Extended Pathways: Transition Guide from High School to College

This activity aims to review how disability rights and responsibilities shift from high school to college.

Extended Pathways

Are you applying for college or other postsecondary schooling or are you currently enrolled in postsecondary education? Knowing your rights and how they shift from law-to-law and setting-to-setting is very important. Understanding what is in your IEP or 504 Plan can help you be a better advocate in the postsecondary setting. Knowing how your rights and responsibilities shift between secondary education and higher education setting is an important step in applying for those allowable accommodations.

Review

Review the Cincinnati State Transition Guide for Students with Disabilities and discuss the differences between K-12 education and Higher/College Education by using the following questions as discussion starters:

How is student success supported?
Who is responsible for identifying and documenting the student’s disability?
Who is financially responsible for evaluating the disability?
Who identifies the student’s educational needs?
Who ensures that educational goals are met?
Who advocates for the student’s needs?
What allowances are made in student accommodation?
Are personal services provided?
Is there transportation to school?

Reflect

Now that you have had some time to look at the chart and explore the differences between how laws affect secondary education and higher education, we are going to reflect on key areas. You can do this by having a conversation around the questions below, or you can choose to reflect on the questions using the High School to College Worksheet.

Understanding Rights and Responsibilities

Can you explain the difference between the laws (IDEA, ADA, Section 504) that apply in high school versus college?
How do these differences affect the type of supports or accommodations in high school versus college?

Self-Advocacy and Independence

In college, you need to advocate for yourself. How comfortable do you feel about discussing your needs with professors or disability services staff? If you currently advocate for yourself, how do you prepare for these discussions?
What strategies might you use or do you use to ensure that you get the accommodations you need in college?

Documentation and Accommodations

In high school, the school provides disability documentation. In college, you need to supply it. Do you know where you can get updated documentation, if needed?
What accommodations do you currently have that you think are essential for you in college? Have you checked if those are available?

Financial Responsibility

Since students in college are often responsible for the costs of any evaluations, what resources or assistance have you looked into to cover these costs?
Are you aware of any financial aid options that could help with costs associated with evaluations or other disability-related services?

Understanding Limitations of Accommodations

How do you feel about the fact that accommodations in college cannot fundamentally alter course requirements? How does that impact your study approach?
What are some examples of accommodations that are not provided in college (such as personal aides or transportation) that you may need to adjust for?

Goal Setting and Progress Tracking

In college, you are responsible for meeting your own educational goals. How do you currently track your progress, and how do you track it in college?
What are some of your academic and personal goals for college, and what support will you need to achieve them?

Click and Explore

Differences in the Law for Students with Disabilities: High School and College/University | Ohio Wesleyan University: This resource explains more ways high school and college are different, including expectations for students, the role of parents or guardians, grading and testing practices, and approaches to studying.