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Which area do you live in? Do you know your regional center?

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Which area do you live in? Do you know your regional center?

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Visit this page to find out more and connect with your local regional center. 

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Visit this page to find out more and connect with your local regional center. 

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DDS oversees the coordination and delivery of services for Californians with developmental disabilities through a statewide network of 21 community-based, non-profit agencies known as regional centers. Regional centers provide assessments, determine eligibility for services, and offer case management services. Regional centers also develop, purchase, and coordinate the services in each person's Individual Program Plan.

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State of California & Department of Developmental Services

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Regional Centers - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Where to start? Listen to a podcast, watch a few short videos, and download the resource that fits your role best to help start off on the path.

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Empowering students with disabilities to participate in decisions and plans that impact their life after high school will lead to greater lifelong self-determination. Developing the skills for students with disabilities to advocate for themselves by…

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A step by step guide to help IEP teams facilitate better plans for students with intensive needs. Take the guess work out of the process with the easily followed forms that help the team stay on track for the big picture, and to narrow down the focus to what goals should be addressed next.

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Table of Contents (Book)

CD-ROM Contents
About the Authors
Other Contributors
What's New in the Third Edition of COACH?
Section I. Introduction to COACH
What is COACH?
Principles Forming the Basis of COACH

Principle 1: All Students Are Capable of Learning and Deserve a Meaningful Curriculum
Principle 2: Quality Instruction Requires Ongoing Access to Inclusive Environments
Principle 3: Pursuing Valued Life Outcomes Informs the Selection of Curricular Content
Principle 4: Family Involvement Is a Cornerstone of Educational Planning
Principle 5: Collaborative Teamwork Is Essential to Quality Education
Principle 6: Coordination of Services Ensures that Necessary Supports Are Appropriately Provided

Description of COACH Part A of COACH (Steps 1-3)

Determining a Student's Educational Program

How and Why COACH Works

Description of COACH Part B (Steps 4-6)

Translating the Family-Identified Priorities into Goals and Objectives

Section II. Answering Common Questions About COACH
How Does COACH Fit into IEP Development?
For Whom Should COACH be Used?
How Long Does it Take to Complete COACH?
Who Can Facilitate COACH?
Who Participates in COACH?
Where Should COACH Be Completed?
When Should COACH Be Completed?
Should COACH Be Completed Every Year?
What Are Key COACH "Don'ts"?
Section III. Directions for Completing COACH Steps
Part A: Determining a Student's Educational Program

Preparation Checklist

Step 1: Family Interview
Introducing the Family Interview
Step 1.1: Valued Life Outcomes
Step 1.2: Selecting Curriculum Areas to Explore During the Family Interview
Step 1.3: Rating Learning Outcomes in Selected Curriculum Areas
Step 1.4: Prioritizing Learning Outcomes in Selected Curriculum Areas
Step 1.5: Cross-Prioritization

Step 2: Additional Learning Outcomes
Step 2.1: Additional Learning Outcomes from COACH
Step 2.2: Additional Learning Outcomes from General Education
Step 3: General Supports

Part B: Translating the Family-Identified Priorities into Goals and Objectives

Step 4: Annual Goals
Step 5: Short-Term Objectives
Step 6: Program-at-a-Glance

Section IV. Implementing COACH-Generated Plans

Conclusion
References

Appendix A: Questions and Answers for Team Members About COACH

Appendix B: Blank COACH Student Record Forms for Part A: Steps 1-3†

Appendix C: Blank COACH Student Record Forms for Part B: Steps 4-6†

Appendix D: Additional Blank Forms for Section IV†

Scheduling Matrix Information

Scheduling Matrix Form

Planning and Adapting Instruction

Learning Style Inventory for Students with Complex and Challenging Disbilities
Timothy J. Fox & Virginia S. Iverson

Activity Analysis
Virginia S. Iverson & Timothy J. Fox
Evaluating Impact for Learning Outcomes
Evaluating Impact for General Supports

Appendix E: COACH and Alternate Assessment: How Are They Related?
Harold L. Kleinert & Jacque Farmer Kearns

Appendix F: Roles of Team Members Supporting Students with Disabilities in Inclusive Classrooms
Michael F. Giangreco, Jesse C. Suter, & Victoria Graf

Index

†Fillable forms are available on the accompanying CD-ROM.
Table of Contents (CD-ROM)
About this CD-ROM

Appendix A: Questions and Answers for Team Members About COACH

Appendix B: Blank COACH Student Record Forms for Part A: Steps 1-3†

Appendix C: Blank COACH Student Record Forms for Part B: Steps 4-6†

Appendix D: Additional Blank Forms for Section IV†

Scheduling Matrix Information and Form
Planning and Adapting Instruction
Learning Style Inventory for Students with Complex and Challenging Disabilities
Timothy J. Fox & Virginia S. Iverson

Activity Analysis
Virginia S. Iverson & Timothy J. Fox
Evaluating Impact for Learning Outcomes
Evaluating Impact for General Supports
Appendix E:COACH and Alternate Assessment: How Are They Related?
Harold L. Kleinert & Jacqui Farmer Kearns

Appendix F: Roles of Teams Members Supporting Students with Disabilities in Inclusive Classrooms
Michael F. Giangreco, Jesse C. Suter, & Victoria Graf

Appendix G: Example: Kindergarten Student with Sensory and Intellectual Disabilities* *
Chigee J. Cloninge

Appendix H: Example: High School Student with Down Syndrome* *
Virginia S. Iverson

About the Authors
End User License Agreement

†Fillable forms
* *CD-ROM only

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individualized education program; inclusion; iep; students with special needs;  special education; academic supports; curriculum development; disabled students

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Choosing Outcomes and Accommodations for Children (COACH)

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Table of Contents (Book) CD-ROM Contents About the Authors Other Contributors What's New in the Third Edition of COACH? Section I. Introduction to COACH What is COACH?

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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Accommodations in the Workplace, they are your legal right!

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Accommodations in the Workplace, they are your legal right!

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications . Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school. 504 plans are formal plans that schools develop to give kids with disabilities the support they need.

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Disability Support Program and Services (DSPS), every public college has one!

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Disability Support Program and Services (DSPS), every public college has one!

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Make sure you connect with the DSPS office early and often

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The Disability Support Program & Services (DSPS) at Delta College empowers students with disabilities to achieve their goals and become contributing members of society by eliminating barriers and facilitating services for students to become accountable, self-reliant, responsible, and capable. From priority registration to counseling and student education plans to accommodations for your learning disabilities, DSPS is here to support you while at Delta College.

Our services and accommodations vary for each student, depending on the limitations resulting from a disability. When starting with DSPS, our intake counselors will work with you to review your disability and how it impacts your success in an academic setting. From there, we will identify the academic accommodations, adjustments, and support services you are eligible for.

Learn More About Services Register to Vote

New Students

Follow our steps to apply to Delta College and get started with DSPS. Get Started

Current Students

Review requirements to maintain services and find out about resources available to you! Maintain Services

Faculty

Review our resources and services to help you support your DSPS students! Learn More

Parents

Find more information and resources about your students transition to Delta College. Learn More

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The Disability Support Program & Services (DSPS) at Delta College empowers students with disabilities to achieve their goals and become contributing members of society by eliminating barriers and facilitating services for students to become accountable, self-reliant, responsible, and capable.

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What is an IEP transition plan?- Gisella

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What is an IEP transition plan?- Gisella

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The page will explain what transition planning looks like and how to create a good plan. It gives examples of transitions plans for a career and college.

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Once transition goals are set, the IEP team will decide what services a student needs to meet goals. The range of possible services is broad:

Instruction (including special education)

Related services

Community experiences, like volunteer work

Career and college counseling

Help with daily living skills, if needed

These services must be reviewed and updated each year to support a student's transition goals. Just like goals, services may change over time to reflect a student's interests. The IEP team might list accommodations, too.

The team can also use IEP goals to support the transition plan. For example, a student who wants to attend auto mechanic school may first need to learn specific math skills. So the team may need to set IEP goals and provide school services related to math.

Some transition services can take place at school. But often, transition services occur at home or in the community, like at local youth employment programs and vocational rehab centers. During transition planning, the IEP team may invite people from the community, like counselors and job specialists, to help.

Learn about how to help teens and young adults with the job hunting process .

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Once transition goals are set, the IEP team will decide what services a student needs to meet goals. The range of possible services is broad: Instruction (including special education) Related services Community experiences, like volunteer work Career and college counseling Help with daily living skills, if needed These services must be reviewed and updated each year to support a student's transition goals.

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CDE: Secondary Transition Planning- Gisella

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CDE: Secondary Transition Planning- Gisella

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In this link, you will find information about employment, education options, workforce training, and information about independent living. These are great resources to look at when transitioning.

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This Web page offers resources and guidelines for assisting educators, parents, and agency partners to improve compliance with state and federal laws and regulations pertaining to transition age youth and improve post-high school outcomes. These resources supplement the California Transition Alliance's document, Transition Planning: The Basics. Resources are organized into five categories: Employment, Education and Training, Independent Living, Compliance, and the Guideposts for Success document.
Transition Planning: The Basics (PDF; 54MB)
Employment
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in the area of employment.

Education and Training
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in education and/or training.

Independent Living
Resources and guidelines for educators, parents and agencies that will assist transition age youth identify and move toward their postsecondary goals in independent living.

Compliance
Resources and guidelines for educators, parents and agencies that will assist transition age youth develop transition plans that comply with the Individuals with Disabilities Education Act (IDEA).

Guideposts for Success
A document developed by the Office of Disability Employment Policy (ODEP) that identifies key educational and career development interventions.

Employment First Policy
Resources and guidelines for educators, parents, and agencies that will assist transition age youth develop postsecondary goals that lead to competitive, integrated employment (CIE).

Questions: Programs and Partnerships Unit | 916-327-0878

Last Reviewed: Wednesday, March 22, 2023

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Resources and guidelines to assist youth with disabilities as they transition from school to adult life, including education and training, employment and independent living.

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Parent Center Hub: Self- Advocacy- Gisella

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Parent Center Hub: Self- Advocacy- Gisella

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On this site you will find resources on self-advocacy. There is information for parents, teachers, and students. There is a lot of great information on what self-advocacy is, why it is important, and how to work on this skill.

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The Parent Center network has a common list of 14 priority topics we are expected to address. The list comes to us from the Office of Special Education Programs (OSEP) at the U.S. Department of Education.

Welcome to the Hub page that focuses on the priority topic of "best practices in self-advocacy skills building." Here, you'll find quick connections to materials and resources you can use with youth with disabilities and their families to build their abilities to advocate for themselves. Items marked with ** are designed to be parent-friendly.

What is Self-Advocacy, and Why is It Important?

Wrightslaw answers these two questions quite succinctly, so we're going to quote from them. Speaking directly to those with disabilities but relevant to all of us:

What is Self-Advocacy?
Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.

Why is Self-Advocacy Important?
So that you have the knowledge needed to succeed and are given the chance to participate in decisions that are being made about your life.

Parents may need some orientation to this topic, too. Here's one such resource.

Training Video on Self-Determination.
Especially for parents (25 minutes) | Available in English and Spanish.
Do you want to help your child with a disability live an included and productive life? Your son or daughter needs self-determination skills such as making choices, setting goals, and self-advocacy. The Self-Determination video will provide you with a foundation of how to teach these skills to your son or daughter. Also available in Spanish (Cómo ayudar a nuestros hijos a desarrollar su auto determinación). From the Utah Parent Center.

Resources for Youth Themselves

There are resources about self-advocacy for parents, families, and service providers, but what about resources that speak directly to the young person with a disability? Fortunately, there are many. We've listed a few starters below (believe us, there are more!). Access them, share them, use them with young people with disabilities.

Learn about Self-Advocacy: Speaking Up.
For youth with intellectual disabilities.
This resource-rich website pairs minimal text with short, step-by-step video clips of youth themselves talking about self-advocacy. Includes a to help youth identify self-advocacy groups in their state. Lots ofvideo stories from self-advocates on key topics such as the ADA, education, jobs, health, home, and self-determination.

Youth in Action! Becoming a Stronger Self-Advocate.
Speaking directly to young adults with disabilities, this resource defines self-advocacy, describes why it's important, and suggests 4 steps to becoming a stronger self-advocacy. Youth-friendly, brief, to the point, this resource is a product of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth).

Youthhood.org.
Youthhood is a not-to-be-missed website for youth. This fun and engaging site will remind students with disabilities that they are not alone as they explore community and build a future. It's chock-full of great resources and information. Introduce young people to the site by starting with "What Can I Do Here?"

Self-Advocacy: Find the Captain in You!
Video (10 minutes) | A funny and fun way to introduce self-advocacy to young people with disabilities.
Follow two hosts with dry humor on their morning news talk show, Midday In The Valley, as they explore and discover the powerful force of a term called: Self Advocacy. Covering two interviews and speaking with their ever helpful side kick, Captain Self Advocacy (yes he is really wearing tights!), they come to understand why understanding what you're good at, what you need assistance with, and how to effectively communicate with people in life is very important for everyone, especially youth with disabilities. Remember: Nothing About You Without You!

Speak Up! Using What You've Got to Get What You Want
Engaging multimedia tool that easily guides youth through training.
This tool helps youth with disabilities learn how to speak up and advocate for themselves. With this tool, they can map out personal goals, learn about their rights and responsibilities, learn the best way to ask for help, and get organized.

Fact Sheets, Toolkits, and Training Materials on Self-Advocacy

Oh, where to start, and what to list? There's an amazing amount of materials out there designed to help schools and families prepare young people with disabilities to advocate for themselves. In fact, many more than we will list here. We know you haven't got all day, so start with these resources and see how they fit your learning and training needs.

Whose Future Is It Anyway? (2nd edition)
Subtitled "A Student-Directed Transition Planning Process," Whose Future Is It Anyway? helps prepare students for their IEP meetings and gain self-determination skills through six sections that contain 36 lesson sessions. The lesson package comes with a Coach's Guide that outlines the lessons, how to teach them, the roles of the students and teachers, as well as expected outcomes.

Building Self-Advocacy and Self-Care Management Skills.
Here's a handy list of suggestions and insights for parents to build their youth's self-advocacy skills at home, especially with respect to health care and management. There are several videos, too.

My Health, My Choice, My Responsibility.
My Health, My Choice, My Responsibility is an 8-session curriculum-based group training program focusing on advocating for healthy choices on a daily basis. The emphasis is on gaining knowledge to make informed choices and the skills and tools needed to speak up for good health. Topics include being a self-advocate at medical appointments, physical activity, nutrition, being safe and healthy at home, and feelings. Participants learn the material through discussions, exercises, and visual aids. The link above will take you to a subsection, where you'll need to scroll down a bit to find the curriculum (go just past "Online Videos").

Personal Preferences Indicator: A Guide for Planning.
For use with individuals with significant developmental disabilities | Available in English and Spanish.
This is a tool to assist in planning with and for a person with a developmental disability. It's a guide, not a checklist, for accessing information about the person's preferences across 7 domain areas. The items are used as cues or prompts for discussing with the person or their family/friends the important considerations in developing a plan of support. Domains explored include the individual's favorites, emotions, socialization, self-determination, physical self, health, and family roles. Also available inSpanish | Los Indicatores de Preferencias Personales: Una Guía para Planear.

Resources in the Parent Center Network

In the Driver's Seat: Six Workshops to Help with Transition Planning and Self Advocacy for Youth with Special Needs.
From the Vermont Family Network, In the Driver's Seat is a series of six workshops for youth in transition from high school to adult life. Although this curriculum is suitable for all students, it was developed for students with special needs particularly those with development disabilities. During the workshops, youth experience hands-on learning that helps them achieve adult, life goals. With encouragement and support, young adults identify their skills, interests, and needs, and work toward improving their ability to self
advocate.

Dude, Where's my Transition Plan?
Includes checklists you can use with youth.
Speaking directly to youth with disabilities, this 28-page booklet comes from PEATC, the PTI for Virginia. In addition to multiple transition planning worksheets, the booklet also includes several checklists and discussions of self-advocacy.

Resources in Other Languages

Cómo ayudar a nuestros hijos a desarrollar su auto determinación.
¿Desea ayudar a su hijo(a) con discapacidad a tener una vida productiva y una vida de inclusión en su comunidad? Su hijo(a) necesitará desarrollar habilidades de auto determinación, tales como establecer metas, cómo tomar decisiones, y habilidades de auto abogacía. Este video sobre la auto determinación servirá de fundamento para enseñarles estas habilidades.

__________

Have a resource you'd like to recommend?
It's hard to find information in other languages about how to use data to advance school reform efforts. If you know of a resource that'd be helpful to other Parent Centers and the families they serve, please share the news with Lisa Küpper, product development coordinator, at the CPIR: lkupper@fhi360.org. Thanks!

Don't Forget to Search the Hub!!

Since this Priority Page was originally created, we've added many " Self-Advocacy" resources to the Hub library. These are easy to find! Just use the link below:
https://www.parentcenterhub.org/category/topics/self-advocacy

There's a SORT BY drop-down menu above the resources that will be listed. Set the drop-down to " Date (Newest)." And there you'll have the latest resources on self-advocacy!

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Best Practices in Self-Advocacy Skill Building

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The Parent Center network has a common list of 14 priority topics we are expected to address. The list comes to us from the Office of Special Education Programs (OSEP) at the U.S. Department of Education. Welcome to the Hub page that focuses on the priority topic of "best practices in self-advocacy skills building."

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This article discusses what self-advocacy is and how we can improve it. It also discusses why it is part of the transition process and student's rights and responsibilities at IEP meetings.

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By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones, et al. (1999)

What is self-advocacy?

Developing self-knowledge is the first step in self-advocacy skills. Learning about one's self involves the identification of learning styles, strengths and weakness, interests, and preferences. For students with mild disabilities, developing an awareness of the accommodations they need will help them ask for necessary accommodations on a job and in postsecondary education. Students can also help identify alternative ways they can learn. Self-advocacy refers to:

an individual's ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights. It involves making informed decisions and taking responsibility for those decisions. (VanReusen et al., 1994)

Self-advocacy is not a new concept in disability services. Enabling and empowering students to direct their own lives has been an underpinning of federal legislation for some time. For example, the Workforce Investment Act of 1998, Title 1, Vocational Rehabilitation Program, describes the philosophy of independent living as including consumer control, peer support, self-help, self-determination, equal access, and individual and system advocacy, in order to maximize the leadership empowerment, independence, and productivity of persons with disabilities.

How can we improve self-advocacy?

There are many components in developing self-advocacy skills in young adults who are engaged in the transition process. Helping the student to identify future goals or desired outcomes in transition planning areas is a good place to begin. Self-awareness (self-knowledge) is critical for the student in determining the direction that transition planning will take.

Many tools and resources are available to assist transition planning teams in conducting a student-centered planning approach. The following sections provide some strategies to help individuals with disabilities develop self-advocacy skills.

Promote the student as a self-advocate

Encourage the student to be active in the IEP process and other decision-making situations. Assist the student in compiling and developing an exit file. This file should include the last IEP, a transition plan, documentation of disability, recent test scores and assessment summaries, a list of strengths and areas of need, a list of home or work accommodations needed, a summary of learning style, letters of recommendation, and the telephone numbers of service providers. This file empowers the student and encourages self-knowledge. Self-advocacy issues and lessons will be most effective if they are integrated daily.

Respond to students who self-advocate appropriately

Listen to the problem and ask the student for input on possible accommodations or modifications that he or she may need. Talk with the student about possible solutions, discussing the positive and negative sides. A person who self-advocates should not feel alone. Good self-advocates know how to ask questions and get help from other people. They do not let other people do everything for them or tell them what to do. Self-advocates are assertive. Assertive people tell others what they want and need, but they do not demand They respect the rights and feelings of other people. They talk over their ideas with other people. They ask questions for guidance, then make up their own minds after reviewing the information. They may have strong feelings, but they try to be objective when making their decisions.

Identify strategies for teaching self-advocacy

Students need opportunities to practice newly acquired self-advocacy skills. Teachers may wish to have students role play various situations, in which they can practice skills such as the following:

Setting up a class schedule

Moving out of the home

Asking for accommodations needed for a course

Meeting with a rehabilitation counselor or social service caseworker

Meeting with a medical provider

Working with a personal care attendant

Interviewing for a job

Making choices in an IEP meeting

Students apply self-advocacy skills by calling and requesting information about a service they need for transition from high school. Students can prepare to visit an adult service provider by compiling a list of questions to ask and requests for services.

Identify examples of self-advocacy objectives on an IEP

Following are some examples of objectives for an IEP that would promote development of self-advocacy. Students will:

State their rights as mandate under the Individuals with Disabilities Act Amendments of 1997, P.L. 105-17.

State their rights as mandated under Title I of the Workforce Investment Act of 1998 (Vocational rehabilitation) and Americans with Disabilities Act (ADA).

Be able to access information from the support service staff of the postsecondary school in which they have expressed an interest.

State the type of information necessary to self-advocate.

Define the terms assertive, passive, and aggressive.

Identify assertive, passive, and aggressive behavior in written scenarios.

State examples of their own assertive, passive, and aggressive behaviors.

Respond assertively in a given situation.

Identify student skills needed for self-advocacy in a job interview

Students need specific self-advocacy skills for job interviews. Here are a few examples:

Be prepared: Complete an application and a resume.

Be alert: Greet interviewer, establish eye contact, and sit up straight.

Be an interested listener: Show enthusiasm.

Express yourself clearly: Avoid slang and negative comments.

Tell about yourself: Describe your strengths, goals, and past experiences.

Ask questions: Show interest and energy.

Describe what you have to offer or the types of work you want to do: Demonstrate self-confidence and enthusiasm.

These are just a few examples of the techniques educators and parents can use to ensure that students have the self-advocacy skills needed to make the transition from school to work. It is important that self-advocacy be recognized as a critical component of transition if the ultimate goal of transition-independence-is to be achieved.

Why is self-advocacy part of transition?

No one has a greater stake in the outcome of transition planning than the student with a disability. The student should be an active, participating member of the transition team, as well as the focus of all activities. For a young person with a disability, decision making is complicated by limited choices and the tendency for others to tell the individual what to do.

Too often students are thought that dependence, passivity, and reliance on unseen forces will take care of them. Throughout transition planning, students should be encouraged to express concerns, preferences, and conclusions about their options and to give facts and reasons. They may need to learn how to express their thoughts in a way that others listen to them and respect their views. In order to learn these skills, students need to practice them within a supportive environment. The transition process is a good place to start. Transition planning should be an ongoing opportunity for students to learn and practice responsibility and self-knowledge. Transition is an ever-changing process, and students need to be skillful enough to adapt to the challenge of those changes.

What are a student's rights and responsibilities at the IEP meeting?

Paulson and O'Leary (1991) have expressed their belief that part of the IEP planning process for educators is preparing the student for participation in the IEP meeting. Educators need to stress the importance of attendance at the IEP meeting and encourage the student to take an active part. The student has the right to (a) be at the IEP meeting (b) give his or her opinion, and (c) have the objectives he or she wants included in the IEP meeting.

In return, the student's responsibilities include:

Thinking about what he or she wants for the future.

Communicating with parents and teachers to determine realistic goals.

Sharing feelings with the IEP team.

Following up on objectives for, which he or she is responsible.

In order to carry out the full intent of federal legislation, ample opportunities must be provided for students to take an active, participatory role in the transition planning process. The IEP meeting is the critical moment when opportunities for participation are dully noted by all team members.

About the book

Integrating Transition Planning Into the IEP Process (Second Edition) brings you up to date with recent changes in the law, including IDEA '97 and the Carl Perkins Act of 1998. The book explores ways schools, community service agencies, private organizations, and families can work together to help students make a smooth transition to adult life. Covers transition planning, self-advocacy, assessment, curriculum for transition, support services, and program evaluation and follow-up. ISBN 0-86586-3269-6. Available from the Council for Exceptional Children at toll-free 1-888-232-7733.

Excerpted from Integrating Transition Planning Into the IEP Process, Second Edition by Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, Bonnie Jones, Robert J. Miller and Mickey Sarkees-Wircenski published by the Council for Exceptional Children 1999

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By: Lynda L. West, Stephanie Corbey, Arden Boyer-Stephens, and Bonnie Jones, et al. (1999) Developing self-knowledge is the first step in self-advocacy skills. Learning about one's self involves the identification of learning styles, strengths and weakness, interests, and preferences.

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This is a guide that provides resources and explains the importance of directing an IEP. It discusses different ways students can take initiative in their meeting.

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IRIS Center- What is transitioning?- Gisella

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IRIS Center- What is transitioning?- Gisella

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Page 1: What Is Secondary Transition?

Transitions are a routine part of every student's educational experience. And though they can be exciting and something to look forward to, for many students with disabilities and their families, transitions-be they from one classroom to another, one school to another, or one system to another-are often a time of stress and anxiety. Typically, individuals with disabilities encounter multiple transitions throughout their time in school: early intervention services to preschool, preschool to elementary school, elementary to middle school, middle school to high school, and finally high school to adulthood (e.g., postsecondary education, employment). This last transitional phase is known as secondary transition.

Transitioning from high school to the adult world can be a challenging time for students, especially those with disabilities, as they enter a world of unfamiliar routines, new environments, and novel experiences. To ease these transitions and make them as smooth as possible, teachers and school personnel, along with others (e.g., families, community agencies), should assist students with disabilities in the process of selecting appropriate goals and developing the requisite skills to achieve these goals in three main areas:

Work: A job they want and are good at

Living: A place they want to live

Community involvement: Activities they undertake to become a part of their community after they finish high school and throughout adulthood

Though secondary transition planning is a part of the individual education program (IEP) process, it is not intended to be a static activity that only occurs annually during a student's IEP meeting. Ongoing transition planning helps students develop independence, which in turn helps them to reach their career and adult-living goals. Transition planning must be in place when the student turns 16, though he or she can be younger if the IEP team deems it necessary. It often occurs near the end of middle school as the student begins planning his or her high school course of study.
individual education program (IEP)
A written plan used to delineate an individual student's current level of development and his or her learning goals, as well as to specify any accommodations, modifications, and related services that a student might need to attend school and maximize his or her learning.
Individuals with Disabilities Education Act (IDEA 2004)
Name given in 1990 to the Education for All Handicapped Children Act (EHA), which retroactively changed the name of the law, and is used for all reauthorizations of the law that guarantees all children and youth with disabilities the right to a free appropriate education in the least-restrictive environment.

For Your Information

The Individuals with Disabilities Education Act (IDEA 2004) defines secondary transition as:

[A] coordinated set of activities for a child with a disability that (a) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; (b) is based on the individual child's needs, taking into account the child's strengths, preferences, and interests.

IDEA 2004, [34 CFR 300.43 (a)] [20 U.S.C. 1401(34)]

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IRIS | Page 1: What Is Secondary Transition?

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Transitions are a routine part of every student's educational experience. And though they can be exciting and something to look forward to, for many students with disabilities and their families, transitions-be they from one classroom to another, one school to another, or one system to another-are often a time of stress and anxiety.

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Americans with Disabilities Act  - Danyelle 

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Americans with Disabilities Act  - Danyelle 

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This resource includes information about the Americans with Disabilities Act. This link will provide clients, families and employers of reasonable accommodations in the work place.

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Reasonable Accommodations in the Workplace

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(Printer-friendly PDF version | 238 KB) (Large Print PDF version | 239 KB) (Spanish Version) This fact sheet serves as a basic overview of reasonable accommodations in the workplace and includes some

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Employment Services - Danyelle DeAugustine

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Employment Services - Danyelle DeAugustine

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The Employment Development Department in the state of California provides a website that informs people of the services available for employees with disabilities. This website is useful because it allows people to see the exact services that are available and is easily referenced. This is also beneficial because each state has a website for the specific services their state has to offer employees with disabilities.

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The EDD enhances employment opportunities for people with disabilities. Through the America's Job Center of CaliforniaSM (AJCC), the EDD provides universal access to services, making sure that all job applicants with disabilities receive equal employment opportunities.

The EDD also helps job seekers with disabilities who need additional services become qualified for employment. These services include referrals to job openings or training, career counseling, job search assistance and workshops, testing, and referrals to supportive services in the community.

Disability Employment Accelerator Program

The EDD administers the Disability Employment Accelerator (DEA) program designed to enhance employment opportunities for people with disabilities.

The DEA program funds projects to accelerate employment and re-employment strategies for people with disabilities. Program goals include:

Creating partnerships between the AJCC locations and businesses to recognize the skills of people with disabilities that meet the needs of employers.

Engaging businesses to develop strategies and funding "ground-up" solutions to help people with disabilities achieve professional success

Disability Resource Coordinators

Under the DEA program, 12 organizations have Disability Resource Coordinators (DRCs). DRCs coordinate training and education for staff. They also organize and facilitate collaborations with local, state, and federal agencies, as well as non-local areas and organizations. DRCs develop strategies to improve employment outcomes for people with disabilities. These organizations are:

CalJOBS is California's online resource to help job seekers and employers navigate the state's workforce services. CalJOBS provides comprehensive employment and labor market information.

Job seekers can:

Create and upload multiple versions of their resume for specific jobs or career paths.

Customize job searches.

Receive notifications of new job openings through text messages and/or email.

Search and apply for jobs from an Android or Apple mobile device using CalJOBS mobile app.

Employers can:

Keep their employee search organized.

Expand their search to find good candidates.

Contact potential job candidates or receive applications through the system.

There are no fees to use this service, and it is available to employers and job seekers 7 days a week, 24 hours a day.

EDD Resources

Additional Resources

California Committee on Employment of People with Disabilities: This is a policy committee established in California statute to advance the employment of people with disabilities in the state. Email CCEPD@dor.ca.gov or call 1-855-894-3436 to provide input or ideas on how to improve services for people with disabilities in California.

Careers in California Government: A website designed for all job seekers interested in a career in state government.

Department of Rehabilitation (DOR): DOR works with consumers and other stakeholders to provide services and advocacy resulting in employment, independent living, and equality for people with disabilities.

Disability Benefits 101 (DB 101): DB 101 provides tools and information for workers, job seekers, and service providers to understand the connections between work and benefits. DB 101 brings together rules for health coverage, benefit, and employment programs that people with disabilities use.

Limited Examination and Appointment Program (LEAP): LEAP is an alternate selection process for employment with the State of California. It facilitates the recruitment and hiring of people with disabilities, and provides them with an alternative way to demonstrate their qualifications for employment than the traditional state civil service examining process.

Talent Knows No Limits (TKNL): TKNL statewide campaign uses print, online, and video media to inspire employers, service providers, and job seekers with disabilities to take action by seeking out information and resources. The TKNL website features resources for supporting employment of people with disabilities and free online trainings for service providers, job seekers with disabilities, and employers.

Ticket to Work Program: The Ticket to Work Program and Work Incentives Improvement Act assists and encourages recipients of Social Security Disability Insurance or Supplemental Security Income to prepare for and enter into employment. The program provides Social Security disability beneficiaries the choices, opportunities, and support needed to become and stay employed, increase their earnings, and leave and remain off benefits by being fully self-supportive.

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Programs and services for people with disabilities.

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This brochure is great because it can be printed and easily transported. Having a resource like this is extremely important because everyone deserves to have their rights explained to them and have the ability to pull them out and refer to them. This brochure is unique because it has FAQs which helps show people they are not the only one with those questions!

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A Guide to Smooth transitioning from High School to Collage

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A Guide to Smooth transitioning from High School to Collage

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This webpage provides useful information about differences between high school and college special education model, law, documentation needed, and the process of getting ready for college as well as options for applying.

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Including Individuals in their IEP - Danyelle 

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Including Individuals in their IEP - Danyelle 

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This resource is helpful for families because it allows them to start the process of including their child in their IEP. Including individuals in their IEP should be done in a way that is most supportive to the client. Including the client in their IEP from an early age allows clients to be involved in their goal making process and helps promote self-management skills.

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Self-Advocacy with Running IEP meetings - Danyelle DeAugustine

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Self-Advocacy with Running IEP meetings - Danyelle DeAugustine

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This is a fantastic resource that provides direct tips on how to help promote self-advocacy in students. This website encourages multi-disciplinary teams to follow these guidelines to not only include students in their IEP meetings, but to help them lead the meetings.

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Ashley Mabry lives in Colorado and completed a SARTAC Fellowship in 2021. Ashley created resources to teach students to be self-advocates in their own Individualized Education Program (IEP) meetings. On March 15, 2021, Ashley presented a webinar on her project.

March 15, 2021 - Click here to get the presentation handout

March 15, 2021 - Click here to view a recording of the webinar.

Self Directed IEP Template for Middle and High School Students - PDF version / PowerPoint

Self Directed IEP Template for Elementary School Students - PDF version / PowerPoint

Video #1 - The "I" in IEP Project

Video #2 An Explanation of Accommodation and Modifications

Video #3 Standardized Testing and Assessments - Every wonder what all those numbers people are talking about during an IEP meeting mean? This video breaks it down.

Video #4 How to Choose Your Accommodations

Video #5 Ashley explains how students can introduce themselves to the IEP team

Video #6 Zion introduces herself to her IEP team

Video #7 Andrew Introduces himself to his IEP Team

Video #8 Major and his Dad introduce Major to the IEP team.

Download Files for this Resource

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The "I" in IEP: Teaching Students to Direct their Individualized Education Program (IEP) Meetings - SARTAC

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Ashley Mabry lives in Colorado and completed a SARTAC Fellowship in 2021. Ashley created resources to teach students to be self-advocates in their own Individualized Education Program (IEP) meetings. On March 15, 2021, Ashley presented a webinar on her project.

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The link provides the information about transitioning fro high school to higher education as well as options and factors that facilitate the process for working- age adults.

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Transitioning to Life After High School

After 12th grade, individuals with learning and attention issues will only receive accommodations^ in college or the workplace if they disclose their disabilities. But many students leave high school without the self-awareness, self-advocacy skills or self-confidence to successfully navigate their new independence and seek out support when needed.

"When the trigonometry professor refused to accommodate me for my dyscalculia, I reached out to the community college's disability services office. I also talked to the dean of students. I looked for and found the people at the school who were empowered and prepared to step in when issues like this arise." -Savannah Treviño-Casias, psychology major in Arizona

CHALLENGES

1. Success in college and the workplace is heavily influenced by internal resilience factors such as temperament and self-perception.

As noted earlier in this report, individuals with learning and attention issues are as smart as their peers and, with the right support, can achieve at high levels.

But low self-esteem and low expectations help explain why young adults with learning disabilities^ attend four-year colleges at half the rate of the general population and why those who do attend college are less likely to complete it. ¹ Challenges related to self-determination also help explain why adults with learning disabilities are more likely to have semi-skilled part-time jobs ²-or to have left the workforce completely-than their peers without learning disabilities. ³

Researchers are learning more about how resilience can help individuals with learning and attention issues persist and succeed in college or the workplace. ⁴ Characteristics of resilience include:

Having a positive temperament

Recognizing that a disability is not something you "grow out" of

Identifying and using accommodations^ and strategies

Knowing how to self-advocate in school or at work

External influences such as family members, educators and community groups can have a significant impact on individuals with learning and attention issues as they make decisions related to school or work. When students struggle academically or socially, research indicates that having a supportive parent, mentor or other caring adult is one of the strongest protective factors that help them remain resilient.

One way schools and communities can help shape students' self-image is by emphasizing their strengths instead of just focusing on their weaknesses. More research is needed in this area, but helping students believe in themselves may be as important as making them aware of available resources and how to access them.

"Stigma experienced by students with learning and attention issues can be pervasive and can affect many aspects of their lives and self-perception. It's harder-but all the more important-to teach self-advocacy to someone with low self-esteem."

Vice president of educational research and innovation at Landmark College

2. Stigma and other factors deter many undergraduates from accessing key resources in college, where only one-fourth of students with specific learning disabilities (SLD) disclose that they have a disability.

Up through 12th grade, school districts are responsible for identifying students with disabilities. But after high school, the responsibility shifts to the young adults themselves. They need to be proactive and disclose their disability to receive accommodations in college or the workplace.

The National Longitudinal Transition Study (NLTS2) followed approximately 12,000 students receiving special education for 10 years as they transitioned from high school to adult life. ⁵ Students who were identified in high school as having SLD accounted for the largest portion (67%) of the study's participants who enrolled in some type of postsecondary education. ⁶ However, only one-fourth of students with SLD informed their college that they have a disability.

"Our study found that most students with learning disabilities did not self-identify when they got to college. The few who disclosed were just the tip of the iceberg."

Senior education researcher at SRI International who directed the NLTS2

Recent research confirms the low rates of disclosure identified by the NLTS2. Of the 1 in 9 undergraduates (11.1%) who disclosed any kind of disability to their college in 2011-2012, only 1 in 20 (4.8%) reported having learning disabilities even though it is the largest disability category for K-12 students. ⁷ More research is needed to understand why students were more likely to report having other kinds of "invisible" disabilities including mental illness/depression (30.8%) or ADHD^ (21.8%). ⁸

Why Don't Undergraduates Disclose Their SLD?

Studies of disclosure rates indicate there are many reasons why students who were identified in high school with SLD don't tell their college they have a disability. ⁹ These reasons include:

Wanting to establish an identity independent of disability status

Shame or fear of being perceived as lazy or unintelligent or of getting an unfair advantage by requesting accommodations

Fear of receiving no response or a negative response from faculty who may not know much about certain disabilities or about the laws that protect against discrimination

Underestimating how important accommodations are to their academic success

Not knowing what kinds of disability services are available in college or how to access them

Having a high school transition plan^ that does not specify needed postsecondary accommodations and supports

Armed with the knowledge that many undergraduates with learning disabilities do not disclose their disability, colleges can do more to support students with undisclosed disabilities. Research indicates at least three ways colleges can help:

First, colleges should encourage all students to use resources such as writing labs or math labs. Research shows that students with learning disabilities who use these universally available resources-which can be accessed by any student, regardless of disability disclosure-are more likely to be successful in completing postsecondary school. ¹⁰

Second, colleges should engage in outreach efforts to (a) provide information to students about how to apply for accommodations, and (b) raise awareness among faculty about learning and attention issues and services and supports that are available, so they can encourage students to take advantage of these resources.

Third, colleges should increase their efforts to integrate all incoming students into the campus community. Research suggests that students with disabilities who interact with faculty and students outside of class may be more likely to persist from the first year to the second year of college than students who experience little or no academic or social integration. ¹¹

3. Applying for accommodations can be a cumbersome process, and students who don't receive support early face an increased risk of not graduating.

Most two-year and four-year colleges enroll students with disabilities and provide accommodations such as extended time on tests, classroom note-takers and tutoring to help develop learning strategies or study skills. ¹² However, even undergraduates who disclose their disabilities often have trouble accessing the kinds of services and supports they received in high school. This table describes common obstacles to applying for or receiving accommodations in college.

Lack of information about disability services

In an unpublished NCLD survey conducted in 2016, 45% of parents whose children were seeking college accommodations said it was difficult to find information about disability services in college.

The RISE Act, which was introduced in December 2016 and is discussed in detail lower down in this chapter, would provide funding to create a one-stop resource for information about disability services in college. These services include providing textbooks and other materials in digital formats-often powered by nonprofits like Bookshare and AMAC -and assistive technologies such as text-to-speech software to ensure accessibility for individuals with print disabilities.

Documentation requirements

Less than half of colleges that require documentation of a disability accept an IEP or 504 plan as sufficient, stand-alone verification. ¹³ Some colleges will not accept evaluations that are more than three years old. Others require diagnostic data that are normed for adults rather than K-12 students. These requirements are unnecessarily burdensome, especially in light of the fact that private evaluations are costly and may be out of reach for many undergraduates.

Best practices call for colleges and universities to accept K-12 documentation or even students' own narrative of their experience as evidence of their disability and the accommodations and supports they need to succeed in postsecondary settings. ¹⁴ The RISE Act would require all colleges to accept an IEP or 504 plan as proof of a disability so students don't need to undergo additional evaluations.

Different standards

Colleges vary greatly in their disability determinations and are often far more restrictive than high schools in granting accommodations.

These differences are often due to a lack of oversight and to a lack of knowledge among faculty and other personnel about the nature of learning disabilities and ADHD.

Several studies underscore the importance of accessing disability services early in an undergraduate's education:

One study of undergraduates at a large state university found that the risk of not graduating within six years was 3.5 times higher for students who waited until after their first year in college to request accommodations.¹⁵

Another study grouped students based on when they began receiving support and found that the mean GPA was highest for students who were early disclosers.¹⁶

Among students with learning disabilities and ADHD, those who attended a learning support center had higher GPAs than those who did not use such services.¹⁷

An analysis of 2006-2011 data found that the GPAs of students with learning disabilities and ADHD who used support services such as study skills tutoring, coaching, writing and math lab, and academic advising increased with each hour of support services.¹⁸

For these reasons, it is essential for incoming students to be made aware of the kinds of services available as well as how to request them.

4. Working-age adults with learning disabilities are twice as likely to be jobless as their peers who do not have disabilities.

Stigma, accessibility issues in the workplace and lower rates of high school and college completion can negatively impact employment outcomes for adults with learning and attention issues. Self-determination and the knowledge and skills needed to request workplace accommodations also play critical roles in preparing high school students for success in the workplace. ¹⁹

According to an analysis of 2010 census data, only half (46%) of working-age adults with learning disabilities were employed, compared to 71% of adults without learning disabilities. ²⁰ The analysis also found that adults with learning disabilities were twice as likely to have dropped out of the labor force completely as compared to their peers without learning disabilities.

More research is needed to understand why the employment disparity is so stark. To the extent that employers may be reluctant to hire workers with disclosed learning disabilities, a 2013 survey by the Organisation for Economic Co-operation and Development (OECD) indicates that such attitudes are shortsighted. While adults with a diagnosed learning disability in the U.S. were about twice as likely to have low skills in literacy and numeracy as adults without disabilities, the report noted that "it is striking that fully two-thirds of those with diagnosed learning disabilities are not low-skilled in literacy, with some (around 6%) performing at the highest levels." ²¹

The employment disparity also is far less pronounced among those who graduate from college. One study that looked only at college graduates with learning disabilities reported that of the 500 participants, 75% were employed full-time and the unemployment rate among this group was in fact slightly better than the national rate. ²² However, while nearly three-fourths of the study's participants indicated that their learning disabilities impacted their job in some way, less than 10% requested accommodations. Some respondents who did not self-disclose indicated there was no need to do so, while others said they did not self-disclose out of fear of negative impact on relationships with coworkers, supervisors, or clients.

19% of young adults with learning disabilities reported that their employers were aware of their disability

5% of young adults with learning disabilities reported that they were receiving accommodations in the workplace

Other studies also show a reluctance to disclose disabilities and seek out accommodations. According to NLTS2, just 19% of young adults with learning disabilities reported that their employers were aware of their disability, and only 5% reported that they were receiving accommodations in the workplace. ²³ Fear of stigma is likely a contributing factor. But so is lack of awareness about job accommodations. More research is needed to expand on small-scale studies that found over two-thirds of adults with learning disabilities had either never heard of the Americans with Disabilities Act (ADA) or did not feel confident enough to use it to secure needed accommodations. ²⁴

OPPORTUNITIES

1. Self-advocacy and other factors that help students stay in college can be taught, practiced and supported.

More students with learning and attention issues than ever before are going to college. But far too often, these students don't complete their programs of study. Students with learning and attention issues are most successful when they are active self-advocates with a strong network of supporters who believe they can succeed. Developing school- and community-based programs that provide more opportunities to work on self-advocacy skills-and the confidence to use them-will contribute greatly to social and emotional well-being, academic success and career readiness.

Self-advocacy is particularly important for students with learning and attention issues. These students will need accommodations throughout their schooling and in the workforce. To ask for and receive accommodations, these young adults must not only understand their needs but also be able to explain them to others.

Accommodations play a key role in self-regulation, which in turn helps fuel students' persistence. As noted in a 2012 report by the National Research Council, "Students who are self-regulating-who set goals, make plans for reaching their goals, and then monitor and regulate their cognitions and behavior-are more likely to do well on academic tasks." ²⁵

Elementary and secondary schools can help develop self-advocacy skills by:

Fostering a culture of acceptance

Using Universal Design for Learning to help meet the needs of all learners

Changing school climate in ways that help students develop strong relationships with peers and adults

Building opportunities to practice self-advocacy skills in a safe and supportive environment

Self-advocacy begins with students understanding how they think and learn. Research indicates that students with learning and attention issues are four times more likely than other students to struggle with self-confidence, which is also an important predictor of success. ²⁶ For these reasons, it is important to ensure that students are given opportunities to develop a strong sense of self-acceptance and self-worth.

Parents and educators can help with this by fostering a culture of acceptance. Giving students opportunities to explore and understand how they learn can help them begin to develop a "can-do" attitude and a growth mindset, which allows them to persevere when faced with challenges in school and life. Children and young adults need to be taught-and need to practice-self-advocacy skills in a safe place, knowing they will be supported, with teachers and other caring adults and peers by their side.

More colleges are creating programs to help young adults with learning and attention issues stay in school and on track to graduate. These programs not only help students adjust to the changes in expectations and responsibilities that occur during the transition from high school to higher education-they also ensure that faculty are prepared to work with students and provide accommodations as needed.

NCLD's Student Voices

In 2015, NLCD surveyed young adults with learning and attention issues to discover which factors contribute to successful transition outcomes. Participants in the Student Voices study were asked to reflect on their experiences in the years immediately before and after leaving high school. Three common themes emerged among those who had successfully transitioned to college or the workforce: a supportive home life, a strong sense of self-confidence and a strong connection to friends and community. ²⁷

The study points to the critical importance of factors beyond academic achievement in understanding the characteristics and needs of this population. The findings, which are consistent with data about dropout rates, emphasize the role of social and emotional factors in supporting school completion.

In highlighting self-confidence as one of the keys to success, Student Voices reinforces the value of encouraging students to help lead transition planning and the importance of self-advocacy in general.

2. Transition planning is critical to preparing students with disabilities for life after high school, and some states are starting early.

IEP teams must develop transition plans that include:

Measurable postsecondary goals that acknowledge the students' needs, preferences and interests

Any transition services (including courses of study) needed to assist students in reaching those goals

A summary of performance (SOP) that includes recommendations on how to help graduates meet their postsecondary goals; this document may help students obtain accommodations in college or vocational rehabilitation services

For decades, federal law has acknowledged the importance of helping students with disabilities plan for the transition to life after high school. Under the Individuals with Disabilities Education Act (IDEA), an Individualized Education Program^ (IEP) must include postsecondary transition plans by the time students turn 16. Some states require earlier start dates. For example, Wisconsin requires IEPs to include transition plans by the time students turn 14. ²⁸

As with IEPs in general, the formal transition plans that are developed by IEP teams can be powerful tools that help students with learning and attention issues develop the skills they need to thrive in school and in life.

A 2016 analysis of NLTS2 participants found that receipt of transition-planning education in high school and having postsecondary accommodations specified on high school transition plans significantly increased the odds of students with disabilities at two-year colleges seeking and using disability services and other postsecondary supports. ²⁹

Research has also found that taking a concentration of occupationally specific career and technical education courses (four or more credits) in high school increases the odds of students with learning disabilities being employed during the first two postsecondary years. ³⁰

As the field begins to analyze the first wave of high school data from the National Longitudinal Transition Study 2012 (released in March 2017), data from this new study as well as NLTS2 and other sources offer key insights into how transition planning can be improved, as detailed in this table below.

What About 504 Plans?

504 plans are commonly provided to students with ADHD and-at least in Texas-to large numbers of students with dyslexia^. ³¹ But unlike IDEA, Section 504 of the Rehabilitation Act does not require school teams to develop transition plans for every student with a qualifying disability, nor does it require parental involvement.

Too often, students with a 504 plan^ leave high school without formal transition planning or self-advocacy skills. Help in these areas may be particularly important for students with ADHD, which affects executive functioning and time-management skills that are vital for success in college or the workplace. Stigma may also make students with ADHD less likely to ask for help.

It's important and possible to provide transition planning to students with 504 plans as well as to students with IEPs. Schools should help all students with disabilities-but especially those with learning disabilities and ADHD-develop self-advocacy skills and build independence.

In January 2017, the U.S. Department of Education published a comprehensive guide to help students with disabilities transition to postsecondary education and employment. The guide offers many resources and includes a full discussion of such topics as education and employment goals, vocational rehabilitation, rights and responsibilities, and financing. ³²

3. Changes in high-stakes testing may increase college and workforce opportunities for students with disabilities.

Many students with learning and attention issues have encountered significant hurdles when they request accommodations on high-stakes tests such as the SAT or ACT, as well as licensing exams for cosmetology and other trades. Failure among testing entities to understand and meet their obligations under ADA can limit the opportunities available to individuals with disabilities.

In response to "excessive and burdensome documentation demands" and other complaints, the U.S. Department of Justice (DOJ) issued a technical assistance brief in 2015. This document clarified several points, including:

In 2015, DOJ made clear that a history of academic success is not a reason to deny testing accommodations to a person with a disability:

"For example, someone with a learning disability may achieve a high level of academic success, but may nevertheless be substantially limited in one or more of the major life activities of reading, writing, speaking, or learning, because of the additional time or effort he or she must spend to read, write, speak, or learn compared to most people in the general population."

Testing entities are obligated to provide accommodations under ADA for any exam related to licensing, certification or credentialing for secondary or postsecondary education, professional or trade purposes.

Testing entities are prohibited from flagging scores for individuals with disabilities who receive accommodations.

Proof of past test accommodations is generally sufficient in a student's request for current test accommodations.

DOJ also hosted a webinar about key ADA provisions to help state leaders in K-12 education learn more about accommodations on standardized tests. The webinar also asked states and schools to report inappropriate denials of test accommodations to DOJ.

Testing entities have responded by streamlining the way students apply for accommodations. Some tests are also incorporating accessibility features and other design changes that are likely to benefit students with learning and attention issues. The table below details some of the recent changes.

TYPE OF STANDARDIZED TESTING

RECENT CHANGES

State testing

ESSA allows states to approve school districts' use of a national test like the SAT or ACT in place of their statewide assessment for high school students. This could benefit students with learning and attention issues in several ways. If a school district chooses to use a nationally recognized test:

All students would take the test before graduating from high school.

Students with disabilities would receive the same accommodations they receive on all other tests.

The scores would be able to be used to apply for college-and can't be considered invalid even if certain accommodations are used.

26 states participate, as of the 2016-2017 school year, in one of the two Common Core State Standard consortia-the Partnership for Assessment of Readiness for College and Careers (PARCC) or Smarter Balanced Assessment Consortium-which encourage the use of computer-based testing.

Built-in accessibility features are part of both the PARCC and Smarter Balanced tests. Some features such as spell-check and magnified text are available to all students. Other features can be activated as needed to accommodate students with disabilities.

Universal Design for Learning (UDL) is also part of both the PARCC and Smarter Balanced tests, which are designed to help diverse learners access the content and demonstrate their knowledge.

SAT (a college admissions test)

Accommodation requests will be automatically approved, starting Jan. 1, 2017, for students whose current, formal school-based plan such as an IEP or 504 plan includes testing accommodations. This change applies to all tests administered by the College Board, including the SAT, PSAT and AP exams.³³

ACT (a college admissions test)

Changes to the system for requesting accommodations are expected to speed up the process by 10 days.³⁴

Other streamlining initiatives, announced in May 2016, aim to reduce the amount of material school officials need to send in order to support a request for accommodations.

Disability documentation is still required. As of February 2017, the ACT had not changed its policy of requiring documentation of a disability that was conducted within three academic years of the date of the request.³⁵

GED (a test to earn a credential equivalent to a high school diploma)

The 2014 redesign resulted in a computer-based test that incorporates UDL.

Built-in accessibility tools such as text enlargement and color/contrast changes can be used by any student.

Disability documentation is still required. As of February 2017, the GED had not changed its policy of requiring documentation of a learning disability that is less than five years old and documentation of ADHD that is less than three years old.³⁶

4. The RISE Act would make it easier for students with disabilities to receive accommodations when they transition to college.

The Respond, Innovate, Succeed and Empower Act (RISE Act)-introduced in December 2016 by Senator Bob Casey (D-PA), Senator Orrin Hatch (R-UT), and Senator Bill Cassidy (R-LA)-aims to help students with disabilities succeed in college in two important ways.

First, it would require colleges to accept an IEP or 504 plan as evidence of a disability, which would make it easier and less costly for students to receive accommodations in college.

Second, the RISE Act would provide $10 million to fund the National Center for College Students with Disabilities (NCCSD), which provides information on best practices on how to help students with disabilities succeed as they transition to or attend postsecondary education. This new technical assistance center is designed for prospective and current students with disabilities and their families, as well as teachers and professionals in K-12 and higher education. It will feature:

Online tutorials about topics such as accommodations, documentation and disability rights

A clearinghouse of articles and other resources on higher education and disability

A database of college disability student organizations that will help families know what is available to students at each college

"The RISE Act clears the path for students with disabilities to get the support they need to thrive and succeed in college. No student with a documented disability should have to incur additional costs to prove it when they get to college, and I commend the National Center for Learning Disabilities for working with me on solving this critical issue."

5. WIOA provides meaningful support for students with disabilities as they transition to postsecondary employment.

The Workforce Innovation and Opportunity Act (WIOA) became law in 2014. ³⁷ This law, which seeks to maximize job opportunities for youth and adults with and without disabilities, demonstrates a major federal commitment to strengthening the important connection between education and career preparation. It supports students with disabilities during their transition in several ways:

Requires state vocational rehabilitation (VR) agencies to set aside at least 15% of their program funds to provide pre-employment transition services (Pre-ETS) to help high school students with disabilities make the transition to postsecondary education and employment

Requires that these transition services be made available to all students with disabilities, including those with 504 plans

Requires states to coordinate services including those for youth transitioning from high school to postsecondary education

Improves access to job training, education and employment services for young adults with learning disabilities and other people who have traditionally faced barriers to employment

Ensures-through nearly 2,500 American Job Centers funded by the U.S. Department of Labor-that employment and training services are accessible to people with disabilities

The law also expands services to high school dropouts ages 14 to 24 who are eligible under IDEA or Section 504, and focuses on the need for all youth with disabilities to have more opportunities to practice and improve their workplace skills, to consider their career interests, and to get real-world work experience.

6. Three new resources focus on helping adults with disabilities find employment and succeed in the workplace.

In addition to WIOA, several other initiatives were launched during the last several years that aim to improve employment opportunities for people with disabilities.

WhatCanYouDoCampaign.org
The Campaign for Disability Employment

Funded by the U.S. Department of Labor's Office of Disability Employment Policy (ODEP), the Campaign for Disability Employment is a collaborative effort among several disability and business organizations to encourage employers and others to recognize the value and talent that people with disabilities bring to the workplace. The campaign, which launched in 2009, includes a powerful series of public service announcements and accompanying resources for employers, educators, families, and youth and adults with disabilities.

Employment First
The National LEAD Center

Funded by ODEP, this interactive tool is housed on the National LEAD Center's website and enables visitors to compare national and state data such as the number and percentage of people with and without disabilities who are employed. The LEAD Center is a collaborative of disability, workforce and economic empowerment organizations. It aims to promote systems changes at the state level to improve employment and economic advancement for people with disabilities.

New Section 503 regulations in the Rehabilitation Act of 1973

In 2013, the Department of Labor (DOL) issued a rule with the goal of reducing barriers for individuals with disabilities in the workforce. The rule does several things:

Establishes a goal that all contractors working with the federal government will aim to ensure that at least 7% of the people they employ have disabilities

Requires companies to provide applicants with an opportunity to self-identify as having a disability (before they become employees)

Requires companies to offer employees routine opportunities to voluntarily self-identify as having a disability

Requires companies to compare the number of individuals with disabilities who apply for jobs to the number of those who are hired

Requires contractors to inform subcontractors of these responsibilities

DOL is focused on collecting and analyzing data around the engagement and hiring of individuals with disabilities. Ultimately, DOL hopes these efforts lead to a culture shift concerning disability, disclosure, and hiring practices within the federal government and among its contractors.

For a full discussion of how to address the challenges and opportunities discussed in this chapter, see NCLD's Recommended Policy Changes.
SPOTLIGHT

1. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
2. Gregg, N. (2011) Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation. Guilford Press.
3. Kaye, H.S. (2013). Unpublished data analysis of 2010 data from the U.S. Census Bureau Survey of Income and Program Participation. Data retrieved August 2013.
4. Gregg, N. (2014). Adults with learning disabilities: Factors contributing to persistence. Handbook of Learning Disabilities, 2nd Edition. Guilford Press.
5. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
6. Ibid.
7. U.S. Department of Education, National Center for Education Statistics (2014). Profile of Undergraduate Students: 2011-2012. Web Tables, October 2014. RTI International.
8. Ibid.
9. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884; Kranke, D., Jackson, S. E., Taylor, D. A., Anderson-Fye, E., & Floersch, J. (2013). College student disclosure of non-apparent disabilities to receive classroom accommodations. Journal of Postsecondary Education and Disability, 26(1), 35-51; Lightner, K. L., Kipps-Vaughan, D., Schulte, T., & Trice, A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Education and Disability, 25(1), 145-159; Marshak, L., Van Wieren, T., Ferrell, D. R., Swiss, L., & Dugan, C. (2010). Exploring barriers to college student use of disability services and accommodations. Journal of Postsecondary Education and Disability, 22(3), 151-165.
10. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884.
11. Mamiseishvili, K., & Koch, L. C. (2011). First-to-second-year persistence of students with disabilities in postsecondary institutions in the United States. Rehabilitation Counseling Bulletin, 54(2), 93-105. doi: 10.1177/0034355210382580.
12. Raue, K., & Lewis, L. (2011). Students with disabilities at degree-granting postsecondary institutions: First look. (NCES 2011-018). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
13. Ibid.
14. Association on Higher Education and Disability (2012). Supporting accommodation requests: Guidance on documentation practices.
15. Hudson, R. L. (2013). The effect of disability disclosure on the graduation rates of college students with disabilities (Doctoral dissertation).
16. Lightner, K. L., Kipps-Vaughan, D., Schulte, T., & Trice, A. D. (2012). Reasons university students with a learning disability wait to seek disability services. Journal of Postsecondary Education and Disability, 25(1), 145-159.
17. Troiano, P. F., Liefeld, J. A., & Trachtenberg, J. V. (2010). Academic support and college success for postsecondary students with learning disabilities. Journal of College Reading and Learning, 40(2), 35-44. doi: 10.1080/10790195.2010.10850329.
18. DuPaul, G., Dahlstrom-Hakki, I., Gormley, M., Fu, Q., Pinho, T., & Banerjee, M. (in press). College students with ADHD and LD: Effects of support services on academic performance. Learning Disabilities Research and Practice.
19. Madaus, J., Gerber, P., & Price, L. (2008). Adults with learning disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice, 23(3), 148-153. doi:10.1111/j.1540-5826.2008.00272.x.
20. Kaye, H.S. (2013). Unpublished data analysis of 2010 data from the U.S. Census Bureau Survey of Income and Program Participation. Data retrieved August 2013.
21. Organisation for Economic Co-operation and Development (2013). Time for the U.S. to Reskill?: What the survey of adults says. OECD Skills Studies, OECD Publishing. doi: 10.1787/9789264204904-en.
22. Madaus, J. W. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly, 29, Winter, 19-31.
23. Newman, L., Wagner, M., Knokey, A., Marder, C., Nagle, K. Shaver, D., & Wei, X. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International.
24. Price, L. A., Gerber, P. J., Mulligan, R. (2007). Adults with learning disabilities and the underutilization of the Americans with Disabilities Act. Remedial and Special Education, 28(6), 340-344.
25. National Research Council (2012). Improving adult literacy instruction: Options for practice and research. Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. Lesgold, A. M., & Welch-Ross, M. (Eds.) Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
26. National Center for Learning Disabilities (2015). Student voices: A study of young adults with learning and attention issues - Executive summary. New York: National Center for Learning Disabilities.
27. Ibid.
28. Wisconsin Department of Public Instruction (no date). Transition planning for students with disabilities.
29. Newman, L. A., Madaus, J. W., Javitz, H. S. (2016). Effect of transition planning on postsecondary support receipt by students with disabilities. Exceptional Children, 82(4), 497-514. doi: 10.1177/0014402915615884.
30. Wagner, M. M., Newman, L. A., & Javitz, H. S. (2016). The benefits of high school career and technical education (CTE) for youth with learning disabilities. Journal of Learning Disabilities, 49(6), 658-670. doi: 10.1177/0022219415574774.
31. Texas Education Agency (2014). The dyslexia handbook: Procedures concerning dyslexia and related disorders. Austin, TX.
32. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2017). A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Washington, D.C.
33. College Board (2016, December 01). College Board simplifies process for test accommodations.
34. ACT (2016, May 24). ACT announces improvements to the ACT test accommodations system.
35. ACT (2016). Policy for documentation.
36. GED Testing Service (no date). Documentation guidelines for GED testing service test accommodations (reasonable adjustments).
37. The WIOA replaced the Workforce Investment Act of 1998 and amended the Rehabilitation Act of 1973.

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Transitioning to Life After High School - NCLD

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Transitioning to Life After High School After 12th grade, individuals with learning and attention issues will only receive accommodations^ in college or the workplace if they disclose their disabilities. But many students leave high school without the self-awareness, self-advocacy skills or self-confidence to successfully navigate their new independence and seek out support when needed.

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Promoting Self-Advocacy Skills for Students with Disabilities

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Promoting Self-Advocacy Skills for Students with Disabilities

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This webpage was created to assist teachers as they work with transition-age students in acquiring self-advocacy skills.

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Students with Disabilities Preparing for Post-secondary Education

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Students with Disabilities Preparing for Post-secondary Education

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U.S Department of Education explains the rights and responsibilities of students with disabilities who are preparing to attend post-secondary schools. In addition, the obligation of post-secondary schools are explained, the need of providing academic adjustments, making sure that school does not discriminate on the basis of disability.

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Reproduction and ordering information
U.S. Department of Education
Arne Duncan
Secretary

Office for Civil Rights
Russlynn Ali
Assistant Secretary

First published July 2002. Reprinted May 2004.
Revised September 2007. Revised September 2011.

U.S. Department of Education
Office for Civil Rights
Washington, D.C. 20202
September 2011
More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four- year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities postsecondary schools have toward you. Being well informed will help ensure you have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay.

The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.

OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), which prohibit discrimination on the basis of disability. Practically every school district and postsecondary school in the United States is subject to one or both of these laws, which have similar requirements.*/

Although Section 504 and Title II apply to both school districts and postsecondary schools, the responsibilities of postsecondary schools differ significantly from those of school districts.

Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student. OCR strongly encourages you to know your responsibilities and those of postsecondary schools under Section 504 and Title II. Doing so will improve your opportunity to succeed as you enter postsecondary education.

The following questions and answers provide more specific information to help you succeed.
As a student with a disability leaving high school and entering postsecondary education, will I see differences in my rights and how they are addressed?
Yes. Section 504 and Title II protect elementary, secondary, and postsecondary students from discrimination. Nevertheless, several of the requirements that apply through high school are different from the requirements that apply beyond high school. For instance, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each child with a disability in the district's jurisdiction. Whatever the disability, a school district must identify an individual's educational needs and provide any regular or special education and related aids and services necessary to meet those needs as well as it is meeting the needs of students without disabilities.

Unlike your high school, however, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability. In addition, if your postsecondary school provides housing to nondisabled students, it must provide comparable, convenient, and accessible housing to students with disabilities at the same cost.

Other important differences that you need to know, even before you arrive at your postsecondary school, are addressed in the remaining questions.
May a postsecondary school deny my admission because I have a disability?
No. If you meet the essential requirements for admission, a postsecondary school may not deny your admission simply because you have a disability.
Do I have to inform a postsecondary school that I have a disability?
No. But if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.

What academic adjustments must a postsecondary school provide?

The appropriate academic adjustment must be determined based on your disability and individual needs. Academic adjustments may include auxiliary aids and services, as well as modifications to academic requirements as necessary to ensure equal educational opportunity. Examples of adjustments are: arranging for priority registration; reducing a course load; substituting one course for another; providing note takers, recording devices, sign language interpreters, extended time for testing, and, if telephones are provided in dorm rooms, a TTY in your dorm room; and equipping school computers with screen-reading, voice recognition, or other adaptive software or hardware.

In providing an academic adjustment, your postsecondary school is not required to lower or substantially modify essential requirements. For example, although your school may be required to provide extended testing time, it is not required to change the substantive content of the test. In addition, your postsecondary school does not have to make adjustments that would fundamentally alter the nature of a service, program, or activity, or that would result in an undue financial or administrative burden. Finally, your postsecondary school does not have to provide personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature, such as tutoring and typing.
If I want an academic adjustment, what must I do?
You must inform the school that you have a disability and need an academic adjustment. Unlike your school district, your postsecondary school is not required to identify you as having a disability or to assess your needs.

Your postsecondary school may require you to follow reasonable procedures to request an academic adjustment. You are responsible for knowing and following those procedures. In their publications providing general information, postsecondary schools usually include information on the procedures and contacts for requesting an academic adjustment. Such publications include recruitment materials, catalogs, and student handbooks, and are often available on school websites. Many schools also have staff whose purpose is to assist students with disabilities. If you are unable to locate the procedures, ask a school official, such as an admissions officer or counselor.
When should I request an academic adjustment?
Although you may request an academic adjustment from your postsecondary school at any time, you should request it as early as possible. Some academic adjustments may take more time to provide than others. You should follow your school's procedures to ensure that the school has enough time to review your request and provide an appropriate academic adjustment.

Do I have to prove that I have a disability to obtain an academic adjustment?

Generally, yes. Your school will probably require you to provide documentation showing that you have a current disability and need an academic adjustment.

What documentation should I provide?

Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity; and information on how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.

An individualized education program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you. This is generally not sufficient documentation, however, because of the differences between postsecondary education and high school education. What you need to meet the new demands of postsecondary education may be different from what worked for you in high school. Also, in some cases, the nature of a disability may change.

If the documentation that you have does not meet the postsecondary school's requirements, a school official should tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. You may, therefore, have to pay or find funding to pay an appropriate professional for an evaluation. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency at http://rsa.ed.gov by clicking on "Info about RSA," then "People and Offices," and then "State Agencies/ Contacts."
Once the school has received the necessary documentation from me, what should I expect?
To determine an appropriate academic adjustment, the school will review your request in light of the essential requirements for the relevant program. It is important to remember that the school is not required to lower or waive essential requirements. If you have requested a specific academic adjustment, the school may offer that academic adjustment, or it may offer an effective alternative. The school may also conduct its own evaluation of your disability and needs at its own expense.

You should expect your school to work with you in an interactive process to identify an appropriate academic adjustment. Unlike the experience you may have had in high school, however, do not expect your postsecondary school to invite your parents to participate in the process or to develop an IEP for you.
What if the academic adjustment we identified is not working?
Let the school know as soon as you become aware that the results are not what you expected. It may be too late to correct the problem if you wait until the course or activity is completed. You and your school should work together to resolve the problem.
May a postsecondary school charge me for providing an academic adjustment?
No. Nor may it charge students with disabilities more for participating in its programs or activities than it charges students who do not have disabilities.
What can I do if I believe the school is discriminating against me?
Practically every postsecondary school must have a person-frequently called the Section 504 Coordinator, ADA Coordinator, or Disability Services Coordinator-who coordinates the school's compliance with Section 504,Title II, or both laws. You may contact that person for information about how to address your concerns.

The school must also have grievance procedures. These procedures are not the same as the due process procedures with which you may be familiar from high school. But the postsecondary school's grievance procedures must include steps to ensure that you may raise your concerns fully and fairly, and must provide for the prompt and equitable resolution of complaints.

School publications, such as student handbooks and catalogs, usually describe the steps that you must take to start the grievance process. Often, schools have both formal and informal processes. If you decide to use a grievance process, you should be prepared to present all the reasons that support your request.

If you are dissatisfied with the outcome of the school's grievance procedures or wish to pursue an alternative to using those procedures, you may file a complaint against the school with OCR or in a court. You may learn more about the OCR complaint process from the brochure How to File a Discrimination Complaint with the Office for Civil Rights, which you may obtain by contacting us at the addresses and phone numbers below, or at http://www.ed.gov/ocr/docs/howto.html.

If you would like more information about the responsibilities of postsecondary schools to students with disabilities, read the OCR brochure Auxiliary Aids and Services for Postsecondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA. You may obtain a copy by contacting us at the address and phone numbers below, or at http://www.ed.gov/ocr/docs/auxaids.html.

Students with disabilities who know their rights and responsibilities are much better equipped to succeed in postsecondary school. We encourage you to work with the staff at your school because they, too, want you to succeed. Seek the support of family, friends, and fellow students, including those with disabilities. Know your talents and capitalize on them, and believe in yourself as you embrace new challenges in your education.

To receive more information about the civil rights of students with disabilities in education institutions, you may contact us at :

Customer Service Team
Office for Civil Rights
U.S. Department of Education
Washington, D.C. 20202-1100

Phone: 1-800-421-3481
TDD: 1- 877-521-2172
Email: ocr@ed.gov
Web site: www.ed.gov/ocr

*/ You may be familiar with another federal law that applies to the education of students with disabilities-the Individuals with Disabilities Education Act (IDEA). That law is administered by the Office of Special Education Programs in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education. The IDEA and its individualized education program (IEP) provisions do not apply to postsecondary schools. This pamphlet does not discuss the IDEA or state and local laws that may apply.

This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. The publication's citation should be: U.S. Department of Education, Office for Civil Rights, Students With Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities, Washington, D.C., 2011.
To order copies of this publication,
Write to : ED Pubs Education Publications Center, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304.

or fax your order to: 703-605-6794;

or e-mail your request to: edpubs@inet.ed.gov;

or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is not yet available in your area, you may call 1-800-872-5327 (1-800-USA-LEARN).

or order online at http://edpubs.gov.

This publication is also available on the Department's Web site at http://www.ed.gov/ocr/transition.html. Any updates to this publication will be available on this website.

On request, this publication can be made available in alternate formats, such as Braille, large print. or computer diskette. For more information, you may contact the Department's Alternate Format Center at 202-260-0852 or 202-260-0818. If you use TDD, call 1-800-877-8339.

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disabilities; postsecondary education; college preparation; special education; universities; civil rights; disabled student services; transition; americans with disabilities act; academic adjustments

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Students with Disabilities Preparing for Postsecondary Education

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This pamphlet contains information for high school students with disabilities who plan to continue their education in postsecondary schools.

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The rights of Students Transitioning From High School

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The rights of Students Transitioning From High School

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Students with Disabilities Transitioning from High School

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Students with Disabilities Transitioning from High School