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Transitioning to College for Students with Disabilities

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Transitioning to College for Students with Disabilities 1 POSTSECONDARY RESOURCE GUIDE SUCCESSFULLY PREPARING STUDENTS WITH DISABILITIES FOR THE POSTSECONDARY ENVIRONMENT 3 THE POSTSECONDARY CHOICE 3 PLANNING FOR COLLEGE WHILE STILL IN HIGH SCHOOL 4 The COLLEGE ENROLLMENT TIMELINE/CHECKLIST FOR HIGH SCHOOL STUDENTS 4 Postsecondary SELFADVOCACY 7 Choice PRACTICAL LEARNING STRATEGIES 9 he transition from high school to life after high school can be an exciting time in the CHOOSING AND PAYING FOR COLLEGE 16 life of a young person. It can also be a time of tremendous challenge, especially for T students with disabilities. The new phase of postsecondary education is lled with FAMILY ROLES IN POSTSECONDARY PLANNING 18 dramatic and signi cant changes. Preparation done in advance will help students have a better understanding of what lies ahead so that they can ultimately achieve their goals and DOCUMENTATION AND DISCLOSURE dreams. 23 Students choose to continue their education after high school for multiple reasons. For many, the ultimate goal of pursuing higher education is to achieve a ful lling career. Jobs ACCOMMODATIONS IN COLLEGE 25 and careers are important, but education beyond high school provides many other bene ts. Higher education changes a person. It gives individuals an opportunity to experience greater DIFFERENCES BETWEEN HIGH SCHOOL independence, meet new people, explore interests, learn more about themselves and increase their understanding of the world. It also gives students the opportunity to improve AND COLLEGE 30 computer literacy, research and communication skills, critical thinking, and the ability to work in teams. These are all highly valued skills to employers and will improve the chance for TRANSITION TO EMPLOYMENT 38 success in the workplace. If you are a parent, teacher, counselor or friend, your role will change after your student RESOURCES 41 graduates from high school. You will no longer be involved in each decision that a ects him or her. The best thing you can do now is to give good advice and put your student on the MINNESOTA CAREER FIELDS, CLUSTERS AND PATHWAYS 42 right path. This guide, along with your mentorship, will help you prepare your student for COLLEGE EXPLORATION WORKSHEET 44 their next educational steps. We hope the information in this guide will be a helpful resource to all those involved in TRANSITION RESOURCES 46 the transition journey to better understand how students can enter and thrive in the world of postsecondary education and eventually in the world of work. REFERENCES 47 “The best way to predict the future is to invent it”. Minnesota State Colleges and Universities is an Equal Opportunity employer — Alan Kay, 1971 and educator. This document is available in alternative formats to individuals with disabilities by calling 952-358-8625 or emailing [email protected]. 14 15 College Enrollment Timeline/ ■ Review freshman and sophomore year checklists. ■ Continue to build your graduation le. New items Planning for College ■ Continue to build your graduation le. New items may include college applications, FAFSA and Checklist for High School may include college applications, scholarship nancial aid information, high school transcripts, applications and letters; support service and disability documentation such as your last While Still in High School Students other agency contracts and letters, ACT, SAT or IEP/504 Plan, and most recent evaluation and Accuplacer scores; recommendation letters with or any additional items that build on prior le The transition from high school to postsecondary education can be a smooth one with less anxiety and fewer surprises if you as a special education the names and addresses of those writing the information. student and your family plan strategically and consistently throughout your high school experience. A tool that can assist with this process is a series of letters; any new resume items including volunteer ■ Lead your IEP meetings and lay out your written checklists that should be followed and re ected on from the freshman to senior years so that you are mentally, academically and socially ready for the and other activities and job experiences. postsecondary plan. changes you will experience in the postsecondary setting. If you are starting this in a later year of high school, review the checklists from previous years ■ Assist your case manager in planning and running ■ Make your senior year as close to the and implement as many of the preparations as possible. Thinking ahead, no matter what year you are in high school, will ultimately help you reap huge your IEP meeting and writing your IEP goals. postsecondary experience as possible: bene ts in the transition process. ■ Learn when, if and how to discuss the educational ✓ Use a planner to record assignments and needs related to your disability with your appointments. instructors. ✓ Utilize a systematic plan for organizing class ■ Invite outside services providers to your IEP materials. meetings such as Vocational Rehabilitation, social ✓ workers, Center for Independent Living, Social Take challenging academic classes without Security, mental health counselors, etc. modi cations, if possible. ✓ ■ Explore assistive technology that may be helpful Request and use only the accommodations now and at the postsecondary level. available at the postsecondary level. ■ Start a graduation le to organize information ■ Review freshman year checklist. ✓ ■ Practice self-advocacy skills (see self-advocacy Consider the options for assistive technology related to work, school activities, and future plans so ■ Continue to build your graduation le. Contents and learn how to use it. that necessary records and notes are in a centralized chapter). may include high school activities such as awards ✓ Complete assignments on time. location. or recognitions, a list of hobbies or leisure activities, ■ Develop organization and time management skills ✓ Use your self-advocacy skills by speaking to ■ Learn about and accept your disability. and immunization records. so that you become as academically independent as possible. This may include using a planner, the appropriate person when you need ■ Practice explaining to others the educational needs ■ Actively plan your IEP Meetings with your case folders, a calendar or your phone so that you assistance rather than going immediately to that stem from your disability. manager, and plan to speak on your own behalf. plan ahead for assignments due and activity your case manager. ■ ■ Review and adjust your future goals in all of your Set academic goals that are achievable. involvements. ■ Understand the dierences between high school Individualized Education Program (IEP) transition ■ Practice requesting your own accommodations ■ Narrow your career choices and match them to and college (see pages 30-37). areas. rather than relying on your case manager. postsecondary programs. ■ Complete college applications and submit with ■ Participate in your IEP meetings. ■ Use the GPS tool at http://gpslifeplan.org to set ■ Attend college fairs, open houses and/or weekend entrance fees. Most can be completed online. ■ Discuss your graduation plans, graduation status goals and design future plans. college retreats. Earlier is better, but check college websites for and transition goals. ■ Investigate other service providers with your case ■ Plan in-depth visits to several postsecondary deadlines. ■ Understand your strengths and weaknesses. manager who can o er assistance after graduation institutions through the admissions or disability ■ Discuss scholarship opportunities with your Utilize your strengths and develop strategies to such as Vocational Rehabilitation, Social Security, services o ces. counselor and admissions sta . Search the web, compensate for your areas of weakness. mental health counselors or a school or county ■ Discuss with postsecondary admissions but never pay for a scholarship search as this social worker. ■ Learn what your accommodations are, and use departments about scholarships and nancial should be FREE. them when needed to discover what helps you be ■ Begin to explore colleges, programs/degrees and aid programs. Find out from your parents if their ■ Have discussions with your family and counselor academically successful. entrance requirements. workplace o ers scholarships. about nancial aid and your college debt load. ■ Enroll in high school classes that meet your ■ Discuss with your counselor college options, career ■ Schedule assessment tests needed for college ■ Apply for nancial aid by completing the Free postsecondary goals. These may include more choices and preparation for college entrance exams. entrance requirements including the ACT, SAT or Application for Student Assistance (FAFSA) online rigorous classes that are considered college prep ■ Begin career exploration activities such as placement tests. before the priority deadline at the college you will courses, or they could be special education classes skill inventories, career aptitude and career ■ Prepare for assessment tests that colleges require be attending. that teach learning strategies which can lead to investigation. by attending preparatory classes, using purchased ■ Visit colleges before accepting admission. Plan more academic independence. ■ Build your resume through school activities and materials or online practice tests. to meet with admissions and disability services ■ Learn and use organizational and time volunteer experiences, as most scholarship and ■ Take the armed forces ASVAB test, if applicable. sta while on each campus. In the
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