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Tips For Transition

After High School Education for Students with Disabilities

Awaiting each student is a potentially challenging but ultimately rewarding experience in discovering his or her unique voice. A coordinated team effort consisting of students, parents, families, educators and professionals is needed to help the student achieve greater independence and self-confidence.

As early as possible during high school is when preparation for entering post-secondary education or work should begin. Students who are eligible for special education services through the Individuals with Disabilities Education Act (IDEA) are entitled to transition services at age 16, or sooner, if stated in their Individualized Education Program (IEP). Under IDEA, federal law mandates, a Summary of Performance which is a summary of the student’s academic and functional achievements, including recommendations to assist the student in meeting his/her post-secondary goals, which is required for students exiting special education.

All important life changing events in our life, a wedding, a birth, a new job, a new home are all transitions and they work out best when time is taken to plan, prepare and ponder. Transitioning from high school to post-secondary school is no different. It is also filled with some of the same anxiety, anticipation, excitement and energy as any other life changing event.

One of the first steps in planning is to target specific schools, either within a particular location (near home, away from), or schools that offer a particular major/course of study, or good support services from disability offices, big school versus smaller school, etc. Community colleges are a very good source of intermediate support for transition students. They offer an opportunity to enroll in prerequisite courses at reasonable tuition while still allowing students to explore a variety of interests. Community colleges are smaller, do not require entry exams (SAT, etc.) and many offer programs that allow credits to transfer to a university.

One of most important steps, once a student has targeted a few schools, is scheduling a CAMPUS TOUR with each possible school. The student needs to first contact the Admissions Office at each school to request the admission criteria for an incoming freshman leaving high school. When the student is on campus, he/she can use their time to discuss additional opportunities and programs, such as work-study, student activity groups, and last, but not least, the disability office. It is essential that the student actually see, hear, touch, taste, and smell the disability office and support staff in the flesh so they can find out the extent and type of support services provided for someone with your specific needs. After these campus tours are completed and digested, sometimes it is helpful to re-visit certain schools.

The next step would be for the student to make a list/spreadsheet of the pros and cons of program services for each school, including the proximity, cost, courses of study, and support services available.

The next step should be making a checklist of each school’s admission procedures and deadlines for submitting all necessary documentation. This step should occur after the student has narrowed down his/her choices.

Once the letters start coming in from these chosen schools, the real fun begins: problem solving and decision making. This process will be great practice for life. It is important that parents and support systems assist students with this process. All students going through transition, non-disabled and disabled alike will have some difficulty, confusion, rejection issues, inability to calculate and plan for paying of tuition, etc. The support team should help the student stay focused on their goals and needs as he/she considers their options and alternatives.

Last, but not least, after the student makes his/her “big decision” and enrolls, one of the first things a student needs to schedule is an appointment with the Disability Support Services Office. Section 504 of the Rehabilitation Act mandates that accommodations and educational support be provided. It would be helpful in receiving needed services if the student provides a copy of their IEP, psych evaluation and/or any medical information which would document his/her disability and any limits they may have which give rise to needed accommodations.

In summary, transition is a challenging and exciting time for all students, disabled or not. It is important when parents, professionals, etc. help the student, they should make sure the student’s personal goals and interests are included in this process. Self-advocacy is critical through life, in particular during times of transition. When a student is aware of his/her strengths and areas of need, he/she will be a better self-advocate.