Disability Transition Information
College life poses different challenges for students with disabilities. When students enroll in college, they are considered responsible adults by faculty and staff. The expectations are that they will assume responsibilities for meeting their class requirements. This added responsibility is coupled with a change in environment. Whereas the high school was a very structured environment with a set schedule, college schedules can vary dramatically. For the first time students may have considerable time between classes and frequently do not use this time wisely. Students must enforce their own attendance policies and prepare to realize personal consequences if they choose not to attend class.
Self-Advocacy
Another student responsibility have is that of self-advocate. Students must become adept at realistically assessing and understanding their strengths, weaknesses, needs, and preferences. Also, they must become experts at communicating these to other adults including instructors and service providers. Although services will be available to them through an office specializing in services for students with disabilities, students will be responsible for seeking these services and supports. Good communication skills and knowledge about oneself become crucial to success in college.
Comparison of Services and Responsibilities
| High School | Two-year College | |
|---|---|---|
| Identification of Disability | School is responsible | Student self-discloses |
| Assessment of Disability | Education and psychology testing is provided by school | Student is responsible for setting up and paying for appropriate testing/evals |
| Requesting Services and Service Delivery | School staff deliver agreed upon services to the student | Student must seek out services by requesting them from appropriate college personnel |
| Service Duration/Frequency | Services are based on an agreed upon time allotment and menu of choices | Services are based on situational/individual needs and can change each term |
| Advocacy | Case manager or parents act as advocate | Student acts as advocate |
| Review of Services | Annual review and IEP meetings | No annual review or IEP meetings; student must provide feedback regarding progress or problems |
| Parents’ Role | Regular parent contact | No parent contact |
| Purpose of Services | Entitlement law (IDEA); student success | Anti-discrimination law (ADA); equal access only |
| Funding for Services | Schools must pay | Schools must pay, except for personal attendants/items |
Preparedness For the Demands Of College
Keep in mind that the college demands will be different and often greater than in high school. These demands include the need for greater organizational skills, assertiveness, and use of self-advocacy skills. Students must be prepared to handle a complicated course schedule and make more time for studying and completing assignments. Mastering learning strategies and study techniques will make college coursework more manageable. Because adults will not be seeking the students out to offer assistance, students cannot be shy about asking for help.
A Guide For Parents & Families
You can support your child entering the college setting in a number of ways. First, be knowledgeable about the rights and responsibilities your son/daughter has under the Americans with Disabilities Act (ADA). Your son/daughter is responsible for using the information. Prior to enrollment, make sure that your son/daughter has all the paperwork needed to obtain services. Once you have gathered the necessary paperwork, make copies and turn it over to your son/daughter as the first step toward he/she assuming responsibility (make sure that you keep a copy in a safe place).
- Encourage the development and use of self-advocacy skills;
- Help your son/daughter understand his/her disability;
- Talk about it comfortably. Once your son/daughter has a class schedule, discuss how his/her strengths and weaknesses will be effected by each class and what kinds of services he/she might need in order to be successful;
- Once the semester is underway, ask questions about progress, but remember that your son/daughter is ultimately responsible for his/her success;
- Listen and ask questions when you sense a problem is occurring;
- Realize that the coursework will be more difficult and time consuming than during high school;
- If your son/daughter is living at home, make sure he/she has a quiet place to study and ample time to finish assignments.
Finally, all FERPA policies that IWCC typically employs applies to students with disabilities, as well. You will no longer have automatic access to your child’s records, unless your child chooses to share information with you. You cannot call the college and get updates on your child.