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The transition to college can be overwhelming for any student! When an individual has a disability there are things to be aware of that can make that transition a little easier. Here is some information that will help:

DisAbility Services
The Learning Center
Prahl College Center,
PCC2280

Contact Us:
Phone:(810) 232-9181 v/tty
Email: Sherry.Weeder@mcc.edu

Know what steps to take before transitioning:

  • I am taking high school courses that will get me into college.
  • I am attending my Individual Education Plan (IEPC) meetings.
  • I have discussed my IEPC assessment with my school psychologist, counselor, special education teacher, and my parents. I know my academic strengths and weaknesses.
  • I can describe my disability in detail.
  • I know the kinds of accommodations that will provide me with an equal opportunity to succeed at college.
  • I have met with my high school counselor and discussed what I need to do to prepare for college. (Should I take the ACT/SAT?)
  • At the time I apply to college, I will have a copy of my high school psychological evaluation or other documentation of a disability that is less than 5 years old. I have improved my study skills.
  • I am taking on more difficult tasks without the help of my teachers or parents.
  • I have contacted the department responsible for disability accommodations at the colleges I am interested in to find out what their requirements are for accommodation services.
  • I have visited the colleges I would like to attend.
  • Transition of Students with Disabilities to Postsecondary Education Guide
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College terms you should understand
 
  • Academic Accommodations:

    • Changes in the delivery of course material and/or in the assessment of knowledge that assist students in meeting the standards of the course. Students are eligible for the accommodations based on the documentation of their disability. A few examples of accommodations include notetakers, recorded textbooks, extended test time, sign language interpreter, and the use of assistive technology during class and exams.
  • Assistive or Adaptive Technology:

    • Equipment that promotes capability in handling a wider range of activities with greater independence for students with disabilities. Examples would be large print displays on computer screens for a student with a visual impairment; computer voice output for a student with a reading disability and variations of the standard keyboard for a student with a mobility impairment.
  • DisAbility Support Services (DDS):

    • College support and advocacy services for students with disabilities. This service may go by various names depending on the individual college (such as DisAbled Student Services, Educational Access or Special Needs). To receive these services, a person with a disability must place a request with the DSS office and provide documentation regarding the disability.
  • Documentation:

    • Relative to a student with a disability requesting services at a college, this is a written assessment from a professional with expertise in that particular field of disability. This documentation is required in order to determine the student's eligibility for services and the specific services that are needed. Since there is some variance among colleges as to the documentation required to receive services, students are encouraged to inquire at all colleges of interest.
  • Equal Access:

    • Providing to students with disabilities who are "otherwise qualified" the same educational opportunities and full participation in programs and activities as provided to all other students.
  • Individuals with Disabilities Education Act (IDEA):

    • A federal law outlining the responsibilities of public schools (K-12) in regards to providing an appropriate education to students with disabilities.
  • Learning Style:

    • The way a person takes in, understands, expresses and remembers information; the way a person learns best.
  • Otherwise Qualified:

    • As a student with a disability, you are "otherwise qualified: when you meet the same academic requirements and standards as non-disabled students. These requirements and standards must be considered necessary to maintain the integrity of a course, program or college policy. For example, a student with a disability is required to meet the instructor's expectations for all students in regards to class participation, work standards, attendance, and ability to demonstrate acquired knowledge.
  • Reasonable Modification:

    • A change in the academic requirement of a program. The change cannot alter what is considered the essential or necessary content of what is being taught.
  • Self-Advocate:

    • Someone who can speak up in logical, clear and positive language to communicate about his or her needs. To be an effective self-advocate, a student with a disability must understand his/'her particular type of disability, how it impacts learning, AND become comfortable with describing to others the disability and related academic needs.
 
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The new role of parents:
 
High School
College
Legal guidance provided by IDEA
Legal guidance provided by Section 504 and ADA
Parents required to make sure child attends school to age 16
Parents are under no legal mandate to send child to college at any age
Teachers reach out to parents and include them in educational planning
Professors do not include parents in educational process and legally are under no mandate to talk with parents
Parent or some other adult is considered the student's guardian
Student is considered his/her own legal guardian unless there is a court order to the contrary
Parents should expect periodic progress reports and can request a conference at any time
Parents should not expect college staff to provide reports on student progress or attendance. Student may sign release forms to allow staff to discuss personal information with whomever he/she chooses
Parents are expected to be an advocate for their child
Student is expected to be his/her own advocate
 
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Differences between High School and College
 
High School
College

  • Right by law to go to school

    •
  • Many tests & quizzes

  • Extra-credit work allowed

    •
  • Allowed to retake/redo work

    •
  • Teachers discuss test material

    •
  • Instruction modes are varied

    •
  • Teachers reach out to students

    •
  • Assignments are structured

    •
  • Receive credit for motivation

    •
  • Teachers trained to teach

    •
  • Student progress monitored

  • Class attendance is mandatory

    •
  • Class sizes are often small

    •
  • Schools must test and identify disability

    •
  • Must evaluate if suspect disability

    •
  • Must develop IEPC and monitor

    •
  • Automatically provide services

    •
  • Must alter courses

    •
  • Must provide waivers or substitutions

    •
  • Right to due process hearing
  • No legal right given

  • Fewer tests & quizzes

    •
  • Not much extra credit work

    •
  • Rarely allowed to retake/red
    • o
  • Rarely discuss test material

    •
  • Instruction is usually lecture

    •
  • Students reach out to teachers/others

    •
  • Assignments are less structured

    •
  • Grades based on a few tests

    •
  • Professors not trained in teaching methods

    •
  • Students monitor own progress

    •
  • Attendance seldom mandatory

    •
  • Class sizes are often large

    •
  • No obligation to test or identify disabilities

    •
  • No obligation to evaluate

    •
  • Student develops own plan

    •
  • Provide services only upon request

    •
  • Not required to alter courses

    •
  • No right to fundamental changes

    •
  • May file a grievance; it is not a right
 
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What colleges are not required to do
 
  • Colleges do not have to provide readers for personal use or study.
  • Colleges do not have to provide any special tutorial services other than what is provided for the general student population.
  • Students cannot demand specific auxiliary aids as long as colleges provide methods of assistance that allow for equal opportunity.
  • Colleges do not have to provide academic adjustments if these adjustments would fundamentally alter the nature of the course or program of study.
  • Colleges do not have to provide course substitutions when the academic requirements are essential to a program of study or necessary to meet licensing prerequisites.
  • Colleges do not have to provide academic adjustments if this would place an undue burden on the institution.
  • Colleges are not required to lower admission criteria for applicants with disabilities.
  
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  Date Modified:
July 23, 2007
 
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