costs, which must be repaid, usually
with interest, over a specified period of time, typically after the student has
graduated or left school.
►
Work-study – Employment that enables a student to earn money toward a
portion of school costs during or between periods of enrollment. These usually
on-campus positions are supplemented by the federal government.
►
Scholarships – Gifts and awards based on a student’s academic achievement,
background or other criteria.
www.going-to-college.org/planning/aid.html
Financial Planning
► Online
resources:
 Financial Aid Easy Planner – determines cost, see if
you’re saving enough, search for scholarships, apply for
aid and more!
►
http://apps.collegeboard.com/fincalc/ep/wizard-home.jsp
 Financial Aid Planning Calendar for your senior year:
►
http://www.vaview.vt.edu/resources/pdf/912/Financial%20Aid%20Planning%20Calendar.pdf
 Questions to ask financial aid offices at the colleges of
your choice:
►
►
www.collegeboard.com/student/pay/add-it-up/398.html
www.fastweb.com/financial-aid/articles/231-15-questions-to-ask-your-financialaid-office
Financial Resources
►
Fastweb ~ http://www.fastweb.com
 FastWeb is the nation’s largest source of local national and collegespecific scholarships.
►
BrokeScholar ~ http://www.brokescholar.com
►
College.net ~ http://www.collegenet.com
►
Heath Resource Center ~ http://www.heath.gwu.edu
 Go to the Modules tab at the top and select “Financial Aid”
►
Disaboom ~
http://www.disaboom.com/Resources/DisabilityScholarships
/Default.aspx
How to Access Disability-Related
Services at the College Level
►
►
►
►
Look at college web site and search for “Disability Services”
Application process for Disability Services is usually
different than, and separate from, the application process
for admission to the institution
Make an appointment to visit staff in the Disability Services
office and come with questions (it is best if the student
does most, if not all, of the talking!)
Once a student is registered with Disability Services,
he/she needs to follow their procedures to access services.
Advanced notice is usually necessary before services and
accommodations (e.g., extended time on tests) can be
provided.
Specific Considerations for Students
with Specific Types of Disabilities
►
Students with Learning Disabilities – documentation of the
disability is a major consideration
 State of Illinois no longer testing every three years – colleges need
recent documentation of disability to substantiate disability and
determine accommodation needs
►
Students with Attention Deficit Disorder and Psychological
Disorders (depression, anxiety, etc.) – medication
considerations
 Consider how medication will be maintained while the student is in
college. Can the student get the medication on campus or does
he/she need to bring enough while on campus and get refills over
breaks?
Specific Considerations (cont.)
►
Students with Physical Disabilities – health/wellness and
disability management is a major consideration
 Students need to be aware of how to manage their disability and
optimize their health in a college environment
 Students need to be able to explain their disability management
needs (feeding, dressing, etc.) to personal care assistants (PCAs or
PAs)
►
Students with Vision and Hearing Disabilities – access to
campus and curriculum is a major consideration
 Vision – orientation and mobility training to get around the campus,
access to printed information (Braille, text to speech software)
 Hearing – access to auditory information (sign language
interpreting in classes, captioning of movies, YouTube videos, etc.)
Top Ten Ways to Prepare for the
College Transition
KNOW (OR BE WILLING TO LEARN) HOW TO:
10. Effectively use assistive technology.
9. Effectively use organizational strategies.
8. Effectively use time management strategies.
7. Effectively use learning strategies and accommodations
(esp. in reading).
6. Effectively use test preparation and test-taking
strategies.
Top Ten Ways (cont.)
5. Effectively understand and describe your learning
strengths and weaknesses (including areas of disability).
4. Effectively understand and describe your rights and
responsibilities as a student with a disability.
3. Seek help when necessary, including utilizing appropriate
disability services.
2. Effectively advocate for yourself and your needs.
1. Take responsibility for your own learning.
By putting these steps into practice, your students will be
more likely to be successful during their college career!
Resources
► Post
High School Options
http://www.ncld.org/college-aamp-work/posthigh-school-options/transitioning-to-college
► Making the Leap to College: What Students with
Learning Disabilities Need to Know
http://www.ncldtalks.org/content/interview/detail/
3116/
Wrap-Up
► Questions,
comments?
► Thank you for attending today’s
presentation!