INFORMATION HIGH SCHOOL STUDENTS SHOULD UNDERSTAND
PRIOR TO APPLYING FOR POSTSECONDARY EDUCATION

Colleges do not provide personal aides but may assist in making
arrangements.

Generally extended time on tests, but not unlimited time, depends on
curriculum.

Usually no extra time to complete homework assignments, projects, term
papers, etc., unless individual instructors agree to it

No modified assignments, such as shortened length

Confidentiality of educational records (FERPA) which does not allow
parents to discuss information without a student release form

The typical college schedule demands very different time management
skills compared to high school.

No resource room or special education classes

Colleges rely less on human readers/scribes and more on technology

Colleges rely on diagnostic information to assist students but do not use
the IEP process.

Documentation requirements vary from one institution to another. It is
important to become informed as to what is required at each.
PREPARING HIGH SCHOOL STUDENTS FOR POSTSECONDARY
EDUCATION SUCCESS
The Student will:

Advocate for educational needs by being able to identify and discuss specific
educational and/or physical challenges.

Be able to discuss accommodations that have been beneficial.

Be able to consider and determine the impact personal educational and/or
physical challenges may have on postsecondary education and the
student’s choice of field of study.

Recognize and understand that IDEA ends when he/she leaves K-12 and
how this affects him/her.

Have an understanding of ADA and Section 504 and develop knowledge
of her/his specific rights in regards to a postsecondary education.

Request re-evaluation prior to high school graduation if receiving Special
Education services.

Request that the school provide to the student a copy of current and
thorough evaluation information that identifies the student’s educational
level of performance to help determine functional limitations (this should
be provided just prior to graduation or right after graduation).

Be familiar with the requirements and available services of the Office of
Disabilities at the postsecondary institution(s) for which the student has
expressed interest in attending.

Understand the standard process in college – sharing an
“accommodation” letter with professors and coordinating
accommodations themselves.

Be able to clearly and effectively discuss personal educational needs with
professors (simulation practice in high school recommended).

Be able to identify techniques, technology, accommodations, etc. that have
been beneficial to the student (screen readers, speech-to-text software,
scribe devices, etc.)

Become skilled in the use of the latest assistive technology (see previous
examples).

Learn time management skills.