Students with disabilities often face new challenges when starting college. A new resource answers key questions to help students with disabilities navigate the transition from high school to higher education.
Students with disabilities face unique barriers during their journey to a college degree. Throughout K-12 education, learners with disabilities receive individualized supports, accommodations, and services designed to help them access curriculum and progress through their studies as required by the federal Individuals with Disabilities Education Act (IDEA). When these same students transition to higher education, they encounter a very different system that places greater responsibility on their own advocacy to self-identify, request accommodations, and work directly with faculty and staff to access the accommodations they are eligible for.
To help ensure that students with disabilities have the information they need when navigating their college transition, the Coalition on Accessibility in Higher Education which CHEPP co-leads with the National Center for Learning Disabilities (NCLD), developed a new resource. The brief, Improving College Transition Advising For Students with Disabilities, helps college advisors and school counselors, as well as students with disabilities and their families, answer key questions related to transitioning from high school to higher education.
- What is the difference between K-12 and higher education disability supports?
- Can students receive accommodations on college admissions exams?
- How do I help students with disabilities find the right college?
- Does a student’s disability impact their federal financial aid?
- How do I prepare and support students for requesting accommodations?
Under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, colleges are responsible for providing reasonable accommodations. Colleges typically have a disability services office (DSO) that manages students’ access to accommodations with processes that vary between colleges. In some cases, students may only need to demonstrate they had an individualized education program (IEP) or 504 Plan in high school, while many colleges require students to get updated assessments, which can be costly, in order to qualify for accommodations. Understanding what this process is before a student enrolls, or even applies, can help inform their decision about where to attend – but they often have no idea how and what to ask.
Students with disabilities should also be prepared to advocate for what they need – sometimes for the first time. In addition, parents need to be prepared to no longer be directly involved in the process. This shift can be significant. Students who previously had teams of educators coordinating supports must learn to navigate unfamiliar systems while simultaneously adjusting to new academic expectations, social environments, financial responsibilities, and increased independence.
Going to college is an exciting time but for too many students with disabilities it is also a time of confusion and uncertainty. With the right support and information, these learners will know what to expect and be more likely to successfully enroll, persist in their studies, and finish their degree.
To learn more about the college accommodations process, check out Chapter 4 of Accessible by Design: A Comprehensive Playbook for Higher Education, a comprehensive guide to accessibility in higher education.