Obtaining an advanced degree or training beyond high school is essential for individuals to be competitive in today's labor market. Whether it is college, adult and continuing education, or technical preparation, postsecondary education plays a major role in preparing people for employment and career opportunities. Students who continue their education after high school are more prepared to meet the challenges of a changing marketplace.
Research demonstrates that people with disabilities believe that postsecondary education is a means to enhance their chances of:
- Obtaining and maintaining employment,
- Earning a higher annual income, and
- Creating a pathway to lifelong independence and a greater quality of life.
Preparing for College
Students with disabilities share many of the same decisions and preparations for college as all students who are considering higher education. Every student needs to consider the size and location of the college, the programs and majors available, extracurricular offerings, the diversity of students, and the availability of scholarships or financial aid. However, students with disabilities must consider other specific areas when determining an appropriate college or university program. Some of these include the availability of support services, campus accessibility, and documentation requirements to obtain services.
Preparation for postsecondary education includes learning the skills necessary to deal with both the academic and social challenges presented by college. Educators, families, and students may assume that if a student with a disability is academically capable of participating in postsecondary education, then further preparation for college is not needed...Unfortunately, without effective planning and preparation, students with disabilities can feel overwhelmed and unable to adapt to a postsecondary environment. Therefore, the transition to college must begin early in their education experience. Activities in middle school could include taking demanding courses in English, math, science, history, or foreign language; learning about high school programs that will help a student pursue academic and career interests; and working on developing strong study skills and learning strategies.
Understanding the Demands of College
Secondary students with disabilities seeking a college education (whether in a 2- or 4-year setting) become fully responsible for managing their college career once they are accepted into a program. In postsecondary environments there are:
- fewer contacts with instructors,
- expectations of higher levels of academic capability,
- fewer tests covering a larger amount of material,
- changes in the support systems that students previously had in high school,
- higher expectations to achieve independently, and
- changes in social and independent living demands...The reality of this level of responsibility is often not fully realized until the student is in college. However, the more informed a student is about the demands of college, the smoother the transition will be from secondary to postsecondary education.
Academic Preparation
Students with disabilities must be able to demonstrate that they have met the academic requirements to enter a college or university. It is important that students are enrolled in college preparatory classes during high school to build a foundation of knowledge not only to enter college but also to have the academic preparedness to remain in college...IEP team members, especially teachers and guidance counselors, should ensure that students are taking the coursework necessary to compete in the college application process. Students with disabilities must be familiar with the math, science, and language requirements for colleges, especially for the higher education programs that they are interested in attending.
One academic area that might need to be thoroughly explored by students and family members is the foreign language requirement for entry into and graduation from a higher education institution. Colleges vary widely on foreign language requirements...Some students with disabilities chose to waive a foreign language requirement during high school to help maintain a higher grade point average. This may limit the number of colleges that they are eligible to attend...Specific questions should be asked of college admission offices about their foreign language requirements:
- Is high school foreign language required for admissions? How many years or units are required?
- If a certain number of secondary units are required, does the university have a policy on waiving these requirements for students with disabilities, in particular students with learning disabilities?
- If a foreign language is not a requirement for admissions, does the college "prefer" that a language be taken in high school?
...Prior to selecting a college, students need to be aware of policies that the college or university has concerning course substitutions. It cannot be assumed that because course substitutions for a foreign language were provided at the secondary level or even at another postsecondary program that all colleges or universities follow this same policy.
Suggested Activities to Help High School Students with Disabilities Prepare for College |
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Year |
Activities |
Freshman year |
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Sophomore year |
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Junior year |
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Senior year |
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Exploring College Environments
Trying to find a campus that meets the unique needs of students with disabilities can take time and effort. If possible, individuals with disabilities should visit potential schools to learn more about available support services and physical accessibility. Students who are considering a particular school should talk with students with disabilities who attend that school about their experiences. When visiting a specific school or reviewing information about it, the following questions should be used as guidelines for gathering pertinent information:
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Campus climate:
Is the campus atmosphere generally accepting of students with learning differences? Are students encouraged to participate fully in a variety of campus-life activities? -
Program philosophy:
Does the college offer a specialized area of emphasis associated with services? Or are supports offered as part of the college's overall program? -
Academic adjustment:
How are academic adjustments coordinated? Are there specialized accommodations such as notetakers, real-time captioning, and readers/scribes for examinations? What types of services are typically provided to students with disabilities on campus? -
Waivers and substitutions:
Are there written policies and procedures for waivers and substitutions? What kind of documentation is required? Who assists in the process of requesting a waiver or substitution? What is the probability that waivers or substitutions will be granted? -
Course load and graduation time:
Is it possible to maintain a reduced course load? Do students with disabilities generally take longer to complete the requirements for graduation? Is priority registration available for students with disabilities? -
Student support activities or groups:
Are there ongoing groups that meet to talk about issues or concerns related to the experiences of students with disabilities on campus? Are there specific activities that are designed to assist students with disabilities to network with other students on campus? Are there student leadership/mentoring programs to help students feel connected with other students with disabilities on campus? -
Orientation:
Are orientation sessions held designed to address disability-specific needs of students prior to the entering the college? Are these sessions primarily held during the summer or at the beginning of each semester for new incoming students?
Two-Year versus Four-Year Colleges
...Two-year colleges or community colleges provide both vocational programs and academic curricula. These colleges offer associate's degrees and certificates in various occupational fields. They also offer courses that prepare individuals to continue their studies at a 4-year institution...
Admission to community college significantly differs from admission to a 4-year university or college. Community colleges typically enroll individuals who have a high school diploma or the equivalent (GED certificate) or individuals who are able to benefit from instruction at the college. Some community colleges conduct placement tests to determine if remedial courses are needed. In both 2- and 4-year-colleges, documentation is required for students with disabilities to determine eligibility for services...
Gaining Access to Supports and Services on Campus
Colleges and universities vary in the types of supports and services provided to students with disabilities. Supports most commonly requested by students include textbooks on tape, notetakers, extended time on tests, distraction-free environment for test taking, use of calculators, and permission to audiotape lectures...Students also need to explore services that are available on campus for all students — for example, counseling services, writing or math labs, and study skills or timemanagement classes offered either through a counseling center or other entities on campus. There is a full range of services on campus to assist all students in successfully meeting their academic goals, and students with disabilities should take advantage of these services along with any specialized services that they are receiving....
...Students with disabilities are not automatically entitled to disability-related services and supports but must meet eligibility requirements through the documentation of a disability...Students with disabilities must know their rights and responsibilities as these pertain to their college education. Understanding the process to obtain services and supports on campus is a critical step for determining whether a particular higher education program can meeta student's unique needs.
Questions to Ask Concerning Services and Supports
- What specific documentation does your campus require to be eligible for services?
- What types of support services are typically provided to students (i.e., learning disability, attention-deficit/hyperactivity disorder, low vision)?
- Is new documentation required every year to remain eligible for services?
- Are there orientation classes available that address issues specific to students with disabilities?
- What is the process for accessing these support services?
- How are instructors notified of a student's disability?
Unfortunately, too many college students with disabilities are not aware of the supports and services available on campus. Sometimes these students believe that they will gain access to services when they really need them. This may happen after failing their first test or experiencing academic problems after mid-terms. This puts students under more stress to successfully complete a semester. It is important to realize that faculty will only institute accommodations upon receipt of a letter or notification from the college DSS office that a student with a disability presents regarding his or her eligibility to receive specific accommodations. These services are not retroactive, so the sooner students self-identify to the DSS office and become eligible for services, the greater the chance of successfully using these supports in their coursework. Knowing about the services and supports prior to applying for college can assist students in gaining access to services before academic problems occur.
Excerpt, Going to College: Expanding Opportunities for People with Disabilities (Chapter Four)© Paul H. Brookes Publishing Co., Baltimore, Md. Posted by permission.
