High School to College Transition

An Overview for Families

Goals• To provide pertinent information that will assist

students preparing for college and college life

• To familiarize participants with the workings of College Disabilities Services Offices

• To explore the importance of disability disclosure in relation to college success

College is not High School!

New friends

Moving around campus

More independence/choices

More responsibility: time, money, self

Less privacy

Different kinds of support

Transition PlansTransition plans are a key

component in Individualized Education Programs (IEP)

Rights: all IEP and 504 students should have a transition plan

The IEP should reflect what will be needed to reach goals for college

High school is different from collegeRights: K-12 services are based on entitlementResponsibilities: Postsecondary services are based on eligibility and must be requested

There are no special education teachers in college!

Good news…

Students with disabilities represent about 10% of higher education students in the US

Students with learning disabilities is the fastest growing disability category among college first year students

College Student Rights and Responsibilities

Students have the right to meaningful access, nondiscrimination, and academic adjustments and aids

Students have the responsibility to meet eligibility requirements, request reasonable modifications in a timely manner, and provide documentation to support requests for accommodation

Students have the right to refuse accommodations

However

Colleges are entitled to have admissions and program standards, but they cannot discriminate on the basis of a disability

Colleges are not required to make fundamental alterations to programs

Student Information Who gets to look at a student’s information?

* The student

* Office of Disability Services if the student has requested services

*Anyone else the student chooses to give access

*Anyone else who may “need to know”

All college students have rights and responsibilities regarding student records

Review school’s policies and procedures, particularly the Code of Conduct, for details

VESID Assistance

All VESID eligible students with a disability qualify for financial assistance for required textbooks through a voucher program

VESID may refer students who need additional assistance with preparing for and/or progressing through college to other adult service agencies

A Place to LiveSome colleges require all

first year students to live on campus unless exemptions are sought

• If so, make sure to tour the residence halls to determine if that setting will work for you

• If not, or if you need accommodations such as wheel chair accessibility or a single room, complete the necessary paper work early; these sites are often limited!

Other campuses are “commuter” campuses

College Disabilities Services OfficesWhen speaking with personnel in college

disabilities offices, they will want to know about your:

• Functional disability (or disabilities)

• Accommodations: you will need to have equal access to college programs,activities, and services

• Documentation

The student needs to be able to speak to these, as well as inquire about other possible accommodations

Accommodations will vary from semester to semester, course to course, and instructor to instructor

ServicesEACH COLLEGE DETERMINES the level of services that will

be available.

Typical assistance available might include: * tutoring* note takers* alternative testing arrangements* textbooks in alternate format* sign language interpreters* physical access* assistive technology

http://www.vesid.nysed.gov/specialed/transition/sah1.html#campus

Important FactsThe student must self-identify to the College

Student Disabilities Office

Notifying the Admissions Office that an incoming student has a disability does not mean that Disability Services will be notified

Professors will not be informed unless the student provides a letter from Disability Services

The college, by law, is only required to accommodate that which they know about from the time they know about it

Some reasons students may not seek assistanceThey do not want to be labeled as they were in high

schoolThey want to try it on their ownThey equate graduation with being “cured” of the

disabilityStudents may be unaware of rights and responsibilitiesMay expect supports similar to high schoolMay reject idea of seeking supports as a chance to assert

independenceUnaware of responsibility to self-identify and request

servicesMay need assistance with decision making, self-

advocacy, & negotiating skillsPrefer to seek assistance from other support systems

DisclosureIntended release of

information

The student determines who he/she will disclose to

Content and timing are important, and may impact outcomes

Accommodation is provided after disclosure

Reasons for DisclosingTo obtain accommodations, one must disclose

disability-related needs

It is really a safety net in case needed at some point during college years

Additional potential benefits:• Help other students in class (such as

instructor using microphone)• Opportunity to participate in & be

successful at previously avoided activities• After disclosure, stress of keeping the

disability hidden may be removed

Documentation* At the college level, the

student must provide current information regarding the impact of the disability

• Documentation is linked to accommodation

• Documentation is needed to show that there is a disability, not necessarily a diagnosis

* Documentation is not a note from a doctor written on an Rx Pad!

Documentation continued

Every college has the right to determine what documentation it will accept

While a 504 plan, an IEP, or an SES may provide some information about what happened in high school, it is not much help for determining college services

ASK about what documentation is needed at any college being considered

Skills and/or Orientation Classes

Some colleges have special classes for beginning students• Orientation classes offer more detailed

information specific to majors• College academic skills courses

• Life skills components• Career development courses• Library skills courses

How courses workClasses generally meet for an hour three times a week, or

1.5 hours two times a week for 3 semester hours (credits)A semester is generally 15-16 weeks, with two during the

regular school year

Quarters are generally 10-11 weeks with three during the regular school year

Trimesters are three terms scheduled throughout the full year

Finals are sometimes scheduled during a separate time in a different room from the regular class

Deadlines are extremely important pay attention to drop/add dates, when college bills are

due, when holidays are observed…

Don’t Forget Homework

For each hour in class, most instructors expect students to spend three hours doing assignments or reading outside of class

This means: If a student is taking 12 credits, he/she is expected to spend a minimum of 36 hours preparing and completing assignments

The student is responsible for completing all homework

If you need extra time to complete assignments and/or reading, make sure to factor this in when preparing your schedule!

Program Alterations for Students with Disabilities

Colleges are not required to make fundamental alterations to programs

For example, a high school may waive or substitute a requirement for foreign language. However, if foreign language is required for teaching programs, the education student will need to complete the requirement

This may be a state certification issue

Other times, it may be a case of the student showing she/he can complete the requirement in a nontraditional way (such as with assistive technology)

Link it together

Know your rights and responsibilities

Understand your functional limitations

Recognize the accommodations you may need

Advocate for your needs

Utilize your supportsCollege Disabilities Services OfficesVESID and other adult services agencies

Enjoy your college career!

ReferencesMuch of the information contained in this presentation came from:

• GW Heath Resource Center, http://www.heath.gwu.edu/search/node

• Johnson, K. D., Hines, T. N. (2005). 100 things every college student with a disability ought to know. Williamsville, NY: The Cambridge Stanford Study Skills Institute.

• Lynch, R. T., & Gussel, L. (1996). Disclosure and self-advocacy regarding disability-related needs: Strategies to maximize integration in postsecondary education. Journal of Counseling and Development, 74(4), 352-357.

• Student Advocacy Handbook for Juniors and Seniors Transitioning to College provided by VESID. To view the entire document:

• http://www.vesid.nysed.gov/specialed/transition/sah1.html#campus

• WNY Collegiate Consortium of Disability Advocates Effective College Planning, 9th Edition. To view the entire document:

• http://www.ccdanet.org/ecp/

• Disbro, W. (1995). 100 things every college freshman ought to know. Williamsville, NY: The Cambridge Stanford Study Skills Institute.

• Developed with the assistance of Kathy Hoffman, Coordinator of Special Services, Erie County Community College