Tag: HSBP

School to Adulthood: Planning for Life after High School

Posted on by Nicol Walsh

A Brief Overview

  • Transition planning helps students with disabilities prepare for life after high school by exploring goals, building skills, and learning about education, employment, and community options.
  • In Washington State, all students are required to complete a High School and Beyond Plan (HSBP), usually beginning in middle school, as part of graduation requirements and transition planning.
  • Students with an Individualized Education Program (IEP) must have a transition plan with individualized Transition Services by the school year in which a student turns 16.
  • Students remain eligible for special education until they earn a diploma or reach age 22 and may participate in graduation ceremonies at the end of their senior year, regardless of when they will earn a diploma, under Kevin’s Law.
  • At age 18, legal responsibility for education transfers to the student, and schools must explain these rights ahead of time. For students who need help making or understanding decisions, families can continue to support them through options such as being invited to the IEP team, Supported Decision Making (SDM), or, when needed, legal arrangements like Power of Attorney or guardianship.
  • PAVE provides a Transition Planning Timeline in this article, available for download in multiple languages.

What is Post-Secondary Transition planning, and why is it important?

For families supporting a young person with a disability, it’s never too soon to begin planning for the years after high school. Post-secondary transition planning is the process of getting ready for life after graduation.

Transition planning benefits both families and students by:

  1. Letting them know about options and resources for an adult with disabilities
  2. Giving students time to think about their future and develop goals
  3. Allowing students to practice self-advocacy and self-determination, two skills adults need to be as independent as possible

Transition planning is so important that the Office of the Superintendent of Public Instruction (OSPI) requires all students to complete a High School and Beyond Plan (HSBP), usually beginning in seventh grade, in order to graduate. OSPI also provides a summary of transition supports and services to help students, families, and caregivers understand how transition planning aligns with the HSBP. Several Washington state agencies worked together to create a downloadable guidebook that explains how required school plans fit together: Guidelines for Aligning High School & Beyond Plans (HSBP) and IEP Transition Plans.

Transition Planning in the IEP

The right to a Free Appropriate Public Education (FAPE) includes the right to school-based services that prepare a young person with a disability for adult life. These services include planning for life after high school. For students who have an Individualized Education Plan (IEP), the transition plan is the document that will describe those planning goals and the steps a student will take to reach them. The IEP must include a Transition Plan with individualized Transition Services by the school year in which a student turns 16.

When a Transition Plan is added to the IEP, the focus shifts toward goals for life after high school. Families and students can help guide planning by considering three key questions:

  1. Where am I now?
    Consider strengths, interests, and current skills. These are often described in the IEP’s Present Levels of Performance.
  2. Where do I want to go?
    Think about dreams and post-secondary goals for education, work, and living.
  3. How do I get there?
    Consider courses, transition services, activities, supports, accommodations, and community connections.

When a transition plan is ready to review for completeness, students and families can ask these questions:

  • Is the transition plan age appropriate? (IEP transition plans can be updated as the student gets older).
  • Is information used to develop the plan gathered from more than one assessment? (This may include both informal and formal assessments.)
  • Do the post-secondary goals consider all areas of life after high school, including employment, further education, independent living, and community engagement?
  • Are goals SMART: Specific, Measurable, Achievable, Relevant and Timely?
  • Is there a target graduation date included in the IEP?

Student Self-Advocacy

As students move toward adulthood, opportunities to practice skills of self-advocacy and self-determination become increasingly important. One way to build these skills is to encourage students to participate actively in their IEP meetings. PAVE provides a student-friendly article on this topic: Attention Students: Lead your own IEP meetings and take charge of your future.

The RAISE Center (National Resources for Advocacy, Independence, Self-determination and Employment) has a blog with transition-related news, information, ideas and opinions.

Families can help a student envision the future and start to see how to get there through conversations at home. There are a variety of tools available to aid this process, including:

Informing Families offers LifeCourse: High School Transition Toolkit, available for download in English and Spanish.

Graduation Requirements

To earn a high-school diploma in Washington State, students must:

The graduation standards for a student eligible for special education are the same as for other students. In our state, a district’s flexibility in determining which students meet those requirements comes from the Washington Administrative Code (WAC 180-51-115). Each school district has its own policy, and families can request a copy.

Each school district determines the precise guidelines for students to meet the requirements of the High School and Beyond Plan, and some schools use tools with different names. A good way to participate in making sure your student has a robust plan is to become familiar with the state-recommended format and then compare this tool to your school’s requirements and the student’s specific IEP programming.

A student remains eligible for special education until graduation requirements are met, and the student has earned a high school diploma (WAC 392-172A-02000), or until age 22. The student’s IEP team determines the student’s graduation plan, including the planned graduation date.

Students with disabilities seeking a diploma through General Educational Development (GED) testing may be eligible for testing accommodations. A website called Essential Education lists disability conditions that may qualify a person for testing supports.

In the meantime, a student can participate in commencement ceremonies at the end of a traditional senior year, with peers, under a Washington provision called Kevin’s Law. Families may want to plan well in advance with school staff to consider how senior year events are accessible to youth with disabilities. Plan early for needed accommodations at senior year events.

Agencies that Can Help with Transition Planning

Washington State’s Division of Vocational Rehabilitation (DVR) provides services for high-school students engaged in transition planning as well as adults seeking employment. Each school is assigned a DVR counselor to assist with pre-employment training. Department of Health and Human Services (DHHS) provides a list of school DVR counselors, including their names and phone numbers. Youth and families may also receive pre-employment counseling through an Apple Health (Medicaid) program called Foundational Community Supports.

DVR’s website includes a section with information about Tribal Vocational Rehabilitation (TVR), which is available for people with tribal affiliations in some areas of the state. Each TVR program operates independently. Note that some TVR programs list service areas by county, but that sovereign lands are not bound by county lines. Contact each agency for complete information about program access, service area, and eligibility.

Center for Deaf and Hard of Hearing Youth (CDHY) provides services for individuals who are deaf or hard of hearing. This statewide resource supports all deaf and hard of hearing students in Washington, regardless of where they live or attend school.

Washington’s Department of Services for the Blind (DSB) provides services for individuals who are blind or living with low vision. Youth services, Pre-Employment Transition Services (Pre-ETS), Vocational Rehabilitation, Business Enterprise Program, mobility, and other independent-living skills are served by DSB.

Developmental Disabilities Community Services (DDCS, formerly the Department of Developmental Disabilities or DDA) also has a variety of school-to-work and waiver programs that support youth. PAVE offers a video to support families through the DDCS eligibility process. An article gives further detail: How to Prepare for a DDA Assessment.

Not all youth with disabilities are able to access employment-related services through DVR, TVR, DSB, or DDCS. A limited additional option is Goodwill’s Digital Work Opportunity Center. Students can take classes at their own pace for skills development. Employment skills, workplace readiness, interviewing skills, and more, are part of the training materials.

Transition Planning Timeline

Check these milestones to ensure high school paves a pathway for young adult success and achievement:

Ages 13-14: Student begins a High School and Beyond Plan (HSBP) in middle school.

Ages 15-16: IEP includes a transition plan aligned with the HSBP. The student is a member of the IEP team, which plans a pathway toward a diploma and target graduation date.

Age 16: Get a state identification card. Consider Pre-Employment Transition Services from DVR/TVR/DSB or School-to-Work planning with DDCS.

Ages 17-18: Coursework, IEP, HSBP, DDA/DVR/TVR all support student’s life goals and progress toward a diploma.

Age 18: Register to vote! Participate in commencement and senior year activities, regardless of when the diploma is earned.

Ages 18-19: Student may continue education in a high school transition program.

Ages 20-21: Student earns a diploma. They may apply for individualized employment support from DVR/TVR/DSB or DDA.

High School Transition Timeline (English)

Download the Transition Planning Timeline
English

When a Student Turns 18

A student takes charge of educational planning and programming at the Age of Majority, which is 18 in Washington. According to the Washington Administrative Code (WAC 392-172A-03090), “Beginning not later than one year before the student reaches the age of 18, the IEP must include a statement that the student has been informed of the student’s rights under the act, if any, that will transfer to the student on reaching the age of majority.”

When a person 18 or older has a disability, family members may want to stay involved in helping them make decisions. They have a few options if they wish to continue to have rights to participate in their child’s education:

  1. The student can choose to include “other individuals who have knowledge or special expertise regarding the student” on the IEP team (WAC 392-172A-03095).
  2. Supported Decision Making (SDM) is a voluntary option that allows adults with disabilities to choose trusted supporters while retaining their legal rights. Washington law (Revised Code of Washington, RCW 11.130) includes SDM as an option under the Uniform Guardianship, Conservatorship, and Other Protective Arrangements Act.
  3. More formal options, which may involve legal actions on the part of the family include Adult Guardianship and Conservatorship, Informed Consent (medical), Power of Attorney, and several options for handling finances.

Families should clearly understand what roles and powers parents will retain under any arrangement with the school. Without guardianship or Power of Attorney, the student will need to sign consent for parents to attend meetings, participate in decision-making, and access records.

For youth who struggle with behavioral health, transitions can trigger some additional challenges. These resources may provide some helpful tips:

Student Rights after High School

An IEP ends when a student leaves secondary education. However, the protections of the Americans with Disabilities Act (ADA) and of Section 504 of the Rehabilitation Act of 1973 are ongoing throughout the lifespan.

These laws provide for appropriate accommodations in public programs and facilities. The IEP accommodations page or Section 504 Plan may be shared with colleges, training programs, or employers to help ensure these protections continue. The disability services office at institutions for higher learning includes a staff member responsible for ensuring that disability rights are upheld. PAVE’s College Readiness Workbook includes articles, tools, and worksheets to help students prepare for college, understand disability supports, and request accommodations.

Graduation’s over: Why is school calling?

Schools are responsible for tracking the outcomes of their special education services. They need to ask about a graduate’s life after High School to do so. Here’s an article to help families get ready to talk about how things are going: The School Might Call to Ask About a Young Adult’s Experience After High School: Here’s Help to Prepare

Benefits Planning and Adult Services

A consideration for many families of a youth with disabilities is whether lifelong benefits are needed. Applying for Supplemental Security Income (SSI) just past the young person’s 18th birthday creates a pathway toward a cash benefit and enables the young person to access Medicaid (public health insurance) and various programs that depend on Medicaid eligibility.

The Washington Initiative for Supported Employment (WISE) provides benefit planning information and resources.

Explore Related Tools and Resources

PAVE offers a training video to help you understand the transition process, Life After High School: Tools for Transition, also available in Spanish (La Vida Después de la Preparatoria – Herramientas para la Transición).

PAVE provides a printable Planning My Path Toolkit for youth and young adults that includes:

Students experiencing disabilities can get personalized support from PAVE by filling out a Support Request or call 1-800-572-7368.

Step-By-Step Guide to Requesting Accommodations on SAT and ACT Exams

Posted on by Nicol Walsh
How to Request Accommodations on College Entrance Exams

The transition from high school to college can be a daunting experience for any teenager. Part of the transition process is preparing for and taking the entrance exams for college. If the student is receiving accommodations in school, they may qualify to receive special accommodations while taking a college entrance exam.

The ACT and College Board Services for Students with Disabilities (SSD) do not approve accommodations for all college entrance exams. Contact your school, college, or testing center for the CLEP and ACCUPLACER tests. Students with documented disabilities may request accommodations on PSAT-related assessments with the help of their school counselor.

Differences Between SAT and ACT Exams

Most universities accept both SAT and ACT and the length of both tests is approximately the same.  ACT has more questions in that same period, so fast workers may prefer it.  However, the best one for a student is the one they feel best about, so trying sections of both before choosing which one to study for is recommended by most test prep professionals. Both ACT and SAT have free practice sections available.

SATACT
Reading (65 min, 52 Questions)Reading (35 min, 35 Questions)
Writing (35 min, 44 Questions)English (45 min, 75 Questions)
Math (80 min, 58 Questions)Math (60 min, 60 Questions)
Optional essay (50 min)Science (35 min, 40 Questions)
Scored 400-1600Optional essay (30 min)
Scored 1-36

A student must have approval from the College Board SSD (for the SAT) or ACT to use accommodations on an exam. If a student uses extended test time or other accommodations without prior approval, their test results will be invalid.

The process of requesting accommodations varies depending on the exam. These are the steps to request accommodations on SAT and ACT college entrance exams:

Step 1: Document the need for accommodations.

The student must have a documented disability. Documentation can be a current psycho-educational evaluation or a report from a doctor. The type of documentation depends on the student’s circumstances. The disability must impact the student’s ability to participate in the college entrance exams. If the student is requesting a specific accommodation, documentation should demonstrate the difficulty the student has performing the related task. The College Board provides a disability documentation guideline and accommodation documentation guideline, as does the ACT. Doctor notes and Individualized Education Program (IEPs) or 504 plans may not be enough to validate a request for accommodations; you must provide supporting information, such as test scores. 

While students typically only receive accommodations if they have a documented disability, some (very few) students who have a temporary disability or special healthcare need can also be eligible. The request is different in these circumstances for those who wish to take the SAT exam and students are often urged to reregister for a date after they have healed. If the student cannot postpone their test, the request form for temporary assistance must be completed by a school official, student (if over 18) or parent, doctor, and teacher. Then, the form must be faxed or mailed to the College Board for processing.

Step 2: Allow plenty of time for processing.

It takes time to apply for accommodations, including a processing period of up to seven weeks after all required documentation has been submitted to the College Board SSD or ACT. If they request additional documentation, or if a request is resubmitted, approval can take an additional seven weeks. Start as early as possible before the exam date to allow enough time for processing, responding to a request for more documentation, and additional processing time. If the student will take the exam in the fall, they should begin the process in the spring to allow sufficient time for processing.

Step 3: Identify appropriate accommodations.

If the student has a formal education plan, review the current plan, and note accommodations listed throughout, especially (but not only) those the student uses during assessments. Read through recent medical evaluations, prescriptions, and records to ensure all accommodations have been included in the formal education plan, if the student has one, or to locate appropriate accommodations recommended by medical professionals. You may recognize some of the Possible Accommodations for SAT and ACT Entrance Exams.

Some accommodations may only be provided during certain sections of the exam, depending on the specific accommodation requested. For example, a student with dyscalculia may receive extended time during the math section of the exam but not for any other subject.

Step 4: Submit the request for accommodations.

The easiest way to request SAT accommodations is to go through your student’s school. If you choose to go through the school, the school’s Services for Students with Disabilities (SSD) Coordinator (Special Education Coordinator, Guidance/School Counselors, etc.) can go online to review the SAT Suite Accommodations and Supports Verification Checklist and submit the application. Having the coordinator submit the application will help streamline the process. Homeschooled students or those who choose not to go through the school may request accommodations on the SAT exam by printing the Student Eligibility Form and submitting all documentation by fax or postal mail.

Requesting accommodations for the ACT exam requires working with a school official who is a part of the IEP team. The accommodations requested should be similar to the accommodations currently being received in school and must be approved by ACT before the test. All requests, including appeals, must be submitted by the late registration deadline for the preferred test date. Homeschooled students may request accommodations on the ACT exam by creating an ACT account online and submitting the required documents electronically.

Step 5: Register for the college exam.

Once the student is approved for SAT accommodations, they will receive a Service for Students with Disability (SSD) number that must be included when registering for the test. The school’s SSD Coordinator should ensure all the correct accommodations are in place when it is time to take the college exam. Approved accommodations will remain in effect for one year after graduation from high school.

Additional Information

Possible Accommodations for SAT and ACT Entrance Exams

Posted on by Nicol Walsh

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Download Possible Accommodations for SAT and ACT Entrance Exams

Extended time

  • Only if the disability causes them to work more slowly than others
  • May not be necessary for every section
  • If necessary for reading, will be provided for every section

Reading and seeing accommodations

  • Large-print test book
  • Braille with raised line drawings
  • Tactile graphics with a human reader or prerecorded audio
  • Assistive technology, such as text-to-speech

Recording responses

  • Large-print answer sheet
  • Recording answers accommodations
  • Computer for word processing for essay and short answer only
  • Record answers in their test books
  • Scribe to record both multiple-choice and essay or short answer

Use of four-function calculator

Assistive technology

  • Must request each device or software separately
  • Electronic magnifying machines
  • Text-to-speech (screen readers) and speech-to-text
  • Electronic/talking calculators

Breaks

  • Extended time (10 minutes)
  • Additional (5 minutes each)

Other accommodations

  • Signing or orally presenting instructors
  • Printed copy of verbal instructions
  • Colored overlays
  • Preferential seating
  • Wheelchair accessibility
  • School-based setting
  • Permission for food, drink, or medication
  • Permission to test blood sugar and access to testing supplies

COVID – 19 Updates:

  • Check the for updates related to COVID-19 and guidelines for participating in testing
  • Check the test center’s website for any additional or specific entry requirements, including College Board or local public health guidelines
  • If students don’t feel well on test day, they should contact Customer Service immediately to set a new test date.

Source:

Accommodations and English Learner Supports for Educators

Accommodations on College Board Exams

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

How to Decide on a Post-Secondary Program

Posted on by Nicol Walsh

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Download How to Decide on a Post-Secondary Program

Talk with your parents and/or guardians:

  • What are my abilities and strengths?
  • How does my disability affect my learning and ability to show what I know on tests?
  • What accommodations do I need to be successful?
  • What postsecondary education or training programs do my teachers and school counselors recommend for my areas of interest?

Talk together about your concerns with Student Support Services / Disability Office

  • A school’s location could deter your child, even if the program is perfect. Where is the school located and does that school setting (urban, suburban, or rural) meet your student’s needs? If they cannot live independently, what is the distance from home?
  • Does the student/instructor ratio ensure your student can access office hours with their instructor as needed?
  • Not all programs provide the same accommodations, and colleges do not make modifications to alter academic requirements.  Accommodations are what make it possible for your student to access the curriculum.  An inaccessible program would be a waste of time and money.
  • Are the housing options accessible for your student’s individual needs?
  •  Will they require someone to assist with self-help (like bathing), managing their medications and medical treatment, or nutrition and hygiene needs (like laundry, washing dishes, cooking)? 
  • Do they have a service or emotional support animal?

* High school counselors and teachers are resources for connecting with colleges and training programs. Many schools have “College Fairs.”

*This resource describes a typical process to ask for accommodations, and also lists key questions to ask of the Disability Office: How to Request Disability Supports in College

*You can also call postsecondary school admission officers to request brochures and fact sheets about the school and its programs. Schools almost always include information about their programs online.

Source: PACER’s National Parent Center on Transition and Employment – Preparing for Postsecondary Education

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

How to Decide on a Post-Secondary Program Worksheet

Posted on by Nicol Walsh

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Download How to Decide on a Post-Secondary Program Worksheet

Fill in your answers to the questions.

Talk With Each Other

  • What are my abilities?
  • What are my strengths?
  • How does my disability affect my learning and ability to show what I know on tests?
  • What accommodations do I need to be successful?
  • What postsecondary education or training programs do my teachers and school counselors recommend for my areas of interest?

Talk Together About Your Concerns With Student Support Services

  • Where is the school located and does that school setting (urban, suburban, or rural) meet my needs?
  • If I cannot live independently, what is the distance from home?
  • Does the student/instructor ratio ensure I can access office hours with my instructor(s) as needed?

Not all programs provide the same accommodations, and colleges do not make modifications to alter academic requirements.

  1. Does the program offer the accommodations I need to be successful?
  2. Are the housing options accessible for my individual needs?

Do I require someone to assist with:

  1. Self-help (like bathing)?
  2. Managing my medications and medical treatments?
  3. Nutrition and hygiene needs (laundry, washing dishes, cooking?)
  4. Do I have a service animal?

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

College Experience Terms: Non Degree Post-Secondary Transition Programs

Posted on by Nicol Walsh

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Download College Experience Terms

These are some terms for post-secondary education programs that are unique to those supporting students with intellectual disabilities.

Click on each term for more information.

Transition and postsecondary education program for students with intellectual disability (TPSID)

  • A federally funded model demonstration grant that allows schools to create and/or further develop their program.
  • Programs receiving the TPSID grant are more likely to have accommodations to support students with IDD because they’re literally being paid to create and expand their programs.
  • Students attending schools that are CTP approved can apply federal funding from the Department of Education to pay for non-degree programs.
  • Some programs may use the acronym “IPSE” to indicate they are focused on supporting students with IDD.

Inclusive post-secondary education (IPSE)

Sometimes used to refer to college programs for students with intellectual disability; also referred to as inclusive higher education programs.

Comprehensive transition program (CTP)

Approved by the U.S. Department of Education and eligible for federal student aid.

*If a student has an IEP and they intend to participate in a non-degree college program, their transition goals don’t have to be focused on a major to help them prepare for higher learning.

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.

Requesting Accommodations in Post-Secondary Education

Posted on by Nicol Walsh

The following information is part of the college readiness workbook. You can download this and other parts of this workbook for your personal use. Each document is fillable.

Download Requesting Accommodations in Post-Secondary Education

Post-secondary schools each set their own procedures and requirements to request accommodations. Here are some key points and tips on effective ways to request accommodations.

Accessibility is one important way a post-secondary school can show it is inclusive. Over the last few years, many colleges and universities have been highlighting accessibility and the services they offer students with disabilities. This may help a student to decide to apply to a particular school and make it easier to find out how to apply for accommodations at a school they have selected. (Check out the College Readiness Workbook created by PAVE to see resources for post-secondary program selection.)

To request accommodations:

  1. Begin by locating the campus disability services office on the school website. Type “disability” into the search bar.  Often, the first result will be the office that provides accommodation for students with disabilities.

Name of Office:                                                                Phone:      

  1. Call the office to make an appointment and request any forms you can complete beforehand and how to obtain them (such as by mail or downloading from the school website).  Make your appointment well before classes begin.  It may take 6-8 weeks to process your request, so start early to have accommodations in place by the time you need them.
  • Note that some accommodations, such as Braille or interpreter services, may take more time than others to arrange.
  • If you have an IEP, note that transition planning is mandatory beginning at age 16. Parts of a transition plan can include selecting a post-secondary program, deciding which accommodations you will need, and starting the request process on time.

Appointment Date:                                             Time:                           Contact:   

Requirements to document a disability range widely from one post-secondary program to another. It’s important to reach out to disability services to learn their specific requirements, and if possible, talk with other students who have experience with school services. DREAM (Disability Rights, Education, Activism, & Mentoring) Group has lists of student organizations to contact for this type of information.

Schools may ask for documentation from a medical or other therapeutic provider, or disability services may be able to use a student’s current IEP or 504 plan.

3. You will need to submit proof of a disability that impacts activities of daily living, to meet the requirements to provide accommodations under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. The proof may be a form letter for a medical or therapeutic provider to fill out, or it may be notes from such a provider. It may be your most recent IEP or 504 plan. It must be specific to the condition or conditions for which accommodation is requested.

  • Be aware that a disability which is ‘mitigated’, that is, made less of an impairment by a device, an accommodation, or any other strategy for coping does not change a student’s rights under the ADA or Section 504.
  • The same is true for a condition that ‘comes and goes. For example, bipolar disorder, an autoimmune disorder, a gastrointestinal condition, or similar conditions in which symptoms are present at some times and not at others.
  • From a medical or therapeutic provider, schools often require that documentation must be in writing, must be current within three years, and include the following where appropriate:
    • A description of the student’s disability and how he/she is affected educationally by the presence of the disabling condition.
    • Identification of any tests or assessments administered to the student.
    • Suggestions for educational accommodations that will provide equal access to programs, services, and activities.

4. Documentation submitted to the college should provide clear evidence of need and demonstrate a history of use of the accommodations requested.  While a high school IEP or 504 plan does not “transfer” to the postsecondary program, the disability office may accept these plans as proof of disability or use them as guidance in determining appropriate accommodations.

Collect and check the documentation you need:

  • Most recent Individualized Education Program (IEP)
  • Most recent 504 plan, Accommodations Plan, or Service Plan
  • Most recent educational evaluations
  • Diagnosis and/or treatment plan
  • Medical or professional service providers notes, including suggested accommodations (colleges may have a form for this)
  • Make copies of the completed request forms for your home file
  • Other

Remember to check the school website for any disability-specific or need-specific documentation requirements.  For example, a student may be required to provide the results of a hearing assessment with expected progression or stability of the hearing loss, when requesting accommodations for a hearing disability.

5. Meet with the disability office staff to request and discuss accommodations.  Complete the How to Decide on a Post-Secondary Program worksheet to help you prepare for this meeting, including organizing your questions and concerns.

Write down any additional questions to help you remember during the meeting.

6. When you receive written notice of the decision regarding your eligibility for accommodations and the list of approved accommodations, make enough copies to share with your instructors and keep a copy with you in class, in the event of a substitute instructor.  Put the original in your home file for safekeeping.

Understand the limits of what the school is providing for assistive technology. For instance, many schools limit the loan of portable screen-readers to specified uses or time frames. Students may have to provide their own equipment or software outside those limits.

It is the student’s responsibility to give the eligibility notice with specific accommodations to each instructor every semester.

7. If accommodations become ineffective or you are not receiving approved accommodations, contact the disability services office immediately for assistance.

8. All accommodations are provided on a case-by-case basis.  If your request for accommodations is denied, contact the disability services office to determine the process for appeal and equitable resolution.

9. Once at college, this resources may help:
So, you’re in college, now what next?
College Readiness Workbook

Additional Resources:

So, you’re in college, now what next?
College Readiness Workbook (contains this article and many other helpful resources)

Sources:

How to Request Disability Supports in College

Tacoma Community College, Tacoma, WA Access Services

Disclaimer: All content is for informational purposes only. The information on this page is not a substitute for legal advice. When it comes to the law and policy matter, please consult an attorney or advocate on your child’s behalf.