high school to college transition an overview for families
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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
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