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https://operationautism.org/transitions/
ASD
This site gives definitions, examples, resources and other helpful graphs to help with transitions.

https://operationautism.org/transitions/
ADHD
This article talks about different options and benefits of summer programs geared towards helping teens prepare for college and beyond. They describe helping with social, academic, and personal care skills to help students on the road to success.

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Many children with autism have a hard time adapting to unexpected changes, whether those are small transitions between daily activities, or life-changing events like moving into a new community.  Their resistance to change can lead to anxiety and disruptive behaviors. For children with autism, who often crave routine and “sameness,” the frequent moves that characterize the lives of most military families can pose particular challenges. But if given ample time to anticipate, understand, and practice dealing with anticipated changes, most children can learn to successfully cope with transitions. In this section, we will look at ways to help children with autism do just that.

Defining Transitions

The term transition can refer to different types of changes including…

Minor transitions and changes, such as:

Between daily routines and school activities.

Haircuts and doctor visits.

Taking a different route to school.

More significant life-changing events, such as:

Starting a new school year.

Moving to a new school.

Moving to a new community or home.

Graduating high school and entering adulthood.

For children with autism, the “size” or significance of the transition is generally not correlated with the intensity of the challenging behavior they exhibit. As a result, minor changes in daily routine can lead to highly disruptive meltdowns.

Tips for Successfully Managing Change

Here are some things you can do to help your child better handle both expected and unexpected change:

Establish and maintain a daily routine using visual supports (e.g., timers, photos, videos, and mobile apps for portable, picture-based schedules) and organizers (e.g., calendars, checklists, daily schedules).

For consistently difficult transitions, consider verbally or pictorially walking your child through the upcoming transition including what reward they will earn. (e.g., in 2 minutes we are turning off “Thomas the Tank Engine” but if you do so nicely, you will get “X”).

Rehearse new settings or changes to routine.

Identify and prepare for possible changes in advance.

Have a contingency plan for meltdowns. Be sure this is one that can be implemented consistently by all involved.

Engage peers and teachers as supports and sources of reinforcement for successful transitions.

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Kayla Seibel

I think one thing that is really important is to keep in mind the financial stress this make take - so I found a resource that gives a list of scholarships  https://www.raisecenter.org/wp-content/uploads/2019/01/Scholarships-for-Youth-With-Disabilities.docx

I think is also important to identify any technology disadvantages and found a resources to help that https://www.pacer.org/livestream/?wksp=896040B2-C97A-4C1D-9E03-1D712F832F8A

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Resources for parents who have ADHD.
https://childmind.org/guide/parents-guide-to-adhd/

This is a great way to view multiple resources about Autism. I love when there is a place that has multiple links/resources at once so that you can pick and choose where to go.
https://www.cdc.gov/ncbddd/autism/links.html

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

Guide

Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. This ADHD guide offers parents the information you need to understand the behaviors associated with the attention disorder to help you make effective decisions for your child about symptoms, diagnosis and treatment.

Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. This guide offers parents the information you need to understand the behaviors associated with the disorder and make effective decisions for your child about symptoms, diagnosis, and treatment.

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, to pay attention, to sit still, to follow directions, and to control impulsive behavior. While all young children are at times distractible, restless, and oblivious to parents' and teachers' instructions, kids with ADHD behave this way much more often than other children their age. And their inability to settle down, focus, and follow through on tasks in age-appropriate ways makes it very hard for them to do what's expected of them at school. It can also lead to conflict at home and difficulty getting along with peers.

Symptoms of ADHD are divided into two groups: inattentive behaviors and hyperactive and impulsive behaviors.

Inattentive symptoms of ADHD:

Makes careless mistakes

Is easily distracted

Doesn't seem to be listening when spoken to directly

Has difficulty following instructions

Has trouble organizing

Avoids or dislikes sustained effort

Is forgetful, always losing things

Hyperactive or impulsive symptoms of ADHD:

Fidgeting or squirming, trouble staying in one place or waiting his turn

Excessive running and climbing

Trouble playing quietly

Extreme impatience

Always seems to be "on the go" or "driven by a motor"

Excessive talking or interrupting, blurting out answers

Some children exhibit only the first group ADHD of symptoms, and some exhibit only the latter. But the majority of those with an ADHD diagnosis have a combination of both, which can make it very difficult for them to function in school, and in other activities, and can create a lot of conflict at home.

How Are ADD and ADHD Different?

ADD, or attention-deficit disorder, is an older term for the disorder we now call ADHD, or attention-deficit hyperactivity disorder. It was called ADD up until 1987, when the word "hyperactivity" was added. Some people still use the old term, ADD, out of habit, or because it's a more familiar term than ADHD. Some use it to refer to kids with ADHD who aren't hyperactive.

Can a Child Who's Not Hyperactive Have ADHD?

Yes. Kids who have trouble focusing but are not unusually restless or impulsive have a more inattentive type ADHD. They tend to be diagnosed later because they are less prone to disruptive or problematic behavior that comes to the attention of teachers and parents. But kids who have inattentive symptoms may start to struggle in the middle of elementary school, when it becomes increasingly difficult for them to keep up.

Why Can Kids With ADHD Concentrate on Some Things? What Is ADHD Hyperfocus?

While ADHD is called an attention deficit disorder, experts say what's really disordered is the child's ability to control and direct what he's paying attention to. So many kids with ADHD are perfectly capable of intense focus on things that are very exciting to them, like video games, but they can't maintain that kind of focus on things that aren't immediately rewarding, like schoolwork or putting on their shoes or going to bed.

That intense concentration, sometimes called hyperfocus, is also the reason kids with ADHD often get upset when asked to stop doing something they are engaged in, like a favorite activity at school or playing a video game. They have what experts call an inability to "attention switch," which can cause a lot of conflicts with adults.

And speaking of video games: Because they are constantly stimulating and rewarding, experts say they can induce a kind of trance state in a child who has trouble regulating her attention. In that case, it's less a matter of hyperfocus than what one calls "screen suck."

What Is Executive Functioning?

Executive functions are the self-regulating skills that we all use to accomplish tasks, from getting dressed to doing homework. They include:

Planning

Organizing time and materials

Making decisions

Shifting from one situation to another

Controlling emotions

Learning from past mistakes

Most kids with ADHD have deficits in some executive functions, though not all children with executive function issues have ADHD.

Does ADHD Affect Kids Outside of School?

Yes. Their inattention and impulsivity also affects their friendships, extra-curricular activities, and family life. They may have trouble making and keeping friends because they interrupt constantly, and are prone to blowing up when they don't get their way. It's not uncommon for children with severe ADHD to be blackballed from playdates because they can't be counted on to behave. Kids with ADHD may have trouble playing on teams because they find it hard to focus and follow the rules.

At home, they may find themselves on a collision course with parents and siblings because they don't follow instruction, are impulsive, and melt down when they are asked to transition from some activity they enjoy to mealtime, homework time, or bedtime.

By the time kids with ADHD reach adolescence, their impulsivity can be dangerous, making them prone to car accidents, unsafe sex, and other risky behaviors.

Why Are Kids With ADHD Often Defiant or Demonstrate Disruptive Behavior?

Defiance and emotional outbursts are very common in kids with ADHD, though they are not, themselves, symptoms of ADHD.

Kids who have ADHD tend to become defiant when they are expected to do things that are hard for them, especially when it means stopping something that's pleasurable-like playing a video game. So things like homework, going to bed, getting dressed, and coming to dinner can become battlegrounds. These situations are difficult for them to tolerate because of inherit deficits in paying attention, tolerating a boring situation, reining in impulses, transitioning from a fun activity, and controlling their activity level. Since these situations are really challenging for them, they may try to avoid them. Unfortunately when it comes to ADHD parenting, the avoidance strategies that these kids typically use are disruptive behavior, tantrums, arguing, defiance, and power struggles.

ADHD symptoms change as children get older, and it's estimated that about a third of children who are diagnosed with the attention-deficit hyperactivity disorder will no longer meet the criteria by the time they reach young adulthood.

In general, hyperactivity declines as kids move through elementary school, and inattention becomes the primary problem for them as the schoolwork they are expected to do becomes more demanding and their parents and teachers are not so closely supervising their activities. In adolescence, impulsivity also becomes a big concern, as it leads to car accidents, unsafe sex, and other risky behavior.

Children who are most likely to have ADHD that continues into adulthood are those whose symptoms are very severe in childhood, and those who also have another psychiatric disorder, like depression or anxiety.

When is ADHD diagnosed?
Because the symptoms of ADHD can also be the result of other issues, such as anxiety, depression, or trauma, a professional diagnosing your child should carefully rule out other possible reasons for his behavior.

A child should receive an ADHD diagnosis only if he exhibits a variety of inattentive or impulsive behaviors

At a level that is abnormal for children his age

Over an extended period

In more than one setting-both at home and at school, for instance.

These behaviors must also be interfering significantly with schoolwork or social interaction.

How is an ADHD diagnosis done?
To make an accurate diagnosis, a clinician should collect information from several people who have observed your child, including you, other caregivers, and teachers.

Parents and teachers should be asked to fill out a rating scale, such as the SNAP, the Child Behavior Checklist, or Connor's Checklist, to capture an accurate assessment of the frequency of symptoms over a period of time. A child may be given a test called a Continuous Performance Test, which rates her ability to complete a repetitive task over a period of time and can give a more complex picture of her ADHD symptoms.

A child should not be diagnosed with ADHD just based on a parent's or teacher's report that she is overly active or distracted.

Who can diagnose ADHD?
ADHD can be diagnosed by any doctor or mental health professional, including:

Pediatricians

Psychiatrists

Clinical psychologists

Social workers

Many school psychologists are also qualified to diagnose ADHD, but in most cases they're not authorized by their school districts to do so. Instead, school psychologists will often help identify that a child is showing symptoms of ADHD, determine if their symptoms hinder their school functioning, and make recommendations for needed academic supports. They can also often refer families to an outside mental health professional for the diagnosis.

In the majority of cases, only medical doctors like psychiatrists can prescribe medication to treat ADHD. (Some states allow psychologists to prescribe, and nurse practitioners and physician's assistants often can, as well.)

The overwhelming majority of ADHD diagnoses are made by pediatricians, though parents should be aware that many pediatricians don't have advanced training in psychiatric disorders, and an ADHD diagnosis should not be made in a quick office visit, based solely on a report that a child is having trouble concentrating in school. Inattention can be caused by other things, and giving a child ADHD medication won't address his problems if he doesn't have ADHD.

ADHD Medication Treatment

What is the most effective ADHD treatment?
Research shows that a combined approach of medication and behavioral therapy is the most effective treatment.

For moderate to severe cases of ADHD the first line of treatment is usually medication. ADHD medications called psychostimulants, which increase the amount of certain chemicals in the brain, help children focus and curb impulsivity and hyperactivity.

Behavioral therapies help kids rein in impulsive behavior and be better organized.

What are the kinds of stimulant medications for ADHD?
If a child has ADHD, studies show there's an over 80% chance that he will respond to stimulant medication with a significant reduction in symptoms.
There are two main classes of stimulant medications:

Methylphenidate-based medications
Ritalin, Methylin, Concerta, Metadate, Daytrana Patch

Dextroamphetamine-based medications
Adderall, Vyvanse, Dexedrine

Of the children who respond to stimulants, half will respond equally well to both groups of medications, and the other half will respond better to one or the other. There are many different release formulas for stimulant medications, which make them effective for different periods of time.

Immediate-release formulas
are effective for about 4 hours

Extended-release formulas
last as long as 14 hours.

Within the extended-release group, medications vary in the doses they deliver morning and afternoon. Some deliver 50 percent in the first half of the day and 50 percent in the second; others deliver just 30 percent in the first half and 70 percent in the second.

Finding the right dose
Since different children metabolize medication in different ways, the goal is to find the formula that delivers an effective dose over a desirable period of time for your child. Getting the right dosage for a particular child takes several weeks of trial. The clinician normally increases the dosage gradually until it becomes effective. If your child experiences undesirable side effects, it may mean that the dosage is too high, or the medication isn't right for her.

It's important to note that some children respond differently to the two different stimulants used in these medications-methylphenidate and dextroamphetamine. Changing from one to the other, or even to a different release formula of the same basic medicine, can help reduce or eliminate side effects.

Once an effective dosage is established, your child should be monitored periodically to make sure it's still meeting her needs as she grows.

Side effects of stimulant medications
Stimulant medications can be very effective in reducing symptoms of ADHD, but some kids do experience adverse side effects. They include:

Sleep issues
If medication is interfering with a child's sleep, it's because the medication is still active at bedtime.
If he's taking a short-acting formula, it may mean that he is taking a second or third dose too late in the day. If he's taking medication that lasts 12 or 14 hours, it may help to try one that's not quite as long-acting. Sleep issues caused by the medication tend to get better over time, so it's worth giving kids four to six weeks to see if they adjust. Trouble going to sleep may also be caused by kids being too stimulated at bedtime.

Are there non-stimulant medications for ADHD?
There are two types of medications that aren't stimulants that can help alleviate symptoms of ADHD. They are useful for kids who don't respond to stimulant medica-tions, or who experience adverse side effects from them.

Atomoxetine (sold as Strattera) is in a class of drugs called norepinephrine reuptake inhibitors.
Norepinephrine is a natural substance in the brain that is needed to control behavior.

Clonidine (Catapres, Nexicon) and guanfacine (Tenex) are called alpha-adrenergic agonists.
These medications were developed to lower high blood pressure, but at the doses given to kids for ADHD they rarely affect blood pressure.Both clonidine and guanfacine come in a 24-hour-release version (Kapvay and Intuniv), and they are sometimes used to treat tics.

Finally, omega fatty acids can also be helpful for ADHD, though not as helpful as stimulants or these other medications.

Should children stop taking ADHD medication during holidays and the summer?
Since children with ADHD don't need to perform academically during the summer or on extended holidays, parents sometimes seize the opportunity to take kids off their regular medication regimen, especially if they are experiencing side effects. Other parents avoid an interruption, fearing that their children's behavioral problems will rebound.

One reason to stay with treatment year-round is that ADHD doesn't only affect a child's performance in school. During the summer, children still have to get along with family and friends and function effectively in group activities like sports and camp.

However, if you are concerned that taking a stimulant medication may be slowing your child's growth, a summer break can allow him to catch up. And if you are concerned that he is underweight due to suppressed appetite, a summer without medication can help him put on some pounds.
For more on the pros and cons of a drug holiday, click here.

Behavioral Treatment for ADHD

What are the behavioral treatments for ADHD?
Behavior therapies do not eliminate the core symptoms of ADHD, but they can be very helpful in teaching children to manage them better. For example, children who have trouble finishing things and staying organized can learn techniques for completing tasks, keeping track of assignments, and getting their schoolwork done.

There's also a kind of behavior therapy for ADHD called parent training that can help reduce behavior problems that stem from ADHD in children. Parent-child interaction therapy and other forms of parent training teach parents how to work with their kids to cultivate good behaviors while minimizing impulsive or inattentive ones. Stimulated by more positive reinforcement, kids who have been out of control can learn to rein in their behavior and enjoy more rewarding relationships with parents and teachers.

As children get older, they often begin working more one-on-one with clinicians to strengthen their organizational skills and develop effective behavioral plans.

When a child is old enough, cognitive behavioral therapy can help teach her to control her behaviors by understanding how her thoughts and feelings influence them.
For more on behavioral therapy for kids with ADHD click here.
What can we do to help kids strengthen executive functions?
To bolster kids with weak skills in these areas, learning specialists teach a mix of specific strategies and alternative learning styles that complement or enhance a child's particular abilities.

With elementary school children, the educational specialist usually works with parents and kids together, to establish routines and tools to use to get work done successfully and with minimal conflict. For instance:

Checklists can be useful for anything from getting out of the house on time in the morning to doing homework after school to the bedtime routine. Since the steps necessary for completing a task often aren't obvious to kids with ADHD, defining them clearly ahead of time, and posting them prominently, makes a task less daunting and more achievable.

Assigning a time limit for each step, particularly if it is a bigger, longer-term project, helps kids manage their time and avoid underestimating how long it will take to do something.

Using a planner is essential for kids with ADHD who struggle to remember things like homework assignments.

A rewards chart at home, as well as at school, can help motivate kids who are easily distracted and struggle to acquire new skills.
For more information on adolescents with ADHD, click here.

This guide was last reviewed or updated on May 2, 2023.

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Children with attention-deficit hyperactivity disorder (ADHD) find it unusually difficult to concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior. This ADHD guide offers parents the information you need to understand the behaviors associated with the attention disorder to help you make effective decisions for your child about symptoms, diagnosis and treatment.

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First resource: I think www.careeronestop.org can be helpful for parents and students with disabilities. There is a section on the website under "resources for" that identifies those with disabilities labelled as "workers with disabilities" where it has hyperlinks with information for
-Defining disability and the ADA
-Gain skills
-Job search
-Interviews
- Disclosing a disability
-Job accommodations
-Vocational Rehabilitation

The specific website is: https://www.careeronestop.org/ResourcesFor/WorkersWithDisabilities/workers-with-disabilities.aspx

Second resource: Another resource is on study.com. Which is titled College & Career Guide for Students with Disabilities. This website does a nice job at breaking down the rights for students with disabilities, what qualifies as a disability, the types of disabilities (learning, physical, etc.), the services for these students in the college setting (housing, assistive technology, accommodations & modifications, etc.), scholarships and other information like vocational training.

This website seems really great as a catch all for what parents might be wondering about when helping to support their child moving on from high school. I think it is also a great outline for school counselors for what  is available for these students!
Here is the specific link: https://study.com/resources/college-resource-for-students-with-disabilities

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College students with disabilities have rights that allow for specific accommodations to help them succeed in school. Learn about legal protections, scholarships, technologies, and other assistance available to students with disabilities.

Students with disabilities made up 19.4% of enrolled undergraduate students in the U.S. according to the most recent data release from the Department of Education (DoE). However, many of these students may be afraid to or not know how to advocate for themselves and obtain the assistance they need. Data on graduation rates for students with disabilities can be hard to come by, but based on a recent study by the DoE National Center of Education Statistics, only 54.2% had graduated with a bachelor's degree after six years. One possible reason for this low graduation rate is that only 35% of students with disabilities chose to disclose those disabilities to the college or university they attended, and only 24% chose to utilize accommodations. This guide is intended to help students with disabilities learn about their rights, the laws that protect them, and the resources available to help them see through their goal of obtaining higher education.

Rights of College Students with Disabilities

Students with disabilities enrolled in college or university have certain rights that are recognized by law. These rights are enumerated in several different laws and cover topics like the right to an appropriate education, rights to privacy, and rights to reasonable accommodations to assist in their education. However, these laws also define 'disability' differently, which can make figuring out exactly what applies fairly complex.

Laws Protecting Students with Disabilities

There are three major laws which protect and define the rights of those with disabilities throughout the U.S. The first is the Americans with Disabilities Act of 1990 (ADA), which prevents discrimination against individuals with disabilities. Title II of the ADA mandates that public areas, including public schools and universities, cannot discriminate and must provide reasonable accommodations for those with disabilities. Title III covers private schools, requiring much the same.

The second law is Section 504 of the Rehabilitation Act of 1973, which prevents any program or activity that receives federal funding from excluding individuals who are still qualified to participate. Since federal funding is quite pervasive, particularly through education, this applies to a huge variety of programs and institutions.

The third law is the Individuals with Disabilities Education Act (IDEA), which requires that states identify and evaluate children with disabilities within their borders, guaranteeing them a 'free and appropriate education.' This law largely governs students in public schools and may have helped provide accessibility and accommodations that you utilized from elementary to high school.

There are also other laws that may be relevant to students with disabilities. The Assistive Technology Act exists to promote the use of and access to 'assistive technologies,' which range from wheelchairs to hearing aids to accessibility adaptations in public spaces, such as grab bars and ramps. The intention is to allow Americans with disabilities of all ages and at all stages of life to more fully participate in society. The Federal Educational Rights and Privacy Act (FERPA) protects the privacy of a student's educational records, providing rights to parents and students, once they turn 18. Students of age and their parents have the rights to access education records maintained by the schools they attend, the right to request changes to those records, the right to control whether records are disclosed (with consent), and the right to lodge complaints against a school should they violate the protections enshrined in FERPA.

If you believe that you are experiencing discrimination in violation of the above laws, there are measures you can take to preserve your rights. The Department of Education's Office of Civil Rights (OCR) has information on the rights of protected classes and information on filing complaints. While students experiencing discrimination may have the option to file a grievance through internal complaint offices, they are not required to in order to file through the OCR. Complaints to the OCR can be filed through an online form, mailed forms, or email, and should include as much information as possible about the discriminated party, the incidents of discrimination, and where and when they took place. Complaints can be submitted by witnesses or individuals acting on behalf of someone who's been discriminated against, but must be submitted within 180 days of the last act of discrimination.

For additional assistance when experiencing discrimination, consider consulting the National Disability Rights Network (NDRN), a nonprofit organization established to advocate for the federal protection of Americans with disabilities. NDRN was created by the U.S. Congress to act on behalf of those with disabilities, and the organization is active in all U.S. states and territories. The NDRN places education at a high priority and is quick to challenge legal changes that may impact those with disabilities negatively.

What Qualifies as a Disability

Disabilities are defined in two different ways, depending on which law is most relevant to the situation. IDEA, which primarily deals with public education from elementary through secondary school, applies to students who have been diagnosed with one of 13 particular conditions. A 'child with a disability' as recognized by IDEA has one or more of the following conditions:

Intellectual disabilities

Hearing impairments (including deafness)

Speech or language impairments

Visual impairments (including blindness)

Emotional disturbance (while this is an IDEA eligibility, it is not a medical diagnosis)

Orthopedic impairments

Autism

Traumatic brain injury

Other health impairments

Specific learning disabilities (dyslexia, developmental aphasia, etc.)

These students are required to be provided with a transition plan to help them move from grade school to post-secondary institutions, and this may impact eligibility for accommodations and services. Once a student enrolls in a post-secondary institution, they are no longer protected by IDEA, and instead will fall under section 504 of the Rehabilitation Act. Disabilities that are covered under IDEA have some differences to those covered under ADA, so a student who didn't have an IEP in school may still qualify for accomodations under section 504 and the ADA.

Section 504 and the ADA both define disabilities in a similar way. Rather than having a list of conditions, an individual with a disability is defined as anyone who has a physical or mental impairment that affects major life activities, has documentation proving such, and would generally be regarded as impaired by others. Both the ADA and Section 504 protect students from discrimination, both during the admissions process and while attending, although students who need accommodations are responsible for identifying themselves to the school's office of disability services.

Learning Disabilities

Learning disabilities are conditions that make it difficult for a student to participate in a normal classroom setting and are the most common type of disability among students at post-secondary institutions. They are not indicative of low intelligence or a lack of drive and are generally diagnosed when a student struggles with particular areas over a long period of time. Disorders such as dyslexia (difficulties reading), dyscalculia (difficulties with math), and dysgraphia (difficulties with writing) are among the most common learning disabilities, and are usually recognized at a young age. Students with learning disabilities might require accommodations in the form of policy changes, such as extra time on tests or help with taking notes. Other learning disabilities include language processing disorders, which make speech difficult to comprehend, and non-verbal learning disorders, which involve issues with visual-spatial tasks, such as drawing or reading clocks.

Intellectual & Developmental Disabilities

Intellectual and developmental disabilities are those that affect a variety of systems in the body in a negative way and are usually present from birth. Intellectual disabilities cause difficulty with reasoning, problem solving, and learning, and/or struggles with social and life skills. Developmental disabilities can be intellectual or physical, or both, and cause issues with the normal course of development in various aspects of the body, such as the nervous system or metabolism. Again, individuals with intellectual or developmental disabilities are not always of low intelligence; a person with Autism Spectrum Disorders (ASD), for example, may be of average or even above average intelligence. One of the most common intellectual disabilities is Attention Deficit Hyperactivity Disorder, or ADHD, which affects about 24% of students with disabilities in college. Individuals with ADHD have difficult focusing on tasks or experience poor impulse control.

Intellectual and developmental disabilities can also affect memory, particularly working memory, that helps a person keep track of new information that will be used shortly, such as in an extensive math problem. Metabolic diseases, such as phenylketonuria or hypothyroidism, can cause intellectual and developmental disabilities as well, if not adequately treated at an early age. Another possible cause of intellectual disabilities is a degenerative disorder, although many of these will not show symptoms until middle age. Psychological and psychiatric disabilities, such as depression, anxiety, Obsessive-Compulsive Disorder, and eating disorders are also sometimes considered part of this umbrella. Individuals with psychiatric disabilities may need accommodations in the form of extra time on tests, or special conditions for class participation.

Physical Disabilities

Physical disabilities are those conditions which affect the functioning of aspects of the body, such as blindness, deafness, and missing or limited use of limbs, among other conditions. A physical disability can be present alongside an intellectual, developmental, or learning disability, or may exist on its own. Physical disabilities can be congenital, such as spina bifida or cerebral palsy, or acquired later in life from injury or infection. Some conditions can go through periods of activity and remission, as is the case with multiple sclerosis, which impact the severity of impairment. Physical disabilities can have a wide range of impairment, from low severity, such as being quick to exhaustion, to more severe, such as those conditions which restrict an individual's ability to move unaided. Conditions that affect coordination, such as dyspraxia, or executive functioning, which involves planning, organization, and inhibitions, can also fall under the category of physical disabilities if they impact an individual's ability to move and operate in the world.

Services for Students with Disabilities

Students who choose to disclose their disabilities to a post-secondary institution in which they're enrolled may be able to obtain special services that can assist them in their classes. These services may be modifications to existing policies, assistive technologies that can help compensate for disabilities, special housing accommodations, modified testing procedures, and vocational rehabilitation. The exact services available can vary by institution, so consult with your college's office of disability services to find out what your options are.

Accommodations & Modifications for Students with Disabilities

Accommodations and modifications are made in a number of different ways, which can be general or specific. General accommodations and modifications exist to improve accessibility, for example having ramps or elevators alongside stairs, or access windows and desks at a height that can be reached from a seated position. These are independent of any particular student's need and are constructed in accordance with the ADA. Specific accommodations and modifications are done to aid a particular student in a certain way. Students may receive accommodations that allow them to participate in the regular classroom environment, such as note-taking aides or sign language interpreters, receiving or turning in assignments in a different format (i.e. electronic), or assistance in group projects.

Modifications are exceptions and changes to the standard rules to make things more accessible for students with disabilities. Modifications could include allowing a service animal, providing alternative tests or testing environments, adjusted attendance policies, or allowing smaller class loads.

Assistive Technology for Students with Disabilities

Students with disabilities may benefit from the use of assistive technology devices, of which there exist a variety of devices suitable for different disabilities. Included within the realm of assistive technology are devices like wheelchairs and canes, which allow for increased mobility. Those who have a visual disability may require a screen enlarging device or software that can read text to them. Students who have learning disabilities may be allowed to use calculators, spellchecking software, or audio recording devices to allow them to listen to the lecture again. Students who are hard of hearing can benefit from assistive listening devices, and deaf students may be able to utilize captioning software. Individuals who experience difficulty speaking can utilize voice synthesizer programs.

Depending on the nature of the assistive technology you need, you may be able to make use of resources at the college or university or be allowed to bring in your own assistive technology. Wheelchairs and canes, for example, are not likely to be provided. To find out what assistive technology you may be able to obtain from your university, contact your school's office of disability services.

Testing Accommodations for Students with Disabilities

Testing accommodations for students with disabilities can be made in a number of ways. The most common accommodations are fairly small, such as extra time or extra breaks on tests, or slight modifications to the tests themselves, such as large print versions. Students can also be allowed to take their tests in different locations to minimize distractions. Alternate test forms are sometimes an option as well; a visually impaired student may need a test in braille, or an orally administered exam may be written for a student with a hearing disability. A student with difficulties writing may be allowed to use a computer to type answers. Some students may have disabilities that require smaller, more frequent tests rather than major mid-term or final exams, or otherwise have a completely different type of exam if the standard form of the test would be too difficult. Tests can also be split across multiple days, if possible.

In order to receive testing accommodations, it will be necessary to disclose the nature of your disability, and you may need to explain how the testing accommodations will assist in your education. Students, professors, and the school's office of disability services will work together to determine what the most reasonable accommodations that can be provided on a case-by-case basis.

Housing Accommodations for Students with Disabilities

Students with disabilities who reside on campus may also receive more accessible accommodations. A student in a wheelchair, for example, may be allowed to have a room on the first floor or in a building with an elevator. They may also be granted single-occupancy rooms, rather than sharing a dormitory, and have bathrooms equipped with accessibility features, such as grab bars and larger doorways. Students with service animals may also be able to get exceptions that allow their service animal to live on campus as well. Housing accommodations can also go beyond things that are used daily, such as special flashing alarm systems to alert hard-of-hearing students to emergency situations. Students with disabilities may also be granted special exceptions relating to mandatory on-campus residency requirements and be allowed to reside off-campus, if the university is unable to accommodate.

Special accommodations relating to food, such as on-campus dining hall services, may also fall into this category. Students with dietary restrictions or metabolic disabilities may need to contact dining hall services to ensure that food that can meet their needs are available to them. While each school will have its own deadlines that must be met to ensure accommodations, do not be afraid to consult with the office of disability services for help with resolving these issues.

Vocational Rehabilitation Services for Students with Disabilities

Vocational rehabilitation services exist in each state for the purpose of helping individuals with disabilities enter the workforce. For students, vocational rehabilitation services can provide assistance with work-study jobs, on-campus employment, or finding summer jobs while school is out of session. They can also provide services such as job placement assistance, job readiness training, training with the use of assistive technologies, free or loaned assistive technology devices, and more. As part of an evaluation of the employment prospects of an individual with a disability, vocational rehabilitation departments may assist those individuals in obtaining the necessary education to reach a career goal. Vocational rehabilitation services can also assist in the transition from school to the workplace, helping students adapt to the expectations and responsibilities they may face there.

Students who are leaving high school may be able to receive help getting in touch with vocational rehabilitation services through their guidance counselors. The rules for applying for vocational rehabilitation will vary from state to state. The process generally involves determining eligibility, assessing an individual's needs, creating a plan to help the individual with disabilities find employment, implementing that plan and supporting the individual throughout the implementation. Often, for students with disabilities to receive funding from vocational rehabilitation offices, they must be able to go through all standard sources of funding, such as the Free Application for Federal Student Aid (FAFSA). Signing up with vocational rehabilitation services is free, and there are protections in place to prevent individuals receiving social security disability benefits from losing their benefits while attempting to find employment.

Online Education for Students with Disabilities

For many students with disabilities, taking courses online can be quite beneficial. Online degrees and courses can be taken from home, which provides students with privacy and minimal distraction. Many students with disabilities find it easier to perform with the flexible scheduling of online courses, since they do not have to rush to keep up with a lecture. They can take breaks as needed and perform coursework when they feel they are at their best rather than at a particular time. Using their own computers at home, students will also have easy access to features, such as screen reading software or the ability to increase font size, which can help them to complete the course without disclosing their disability. Accommodations can still be made available in online classes, if desired; examples of accommodations online might include extended time on tests, longer deadlines, or on-screen or printed copies of notes and transcripts of video lessons. Students with disabilities who wish to receive accommodations in online courses will still need to reach out to their university's office of disability services and contact their professor regarding the specific accommodations.

Learning online also allows students to prepare for exams, like CLEP to gain additional college credits, or professional certification exams towards the end of your degree to take the next step into a career. Online learning also makes it easy to work one on one with support that may not be available in the local area. Many providers offer services like online math tutoring, science tutoring, study tools like flashcards or planners, and more.

List of Resources for Students with Disabilities

There are numerous resources available for students with disabilities. Financial aid services are willing to help students with disabilities find funding for college, and there are scholarship and grant opportunities which are specifically designed for students with disabilities. There are also apps and tools that can help students with disabilities keep up with their classes and assist them with getting through school. This list is not exhaustive, but it should provide a good starting point for students with disabilities to begin their own search for resources.

Scholarships & Grants for Students with Disabilities

Scholarships for students with disabilities may be available to any student with a documented disability, or specifically for students with certain conditions. Students may need to be majoring in particular areas in order to qualify for some scholarships. Students with disabilities may also be eligible to apply for more general scholarships, based on merit, need, their race or ethnicity, or community service participation. Before applying for any scholarship, make sure that you meet all the requirements and expectations of the awarding organization.

The Google Lime Scholarship is offered each year to students with disabilities majoring in computer science, engineering or another computer-related field. The scholarship awards up to $10,000 for students in the U.S. or $5,000 for students in Canada. Students should be able to demonstrate leadership, a passion for technology, and have a record of excellent academic performance. Scholarship applicants will need:

Information regarding experience and education

A current resume

Unofficial transcripts

A letter of recommendation from a professor, advisor, or supervisor

Four essays showing a passion for computer science and technology

Winners will be invited to attend the annual Google Scholars' Retreat at the Googleplex campus in Mountain View, California, and may be considered for internship opportunities at Google. Applications are typically due in early December of each year.

The National Center for Learning Disabilities (NCLD) puts out the Anne Ford Scholarship, worth $2,500 per year for four years, for high school seniors with ADHD or specific learning disabilities. The award is intended for students who can demonstrate self-advocacy, are committed to higher education, are active in their school and community, have a record of academic achievement, and are seen as role models. To be eligible, students must be:

Graduating seniors attending a bachelor's degree program at a university beginning in the fall

Have a GPA of 3.0 or higher

Provide information indicating financial need

Provide documentation of their disability

Be a U.S. citizen.

Applications open in the fall of each year, although exact dates may vary; semifinalists will be interviewed in March, and winners announced in the spring.

Microsoft's disAbility scholarship program is designed to empower students with disabilities and encourage them to achieve their dreams. The scholarship is worth up to $5,000 a year, renewable for four years, and is available to high school seniors. To qualify, students should must meet the following requirements:

Be a current high school senior with a documented disability, as recognized by the World Health Organization

Plan to attend a 2 or 4-year institution immediately after graduation and major in a field of engineering, business administration, computer science, or pre-law

Have a financial need

Have a passion for technology

Demonstrate leadership at school

Have a GPA of 3.0 or higher

Be enrolled at least half-time

Applicants will need to send in a resume detailing extracurricular activities, work experience, and honors won, an unofficial transcript, three essays (two 500 word, one 250 word), and two letters of recommendation, with at least one being from a member of school faculty. Applications are due by March 1, 2020.

Founded in honor of Joseph James Morelli, a student with learning disabilities who tragically passed away at a young age, the The Joseph James Morelli Legacy Foundation Scholarship aims to assist students with learning disabilities in achieving careers in science, technology, engineering, and mathematics (STEM). The value of the scholarship ranges from $500 to $2,500, which can be spent on tuition, books, testing, tutoring, assistive technologies, or other forms of accommodation. In order to be eligible, students must meet the following qualifications:

Be a high school student approaching graduation, or an undergraduate student enrolled in the fall

Be pursuing a degree in a STEM field

Have a demonstrated learning disability, such as dyslexia, dyscalculia, or dysgraphia

Applicants will need to provide their email address, a recommendation letter from a teacher or counselor, documentation proving their learning disability, and their most recent transcript. Applications open in January and close in February. Winners will be notified by the end of May and receive their funding over the summer.

The American Council of the Blind (ACB) and the American Foundation for the Blind offer scholarships for blind students ranging in value from $2,000 to $7,500. To qualify for the scholarship, a student must meet the following criteria:

Be a graduating high school student planning to attend a university or technical college, an undergraduate student, or graduate student

Be legally blind

Have a GPA of 3.0 or higher

Be a full-time student, or part-time student working at least 32 hours a week

Be involved in their school or local community

Applicants will need to make an account and will be sent a link to the application via email. Applications generally open in November and run through February. Scholarship winners will attend the ACB's national conference in July.

Financial Aid for Students with Disabilities

All students, including those with disabilities, can utilize the Free Application for Federal Student Aid (FAFSA). Students with intellectual disabilities may be able to receive funding through programs like the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, and federal work-study programs, provided that they are part of a comprehensive transition and post-secondary program, maintain satisfactory academic progress, and meet the basic federal student aid eligibility requirements.

In order to apply for FAFSA, you'll need the following:

Your social security number (and your parents' social security numbers,if you are a dependent)

Your driver's license number (if you have one)

An alien registration number (if not a U.S. citizen)

Federal tax information for you, your spouse (if married) and/or parents (if dependent)

Records of any un-taxed income you and your parents gained

Details on other assets such as savings and investments.

Once the application is complete, the information you provide will be reviewed. After the review, you'll receive a report detailing what kinds of loans and grants you may be eligible for. The results of a FAFSA application can also be used to demonstrate financial need for need-based scholarships, in most circumstances.

As noted above, financial aid may also be available to students with disabilities through the state's Department of Vocational Rehabilitation. If a student with a disability applies through the vocational rehabilitation office, and the office determines that college would be beneficial to achieving career goals, then funds may be made available to a student towards reaching that goal. Contact the vocational rehabilitation office in your state for help devising a plan for employment that works for you.

Educational Apps for Students with Disabilities

In the age of smartphones, accessing applications that can help students with disabilities has never been easier. Some apps are free, while others require payment to use, either one-time or through subscriptions.

Evernote is an app designed for productivity that can be extremely helpful for individuals with ADHD, concentration issues, and memory issues. It offers note taking and organization features, and allows for a variety of fonts, colors, and highlighting to make those notes very easy to interpret.

It syncs across devices, allowing students to take notes on a laptop, tablet, or phone and access those notes from either. The app features both a free version and enhanced subscription service, and is available on both iOS and Android.

The Dyslexia Keyboard app is able to replace the standard keyboard on iPhones and iPads, and is designed to help those with dyslexia catch spelling errors, homophone mistakes, and grammatical issues. The Dyslexia Keyboard also uses predictive text to speed up the process of typing, and can provide audio feedback with a speech reading option. While the app is quite expensive, the value it can offer is worth considering. View it on the iOS App store.

Be My Eyes is an app designed to provide individuals with visual disabilities a way to access sighted volunteers who can assist them with certain tasks. Volunteers could help blind students read instructions or find a necessary tool. Be My Eyes is available for free on the iOS app store and Android.

JABTalk is an app designed to facilitate communication with individuals who have difficulties with speech, allowing phones and tablets to function as Augmentative and Alternative Communication (AAC) devices. It supports text-to-speech, has preloaded words associated with images, and provides physical feedback in the form of vibration on touch. It is only available on Android devices, and can be downloaded from the Play store.

Blindsquare is a GPS-app designed to help the blind and visually impaired navigate the world around them with ease. It uses voice commands and vibration to provide information about your current location and progress. Blindsquare has features for filters, to avoid information overload, and favorites, which can help you to find your way to a location again easily. It can also communicate with battery-powered beacons, which can provide information on rooms in the house or for navigating around campuses. Blindsquare is only available on iOS devices, and can be downloaded from the iOS app store.

The Android Accessibility Suite, formerly known as Google Talkback, provides users of Android devices with a host of accessibility options, making smartphones more useful and usable for those with disabilities. It comes equipped with a screenreader, allows for use of switches and physical keyboards, and can identify most objects by pointing the phone's camera at them. While it may come preinstalled on some Android phones, it can also be downloaded from the Play store.

The accessibility features included in iPhones and other iOS devices are the counterpart to Android's Accessibility Suite. It includes voice controls, screenreaders, interfacing with hearing aids, reader settings to minimize on-screen distractions, and more. Accessibility features should be preinstalled as part of iOS.

Career Planning for Students with Disabilities

Individuals with disabilities can enter the workforce directly after high school or choose to earn a college degree as preparation for their career. The U.S. Bureau of Labor Statistics (BLS) reports that just over 19% of all adults with disabilities participate in the workforce. Although there is no data available to show which of these individuals have a degree and what their earnings are, there is substantial data on the value of a college degree. BLS reported median weekly earnings for individuals as $712 (high school graduate, no degree), $1,173 (bachelor's degree), $1,401 (master's degree) and so on. Individuals who have disabilities can improve their career options and earnings by obtaining a college degree in their chosen field.

Laws & Accommodations for Employees

Since the Americans with Disabilities Act (ADA) was passed 30 years ago, individuals with disabilities have had equal access to employment and accommodations by law. The specific accommodations available to individuals with disabilities depends on each individual and their needs. The ADA requires employers to offer reasonable accommodations to employees with disabilities and forbids inequal treatment. Employers cannot give preference in the hiring process to those without disabilities or dismiss applicants with disabilities.

In addition, employers cannot treat employees different because they have a disability or have family members with disabilites. Employees with disabilities are also protected in other areas of employment, including earnings, benefits, training options, job promotions and more. More information about ADA and the rights of individuals, see the Disability Discrimination page provided by the U.S. Equal Employment Opportunity Commission.

Examples of Accommodations

As noted above, accommodations for individuals with disabilities vary by individual. Employers are required to provide reasonable accommodation, but what does that look like? Some examples of accommodations and why they might be used are listed below.

Accessible facilities - Employers will provide more accessible workspaces and worksites/entrances for people who have mobility, attention, and other disabilities.

Exceptions for dress code - Employers that have dress codes might make exceptions for employees who have medical conditions which are worsened by the required attire.

Mentoring - Employers may provide more mentoring for individuals who have learning, attention and other disabilities affecting their mental capabilities.

Internship & Job Placement Programs for Students with Disabilities

Internships help prepare students for careers in various industries and the work that they plan to do. This excellent opportunity gives them more credentials for their resumes. Additionally, an internship can give someone confidence in their work and help them to build a network of professional connections.

Students with disabilities can find internship opportunities and resources through a variety of sources. The first place that students can look for internships is at their schools or student career offices. Schools may have more local and program-specific internship resources than national programs. However, students can also find countless internship and employment opportunities through national organizations that specifically focus on assisting people with disabilities. Although this list is far from comprehensive, some of the organizations that provide student internship and employment resources for those with disabilities are discussed below.

disABLEDperson, Inc., is a nonprofit organization that focuses on helping individuals with disabilities find and maintain employment. Since 2002, the organization has helped connect individuals with employment and internships. Job seekers can use the organization's website for a number of tasks and assistance. For example, the organization provides tips on creating clean and professional resumes as well as key skills that are sought by many employers. Those who are students can also apply for scholarships that are offered by the organization.

disABLEDperson has more than 300,000 jobs for individuals with disabilities on its website. Many of the employers that are listed on the website follow federal compliance regulations for employment. Job seekers can find positions in several fields through the organization, including project management, compliance, and customer service. Internships are available as well and vary based on current availability. Internships have been offered in areas such as financing, merchandising, and more. The organization offers text message notifications for interested job and internship seekers.

Backed by the U.S. Department of Labor, the Workforce Recruitment Program (WRP) connects current college students and recent college graduates who have disabilities with private and federal employers. WRP works directly with schools, rather than individuals, and collects applications from students across the nation and across various academic fields. WRP compiles applications so that participating employers can review them and find suitable employees.

The organization offers employment opportunities in both permanent and temporary positions, including internships. Students interested in applying are required to be full-time students (undergraduate) with a disability or have graduated within the last 2.5 years. Jobs offered through WRP can include those in accounting, auditing, economics, administrative positions, engineering, healthcare and more. Students can apply though their schools each fall and may be able to secure paid internships during the summer or other semesters.

The American Association of People with Disabilities (AAPD) supports the rights of individuals with disabilities and advocates for their equality and access to independence. The organization focuses on being a catalyst for change, connecting individuals with resources and opportunities and convening trust and solidarity. One of the primary missions of AAPD is to improve the economic and political statuses of individuals with disabilities. AAPD provides individuals with resources and information about voting, access to awards and mentors, scholarship and fellowship opportunities and events and seminars.

Among the services that AAPD offers are summer internship programs. These internships are paid opportunities that last 10 weeks and are offered during the summer. Interns are placed in various settings, such as nonprofit organizations, congressional offices and more. Many are held in (or around) Washington, DC, and AAPD funds transportation to and from the internships.

Lime Connect is a nonprofit organization that connects individuals who have disabilities with a variety of opportunities, resources, and tools for success. Lime Connect partners with multiple corporations to help place individuals into appropriate positions. The Lime Network, the organization's professional network, enables individuals to connect with other professionals and develop long-term bonds.

The organization hosts receptions frequently that give attendees a deeper understanding or preparation relating to the seminar topic. Due to the impacts of COVID-19, these receptions are currently being hosted virtually and include topics such as internships, STEM resources and business opportunities. These receptions enable individuals to 'meet' and talk with representatives from different companies and potentially find placement for internships and regular work. Lime Connect also offers fellowship programs that help to prepare students for internships and work as well as a five-month professional development program that helps individuals identify and maximize their strengths.

The National Business & Disability Council (NBDC) connects businesses with qualified employees who have disabilities. The organization focuses on inclusivity, community and improving organizational efficiency. NBDC provides services and resources to both employers and employees. Some of the services offered to employers include accommodations information, ADA guidance and more. In addition, NBDC allows provides training resources for employers and allows them to review applications locally or nationally.

Employees can utilize several services offered by NBDC, such as the Emerging Leaders Internship Program. This program is open to students (graduate and undergraduate) who have disabilities and can include opportunities with companies like Bank of America, Verizon, John Deere, and Canon. NBDC also provides mentoring and resume assistance, virtual job training and skills reviews. Individuals can access more than 200 online professional development courses as well as connect with other professionals who can provide advice and professional guidance.

Career Counseling for Students with Disabilities

As students prepare for graduation and the careers they are hoping to obtain, services such as career counseling can be invaluable. College can be challenging at times, and students may not think much about preparing for their careers until they have graduated. However, students who begin researching their careers before finishing their college programs will be more prepared for their jobs and might even have increased employment opportunities once the time comes.

Just about every college provides services and resources for students relating to career preparation. These student career centers can be an essential tool for readying students for work. Career counselors can work with students to identify student interests and strengths and help students determine if their desired careers are suitable for them. For example, a student might pursue business with the intention of becoming a wealthy chief executive officer and find out, 10 years after graduation, that they are miserable in the business industry. Career counselors can help students avoid this type of outcome by assessing individual strengths, weaknesses, and interests as well as providing guidance and preparation for their targeted careers.

Unions and Agencies for Workers with Disabilities

Unions and agencies give employees several benefits, including networking, community, and advocacy. Unions are organizations composed of employees that help to ensure employees are receiving fair and proper treatment. This can include making sure appropriate safety measures are taken by employers, organization in the workplace and ensuring fair wages. Some of the unions and agencies that are available to individuals who work in certain industries or careers are discussed below.

The National Education Association (NEA) represents around 3 million teachers across the United States and is focused on improving education for students through advocacy, equality, professionalism, and more. Members of NEA can connect with one another and access resources to help provide higher quality education to students. NEA members can access legal assistance, grants, publications, and resources specific to those seeking out information on inclusive workplaces. In addition, NEA provides access to several discounts, investment resources and other financial activities.

The Laborers' International Union of North America (LIUNA) is a collection of people from Canada and the United States who work in the industries of energy and construction. The organization has more than 500,000 members and helps to support equal pay and benefits as well as access to advancement and other opportunities. Members of LIUNA have access to dozens of free professional development courses and higher pay on average. In addition, LIUNA works to ensure members have access to safety and equal protections at their places of employment.

The Utility Workers Union of America (UWUA) consists of workers across the utility industry, including those in electric, water, gas, technical, public, and other sectors. The organization fights for fair pay and economic equality, workplace safety, member connectivity and empowerment, and more. Members can access professional development resources, safety training, retirement information and scholarships. The union also hosts conferences and other events that give members opportunities to connect and get information about various topics.

The American Federation of State, County & Municipal Employees (AFSCME) is made up of individuals working across various industries in public service positions. Members include those working in criminal justice, healthcare, sanitation, engineering and more. The organization has over 1.3 million members who are all protected by the ADA and thousands of those members have disabilities of some form. AFSCME offers members access to discounts and financial resources, free professional development, scholarships, and legal resources (including advocacy).

Job Interview Advice for New Grads with Disabilities

Getting ready for job interviews can be intimidating for any college graduate, and individuals with disabilities might experience even more anxiety about the experience. However, individuals with disabilities can help to prepare for interviews and make them more successful by following some of the tips listed below.

Graduates getting ready to interview for potential jobs will be more comfortable and successful in interviews if they have prepared ahead of time. Getting prepared can consist of many things, such as researching the company and its goals as well as the facility hosting the interview and its accessibility. The more that a candidate knows about a company, the more the interviewer can see how committed to getting the job they are.

When preparing for the interview, candidates should make sure that they have everything that they need. This includes copies of resumes and transcripts as well as any other relevant documents, such as letters of recommendation. In addition, candidates should bring a notepad so that they can write down notes to answer questions about their job and education history.

When an employer meets a candidate, the first impression can be a lasting one. It's important that interviewees dress professionally and arrive early if possible. Candidates who arrive wearing flip-flops and pants with holes in them may not be taken as seriously about the job opening as candidates who wear button-down shirts and close-toed shoes.

During the interview, it's important to not interrupt the interviewer and to listen intently when they are speaking. When asked questions, answer calmly and honestly, and focus on strengths that can help with the position. In addition, candidates should ask the interviewer questions about the organization and position, as this shows their interest in working there.

Candidates are not legally required to talk about their disability during interviews, but it might be helpful to answer some questions. By discussing a disability, employers can get a better understanding of what accommodations will be needed to hire a candidate. Employers cannot ask questions relating to disabilities, so candidates who want to share any information will need to bring it up on their own. However, for any who decide to discuss their disability, remembering to also highlight their strengths and qualifications is key.

As noted above, employers cannot legally ask about disabilities of candidates. If an employer does ask a question about a disability, candidates can do several things. A candidate might respond by saying that they aren't comfortable answering the question or may choose to redirect the question with a comment on a strength. For example, if an employer points out that a candidate has limited mobility (or asks about it), a candidate could respond by pointing out that they have strong technical skills that could make them an essential team member for computer and related tasks.

Expert Answers to Common Questions about Resources for Students with Disabilities

Ask the Experts

Making decisions about your college education is exciting, but it can also be confusing and difficult. At Study.com, we're committed to making education accessible to all students, especially those who have historically been underrepresented such as students with disabilities. In order to help you navigate your educational experiences, we posed the following questions to coordinators, professors, and student leaders in the fields of Education, Disability Student Services, and Disability Studies.

What advice do you have for a student with a disability who is preparing to go to college?

What tips and tricks do you have for easing the financial burden of a college education?

Would you recommend that a student disclose their disability to their college or university? Why or why not?

What tips do you have for a student advocating for accommodations and modifications?

How do you recommend students with disabilities find community on college campuses, particularly in non-diverse spaces?

What advice do you have for a student with a disability who is preparing to enter the workforce?

You can read their biographies and responses below.

Jamie Juhl, M.A.

Jamie Juhl is an Assistant Professor of Special Education at the University of Sioux Falls in South Dakota. She earned her M.A. in Special Education from Saint Mary's University of Minnesota and her B.A. in Special Education & Elementary Education from Boise State University. Jamie is a member of multiple councils with a professional background of ten years of K-12 educational experiences.

What advice do you have for a student with a disability who is preparing to go to college?

I taught 10th - 12th grade students with exceptional needs for 5 years. We discussed early and often the ability for them to go to school and all the resources there were to help assist them in getting the most out of their time at college. The best advice I could give to students preparing to go to college is to seek out options early. Talk with your special education teacher and work with your high school counselor to explore the colleges that will be the best fit for you. Have an idea of what it is you are seeking and set up a plan on how to get the degree, completion certificate or credit hours you desire! Nothing is impossible!

What tips and tricks do you have for easing the financial burden of a college education?

There are so many tools out there for any student to receive financial assistance for college; it’s just the act of finding them that can sometimes seem overwhelming. I worked with my students to research the best options for them. I have always found interesting sites to assist in filling out applications for scholarships, loans and grants. On this page, it gives you general information on the different types of student aid that is available. If you scroll ¼ of the way down, it specifically talks about how students with disabilities can be supported financially. I found this to be extremely helpful when assisting my own students when I was in the K-12 atmosphere.

Would you recommend that a student disclose their disability to their college or university? Why or why not?

I made sure the students and families I was working with knew it was up to them to disclose this or not. I did always share that I believed it is extremely beneficial to disclose information about their disability so they can receive accommodations in college courses/coursework. Now that I am working at a University myself, we have an Academic Success Center who works with students to ensure they are receiving the correct accommodations in classes and coursework. I truly believe educators want the best for all students, so understanding what a student needs to be successful is beneficial for the student to receive the best support!

What tips do you have for a student advocating for accommodations and modifications?

I advise students to own who they are and to advocate for themselves early and often. Make sure to not be overbearing, however - the students best understand what they need. I always told my students to not use their disability as a crutch, but to feel confident in themselves to push through. Each and every individual has barriers, and we all need “tools” to help us overcome these. I need a hammer to help me hang up a picture, just like they might need text read out loud to them to fully understand what it is they are reading, and this is perfectly fine! We all have tools, we just need to know how to use them.

There are so many clubs on college campuses that I feel students can find community in something they are interested in. The key to this is to look at the posters and talk with an Academic Success Counselor if they are needing help to find when and where these clubs meet.

What advice do you have for a student with a disability who is preparing to enter the workforce?

I would say to find something you love doing and start with that. Make sure to show up on time, and if the job isn’t 100% what you were looking for, don’t throw in the towel too soon. Sometimes it takes a few months to figure out the role you play in a company. Find something each day that makes you smile and appreciate the job you have been given. It will help the days go more smoothly if you have a positive mindset!

Lisa Keith, Psy.D.

Dr. Lisa Keith has thirty years of experience in education. She was a public school teacher in both general education and special education for 20 years before joining the faculty at Fresno Pacific University. Dr. Keith's area of special interest is in working with individuals with mental health disabilities. In addition to her Master of Arts in Counseling Psychology and Doctor of Psychology in Organizational Psychology, Dr. Keith holds 6 California teaching credentials and is a certified Mental Health First Aid trainer. Currently, Dr. Keith is the program director for the Mild to Moderate Education Specialist teaching credential and the Master of Arts in Special Education at Fresno Pacific University.

What advice do you have for a student with a disability who is preparing to go to college?

College is all about time management. It's essential that you have an academic planner and that you write down the dates and times of study sessions and due dates for each assignment. I also highly recommend using Grammarly and Perrla which are websites that you can subscribe to for a nominal fee. Grammarly will help you with grammar, punctuation, and syntax. Perrla will assist you with the APA formatting of your assignments and papers. Lastly, use a strategy called the Pomodoro technique where you work in 20 or 50-minute blocks with 10-minute breaks in between. Don't try to work through the break sessions.

What tips and tricks do you have for easing the financial burden of a college education?

TConnect each semester with your Student Financial Services representative. Apply for every scholarship and grant available. Do searches on your own. Depending on your level of disability, the Department of Rehabilitation may pay for books or other college expenses. They have a complicated intake process, but it could be well worth the time.

Would you recommend that a student disclose their disability to their college or university? Why or why not?

Disclose to the Disabilities Services Department on your campus only. It should remain confidential. They will assist you in determining what type of accommodations will benefit you under Section 504 of the Rehabilitation Act of 1973. This can be anything from extended time to complete assignments to testing in a private, quiet environment. There is no need to tell anyone else what type of disability you have.

What tips do you have for a student advocating for accommodations and modifications?

Read Section 504 of the Rehabilitation Act of 1973 and be very familiar with the Americans with Disability Act. Also, make sure you provide documentation of your disability such as a doctor's diagnosis, an IEP from high school, a document from social security, or the like. Most universities do not provide testing to determine a disability.

Make sure you read all campus emails and notices. Go to campus-wide events. Join clubs that interest you. Get to know your professors and talk to them. Exchange phone numbers or emails with other students in each of your classes, so you can study together, share resources, and take notes if one of you misses a class. If you attend a faith-based institution, be sure to go to chapel events and contact your school's Diversity Office for further connections.

What advice do you have for a student with a disability who is preparing to enter the workforce?

Manage your personal information carefully. If you need accommodations, only disclose your disability to your company's HR representative. Know disability law. Once you tell one person outside of HR, word will spread, no matter how confidential you think the information is. Also, take a variety of courses in school; try different on-campus jobs and clubs. There are usually departments on your college campus that assist students with finding employment. You can also reach out to the Department of Rehabilitation for job training, along with community or non-profit organizations which advocate for individuals with disabilities similar to yours. Lastly, if your work is impeded by your disability, don't wait to ask HR for a reasonable accommodation. They must comply. Once you've missed work too much, or if you don't show up for a shift, it's almost too late.

Nicole Nicholson, Ed.D.

Dr. Nicole Nicholson is a Professor of Special Education at Brandman University in Santa Maria, CA. She earned her Ed.D with an emphasis in Educational Psychology at the University of Southern California. For the past 12 years, Dr. Nicholson has devoted her academic and professional career to serving students with disabilities.

What advice do you have for a student with a disability who is preparing to go to college?

1) Reflect on your own personal strengths and then take advantage of those strengths to address your needs. This will set you up for success! For example, if you are a very social person who struggles with organization, planning, and time management, be sure to choose a university that is known for not only having academic support but also lots of academically oriented clubs and collaborative projects. This will allow for you to work with peers who can help you and you them.

2) Find out what supports are available at potential colleges for students with exceptionalities. Call the Student Services Office or the Office of Accessibility to inquire as to how students with special needs register with them. Be sure to also ask about how students with exceptionalities are supported on campus. Inquire about the types of accommodations you might be eligible for in case they are needed. If possible, try to talk with other students about their experiences. Do they feel supported by instructors? Is help available when it is needed? Sometimes students share this information in forums, blogs, or social media groups.

What tips and tricks do you have for easing the financial burden of a college education?

1) Meet with a financial aid counselor or financial specialist to calculate what the overall cost of your college education will be and only borrow what you can afford to pay back later. This will involve looking at what your estimated annual salary and your estimated student loan payment will be following graduation. Doing this will ensure that you will be able to pay your bills and still live comfortably.

2) To offset cost, apply for grants and scholarships for which you might qualify. These are excellent forms of financial aid that you do not need to pay back later. Also, many grants and scholarships each year are not awarded simply because no one applied for them!

3) Another way to make some extra money paying for college is to try and find a job on campus. These jobs tend to better accommodate student schedules than off-campus jobs. On-campus employers want you to keep academics as your top priority! This lessens any pressures associated with being asked to work overtime or requesting time off to study. These jobs also tend to be within walking or biking distance, making it easier to get to work on time and between classes.

Would you recommend that a student disclose their disability to their college or university? Why or why not?

Absolutely! Having an exceptionality is nothing to be ashamed of. I think that most college students with special needs would be comforted in knowing just how many students have accommodations in place at the post-secondary level. Know that you are not alone! It is important to know that by registering with the Student Support Services Office or the Office of Accessibility, you are only disclosing your exceptionality to that office when you register. Details or specifics regarding your exceptionality cannot be shared with instructors, staff, or students. Only you can share that information if you so choose. Once eligibility is determined and you have registered with one of these offices, accommodations can be created for you in case you need them in any of your classes. This office will notify your instructors that you have accommodations and share what those accommodations are, but they will not/should not disclose specific details about why you have accommodations. As I have told many students in the past, it is better to have accommodations in place and not need them than to need them and not have them.

What tips do you have for a student advocating for accommodations and modifications?

This is where communication is vital. You are your own best advocate. When it comes to what you need and when, only you know best. Do not be ashamed to let an instructor know that you need help and/or need to use your accommodations. Instructors cannot help you if they do not know you are struggling. Again, you do not have to share specifics...just keep in touch with them. Some of my most successful students were the ones who notified me at the start of the class that they had accommodations. If they started to struggle, they let me know immediately and we were able to problem-solve and create a plan going forward. The students who communicated with me regularly about their needs typically did very well because I knew how to support them.

Clubs on campus are a great way to find community. These clubs may be social or academic in nature. Most college campuses have a recreation center or student union. Start here and look for flyers advertising upcoming club meetings or events. Doing a search on social media for clubs, teams, or organizations based on campus is another great way to locate people with whom you share common interests, hobbies, or backgrounds. Lastly, if you can talk to current students, many of them are aware of different opportunities to connect with others on and off campus.

What advice do you have for a student with a disability who is preparing to enter the workforce?

1) If possible, “test drive” your future career. Sometimes students choose a major only to find out about halfway through their 4 years of study that they are going to hate the job they are studying to get. Job shadow or attempt to get a part-time job in your future field early just to make sure this is something you really want to do. Talk to those in the field. Ask them to be honest about the pros and cons of their jobs. Sometimes major-focused clubs will have alumni come back to campus in order to speak about their experiences in the workforce thus far. Try to pick the brains of these individuals by asking them questions about your future career.

2) Know that asking for help in the workforce is actually encouraged and not frowned upon! An easy way to do this is to choose a mentor. Some employers will do this for you as a new employee, but others may not. Find a co-worker with whom you identify and feel comfortable. Bounce ideas and questions off of him/her. I think you will find that many colleagues are eager to help those who are new to a field. Just remember...they were in your shoes once too!

3) Be honest and be yourself! Pretending to know something you do not or pretending to be someone you are not never works out in the long run. It is difficult to go wrong when you are an authentic person with an open mind and good intentions.

Taylor McGillis, B.S.

Taylor McGillis is the Disability Outreach Center Community Engagement Coordinator at Western Washington University in Bellingham, Washington. She earned her B.S. in Psychology at Western Washington University.

What advice do you have for a student with a disability who is preparing to go to college?

College is scary for anyone but going in as a disabled or/and chronically ill student can be even more daunting. One of the biggest pieces of advice that I can give is to practice self-advocacy as early and often as possible. Go in knowing what you will need and make sure you find the appropriate channels to make that happen. This can mean developing a support network of other disabled/chronically ill students on campus or connecting with the disability-related offices to access accommodations. Once you have created those supports, make sure you are prepared to keep them maintained, especially accommodations. You are entitled to an accessible education regardless of how a professor may feel about your needs. Some professors see them as an inconvenience or too much work; remember that they are legally required to meet these accommodations.

Would you recommend that a student disclose their disability to their college or university? Why or why not?

This is different for everyone. Not all disabled folks need accommodations, so disclosure is not always necessary. I would say to assess the situation and determine if disclosure is safe; this can vary from situation to situation. If you need accommodations in order to succeed in your post-secondary education, disclosure will be necessary to some extent. This is where a strong support network is most beneficial. Not only does this provide a safe place to disclose, but it can lead to peer advocacy and help support you more when pushing for what you need. Disclosure is a personal choice and should be respected. No one is entitled to your status as a disabled person, and you do not need to justify your need for accommodations in order to make others more comfortable.

What tips do you have for a student advocating for accommodations and modifications?

Attaining accommodation can be overwhelming to some as it is a big change and disclosure can be uncomfortable. Start by laying out what you need. This can be on paper, in your mind, or whatever medium suits you best. Getting a layout of your needs can help both you and those helping provide accommodation better understand what will work best for you. Some universities require documentation from a provider or an official diagnosis in order to get accommodations so if these are required, make sure you have them at the ready.

I would also suggest bringing some form of support with you as well. This could be a fellow disabled student who has gone through this process already, or it could be a trusted person (friend, family, partner, etc.) who will help advocate for your needs. This can help alleviate stress and create a more comfortable environment. Accommodations are about making sure you have equitable access to education and should be there to make you more comfortable and safer in the environment.

Get involved in disability related clubs on campus! People always say to join clubs on campus, but they are right! And if there isn’t one available, try and make one. Often you aren’t alone in wanting a community or space that isn’t currently present. Creating a club can help bring this group together. If there aren’t physical spaces, look online. See if there are groups within the city your university is in that have a chat room or discord. Even when the community is small, it is still there; it just might require some digging. Finding these online spaces may help you feel a sense of belonging that you may not experience in a non-diverse environment.

In more non-diverse spaces, self-care is very important. This may entail simple things like putting on comfy clothes after a long day or tasks that require more effort like going on a walk. Doing things to care for your body after interacting with a potentially harmful environment can ease discomfort.

What advice do you have for a student with a disability who is preparing to enter the workforce?

Remember first that disclosure is your choice and employers are not entitled to your disability status. Make sure you are keeping yourself safe first and foremost. Like I mentioned earlier, it may be good to lay out the situation and your needs in your head to better assess the situation at hand.

Advocate for your needs! Your need for accommodations does not make you a less valuable employee and your workplace legally cannot fault you for needing those accommodations. They are required to provide an equitable workplace. There are going to be employers that push back on this, just like some professors. Make sure these events are documented somewhere with the date, time, and a description of the issue. It is important that you protect yourself. Getting in touch with Human Resources when these things occur may be a good route to go.

Advocating for your needs is important but proceed with caution as “too much” self-advocacy can potentially lead to termination. While this is illegal, not everyone has the means to pursue legal action when things like this occur. Think about and find what works best for you and your needs and pursue them to the best of your ability.

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https://www.edumed.org/resources/college-students-with-adhd/
This link provides students with ADHD and similar learning disabilities the opportunities to understand their rights and what they are eligible for as far as aid and resources.

https://chadd.org/for-parents/college/
Resource for parents with children of ADHD to help understand what to expect and how to help and identify structures of assistance for their children.

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Shannon Lee

- Bio

Shannon Lee has been a freelance writer, editor, and novelist for over 25 years. Her work has appeared on Fox Business, Forbes, MSN, Bob Vila, Modernize, Nashville Scene, MoneyGeek, MVP Parent, and many other outlets; her writing on home improvement led to an editorial position with The Spruce in 2021. She's written extensively on higher education, relationships, and the intersection of technology, health, and medicine. When she's not freelancing, Shannon also writes fiction novels.
Expert Contributor
Dave Bratcher

- Bio

Dave Bratcher serves as the President of The STAR Center, whose mission is to help any person with any disability realize their potential. This includes taking what some view as a liability and turning it into their greatest asset. The STAR Center was awarded the Non-Profit of the Year in 2008 and 2015. Additionally, The STAR Center was recognized nationally as one of the top 50 Best Non-Profits to Work For in 2017 and 2018.

Eric Endlich

- Bio

Eric Endlich, Ph.D. founder of Top College Consultants, helps students worldwide transition to college. He is on the Learning Differences/Neurodiversity Committee of the Independent Educational Consultants Association (IECA), and recently co-authored an article for IECA Insights on counseling young women with ADHD. A clinical psychologist and special needs parent himself, Dr. Endlich understands the challenges families face and knows how to guide them successfully through the college admissions process.

College can be a significant academic and personal challenge. Newfound independence, rigorous coursework, and expanding social experiences often create a unique opportunity for a person to truly grow and change. But when a disability is present, such as attention deficit hyperactivity disorder (ADHD), college learning and personal development can be that much harder.

Approximately 2% to 8% of college students self-report symptoms associated with ADHD, while experts estimate roughly 5% of college students have it. Despite the numbers, many students, parents, and school officials don't know how to most effectively help students with ADHD. The purpose of this guide is to change that. We hope to help raise awareness of ADHD, its challenges for college students, and what can be done to make their college journeys more successful. We'll also list resources for those looking for more information and guidance in reaching their full potential as college students.

ADHD and Higher Education

ADHD can affect the learning, health, and social development of anyone who has it, but it can be a unique problem for college students. Let's take a look at how ADHD can impact college students in key performance and developmental areas.

One of ADHD's hallmark features is reduced executive functioning. However, that happens to be one of the key mental traits imperative for college success. Academic performance can be one of the toughest areas for those with ADHD.

Organization

Organization is a type of executive function; this type of thinking is usually impaired by ADHD. Someone with ADHD might have trouble creating a schedule that balances school, work, and social activities. Some students may often forget to bring the right materials or textbook to class.

Getting Started

This requires creating a goal and having the discipline to work toward that goal. But someone with ADHD may be easily distracted from that goal. A student needs to begin creating an outline for a paper they need to write, but after turning on the laptop to start writing, they go on social media instead.

Staying on Task

One aspect of executive functioning includes inhibitory control. This means students with ADHD may have more difficulty ignoring distractions. A student might be focused on studying, then look away from their books and see some friends walk by. They decide to strike up a conversation instead of study.

Being Prepared

Being prepared requires the ability to plan ahead. This requires a working memory, which is the ability to apply prior learned information. A student forgets to bring safety goggles to lab class because they have trouble turning the professor's reminder from the prior class into the act of writing a reminder note.

Have ADHD? How to Make College Work for You

Now that we know how ADHD can affect you as a college student, let's take a look at what you can do to overcome these challenges. You might be surprised by how many of these you can implement right now.

Every student has a preference as to study habits. For someone with ADHD, finding the right learning environment is more important. Consider these ideas.

Find a consistent place to study with no distractions Not only will the lack of distractions make focusing easier, but having a consistent location will help your brain get in the "time to study" mindset.

Sit in the front of the class This is especially true if you take notes on a laptop. Knowing everyone behind you can see your screen will reduce the temptation to go off-track to a website unrelated to the class topic.

Find the right class length Some classes may last less than an hour. Others are two or more hours. If trouble concentrating in a single classroom or on a particular topic past a certain length of time is extra difficult, try to choose classes that do not go over this personal "focus time limit."

The Rights of College Students With ADHD

ADHD is a legally recognized disability. This means if you have an ADHD diagnosis, you are entitled to special accommodations and assistance while in school. Let's look at your rights.

Learning Rights of Students in Postsecondary Schools

When it comes to your legal rights as an ADHD student, there are two primary laws at play, both at the federal levels. There may be other laws, including those at the state level, but those only apply to schools in the applicable state.

Americans with Disabilities Act of 1990 (ADA) and 2008 amendments The ADA and its amendments apply in a variety of contexts, including public accommodations, employment, and education. This means most public and private post-secondary institutions are prohibited from discriminating against students on the basis of a legally recognized disability, such as ADHD. This applies for the admissions process, too. For the most part, the ADA will allow all students equal access to school programs, activities, and services. This includes providing reasonable accommodations to disabled students.

Rehabilitation Act of 1973 (specifically section 504) Section 504 of the Rehabilitation Act of 1973 is very similar to the ADA in that it also prohibits discrimination on the basis of a disability. However, its mandates are largely limited to places that receive federal funding; this includes the vast majority of colleges and universities in the United States. Just like with the ADA, Section 504 mandates that covered schools not only make their programs available to qualified students with disabilities, but provide reasonable accommodations.

How to Advocate for Your Rights and Ask for Help

Navigating the legal landscape as a college student with ADHD isn't simple. The following section will briefly provide an overview of how you can advocate for yourself to obtain the accommodations and protections required by the law.

Where to go for help at school

Many schools will have an office or department dedicated to making sure students are not discriminated against and receive reasonable accommodations. Smaller schools may not have a campus support or disability services department, but there will be at least an individual who serves as the ADA or Section 504 coordinator or representative.

What to ask for

Because each school will have its own procedures for identifying and accommodating students with disabilities, you'll need to ask them what they need from you so that you may get the accommodations and assistance you need. You'll also want to list what accommodations you anticipate needing when in school.

How to ask

When asking for an accommodation or special assistance, be prepared to provide plenty of documentation. Exactly what you need to provide will depend on your school, but you should expect to provide the following:

The types of accommodations you received in high school.

Documents that show the existence of a "functional impairment" that necessitates a reasonable accommodation.

Testing results (usually within the last three years) from a qualified medical or mental health professional that supports your ADHD diagnosis.

When to make contact

The best time to talk to someone will be after you've been accepted to the school, but well before classes begin. It will take time for you to get the necessary information and documentation the school requires from you to substantiate and accommodate your disability. Then the school may need time to process your documentation and make arrangements for them.

ADHD Learning Tips and Insight from an Expert

Dave Bratcher serves as the President of The STAR Center, whose mission is to help any person with any disability realize their potential. This includes taking what some view as a liability and turning it into their greatest asset. The STAR Center was awarded the Non-Profit of the Year in 2008 and 2015. Additionally, The STAR Center was recognized nationally as one of the top 50 Best Non-Profits to Work For in 2017 and 2018.

Eric Endlich, Ph.D. founder of Top College Consultants, helps students worldwide transition to college. He is on the Learning Differences/Neurodiversity Committee of the Independent Educational Consultants Association (IECA), and recently co-authored an article for IECA Insights on counseling young women with ADHD. A clinical psychologist and special needs parent himself, Dr. Endlich understands the challenges families face and knows how to guide them successfully through the college admissions process.

Bratcher: Parents/Guardians: During the summer before the student's freshman year is a great time to begin getting documents pulled together. This could include a copy of the child's IEP, a statement from a medical professional, and/or a copy of the 504. Every college/university is different, but some/all of these items are likely going to be needed. Also, begin researching assistive technology options, which could make the transition process easier. One example of this is the LiveScribe pen. It works like a traditional pen, while recording the audio. This audio can be played back in sync with where the student was writing the words on their paper.

Students: Remember, you are an adult now. The advocacy your parents/guardians provided on your behalf through K-12 is now YOUR responsibility. Begin researching the resources available at the college/university of your choice. Look for disability services offices and the staff members in each. It would be helpful to call and speak with them to simply introduce yourself. They will be able to provide specific information about what will be needed.

Endlich: It's important for high school students to begin developing their college readiness, which includes organizational and time management skills. College usually involves fewer hours spent in class and more hours of homework, so students need to be able to manage their own time well. Those with ADHD are sometimes prone to disorganization and procrastination; therefore, developing an effective study system is critical. Study skills coaches or tutors can help with this process in high school as well as college. If students are still struggling with these issues towards the end of high school, they can consider taking a gap year and attending a college readiness program.

Resources and Tools for Students With ADHD

To learn more about making the most of college, check out the following resources. These resources will provide a host of information, both online and in your local community or around your school.

School Resources

Schools offer some of the best resources for students who need additional help or guidance. The following list of academic resources will be school specific, but your school will probably have a similar program or organization.
Illinois College - Campus Writing Center
Students looking for additional guidance for their writing will appreciate the instruction from special student and faculty consultants.
University of California, Davis - Student Disability Center
The Student Disability Center works with students with functional limitations to help them obtain the accommodations they need to complete necessary coursework requirements.
University of Florida - Tutoring Services
Available to all students, these free one-on-one and small group sessions provide extra help on almost any academic subject from specially trained tutors.
University of Nevada, Reno - Counseling Services
Group therapy, individual counseling, psychological testing, and urgent care services are all available from Counseling Services. There is also a self-help section that has information for students with ADHD.

Informational Resources
ADDitude
An online magazine with information about ADHD, from testing to resources for adults to discussion forums.

An advocacy organization that aims to promote the interests of those with developmental and intellectual disabilities.
Association on Higher Education and Disability (AHEAD)
While AHEAD exists primarily to help professionals who work with disabled students, anyone can use its website to learn more about issues that higher education institutions must deal with to accommodate students with ADHD or other disabilities.
Attention Deficit Disorder Association (ADDA)
Whether you want to learn more about ADHD, get support, fund research, or advocate in Congress, the ADDA's website is the place to visit.
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
This organization is made up of volunteers that work to give encouragement, instruction, and support to those living with ADHD.
Disability Rights, Education, Activism, and Mentoring (DREAM)
In furtherance of its mission to help college and graduate students with disabilities, DREAM facilitates on-campus organizations and chapters, as well as numerous other support resources.
LD OnLine
LD OnLine's mission is to provide as much helpful information as possible to children and adults with a learning disability.
Learning Disabilities Association of America (LDA)
The LDA is one of the leading organizations that uses education, advocacy, and resource assistance to help anyone affected by a learning disability.
National Center for College Students with Disabilities (NCCSD)
This organization works on behalf of graduate and college students who have any type of chronic or mental health condition, as well as any type of disability.
oneADDplace.com
This website provides a wide-range of resources for making the most of ADD and ADHD. Information is tailored for both children and adults.

This online resource is best suited for those who might not have an ADHD diagnosis, but are trying to learn about ADHD and what it means for them.
Understood
Understood is a great website that helps explain how and why people learn differently and may experience learning difficulties.

Tools
Hemingway App
Available as an app or through its website, this tool helps users identify ways to fix and improve their writing.
Lumosity: Brain Training
Available for free, this app helps improve cognition and makes it easier to figure out how your mind operates.
Routinery: Ritual/Routine
This free app allows users to better cultivate and carry out desired habits and changes in daily behavior.
Quizlet
Best known for its free flashcard tool, Quizlet also allows students to make use of other study tools, such as games and diagrams.

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Online Resources and Support for College Students with ADHD | EduMed.org

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Shannon Lee - Bio Shannon Lee has been a freelance writer, editor, and novelist for over 25 years. Her work has appeared on Fox Business, Forbes, MSN, Bob Vila, Modernize, Nashville Scene, MoneyGeek, MVP Parent, and many other outlets; her writing on home improvement led to an editorial position with The Spruce in 2021.

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The Maryland State Department of Education Secondary Transition Planning Guide for Individuals with Disabilities provides information to students, parents/guardians, educators, and community agencies about the transition process.
https://drive.google.com/file/d/1NREQNRRooATJS50jlLZe-Gr1uQjL8Mw0/view

A Futures and Estate Planning Guide
for Families of Children and Adults with
Developmental Disabilities
http://www.md-council.org/wp-content/uploads/2014/03/PlannGuide-v10_FINAL.pdf

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https://www.learnhowtobecome.org/career-resource-center/resources-for-college-students-with-disabilities/
I wanted to highlight this specific resource from the many provided in this module because I think it is very extensive, well-organized, and touches on a variety of different colleges across the country.

https://utswmed.org/medblog/autism-transition-teens/#:~:text=Get%20support%20to%20help%20your,and%20managing%20relationships%20with%20others.

This resource is specifically for students with ASD. The nine tips format makes it easily digestible for students, parents, and teachers looking for support.

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Intellectual & Developmental Disabilities, Learning Disabilities

According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disability is characterized by limitations in reasoning, learning, problem solving and adaptive behavior. Adaptive behavior includes social and practical living skills. Intellectual disabilities fall under the umbrella of developmental disabilities. Learning disabilities are neurologically-based and lead to processing issues that can affect organization, time management, memory, attention span. Learning disabilities and intellectual disabilities are not the same thing, but some of the resources that can help with intellectual disabilities can also help with learning disabilities, particularly campus-based resources.

Autism

Autism spectrum disorder (ASD) falls under the umbrella of developmental disabilities, but some crucial resources are specifically tailored for people with ASD. A diagnosis of ASD is usually made at an early age, and people with ASD may experience social interaction difficulties, repetitive behaviors, and issues with verbal and nonverbal communication. People with autism attend and graduate from college, and more colleges are recognizing and implementing ways to help these students be successful.

ADD/ADHD

The National Institute of Mental Health (NIMH) characterizes ADD/ADHD as a brain disorder marked by inattention, hyperactivity and impulsivity. College students with untreated ADD or ADHD may have trouble getting organized, staying on task, paying attention in lectures or missing details in school assignments. There is no cure, but treatments such as medication, education, training and psychotherapy can help manage and reduce symptoms and improve functioning in trouble areas.

Speech & Language Disabilities and Disorders

People with speech disorders or disabilities have difficulty producing speech sounds correctly or fluently and may also have voice problems. Some speech disorders include stuttering, articulation and pronunciation. Language disorders include trouble understanding other people when they are speaking or difficulty sharing thoughts through speaking. According to the American Speech-Language-Hearing Association, speech and language disorders can result due to an accident or illness, or they have no known origin.

Students Who are Deaf or Hard-of-Hearing

The National Association of the Deaf characterizes "deaf" as experiencing the audiological condition of not hearing, while hard-of-hearing customarily denotes a mild-to-moderate hearing loss or can also include a person who doesn't have or want "cultural affiliation with the Deaf community." Members of the Deaf community share a common culture and language, which is American Sign Language (ASL). A person who identifies as "deaf" may not also identify as "Deaf," though both groups have the condition of not hearing. Deaf is not considered a disorder or disability, but colleges do offer resources for students who are members of the Deaf community and those who are deaf or hard-of-hearing.

Visually Impaired

People with visual impairments may experience low visual acuity or blindness. Visual impairment may range from moderate loss of vision to total blindness.

Campus Help

Student Organizations Providing Guide Dogs

Example: Texas A&M University in College Station has an innovative puppy-raising student organization that trains guide dogs for visually impaired students.

Physical & General Disabilities

Physical disabilities are characterized as congenital or acquired physical or motor impairments. Gross motor skills or fine motor skills may be affected. College students living with physical or other disabilities require a wide range of services.

While federal mandates concerning the rights of students with disabilities were first introduced by the Rehabilitation Act of 1973, the number of these learners attending postsecondary institutions started to surge after the passage of the Individuals with Individuals with Disabilities Education Act of 2004. By mandating that higher education be a goal for all students and requiring states to report the number of learners with disabilities enrolling in postsecondary education within one year of graduation, states and institutions are working diligently to ensure this population continues their educations.

The Rehabilitation Act of 1973

Section 504 specifically supports students with disabilities by requiring any academic institution receiving federal funding to provide benefits, services and opportunities that are equitable for all students. Students qualifying under this act are defined as having a physical or mental impairments that limit their major life activities, including any psychological disorder or condition, cosmetic disfigurement, or any "anatomical loss affecting one or more of the following body systems:

Neurological

Musculoskeletal

Special sense organs

Respiratory

Speech organs

Cardiovascular

Reproductive

Digestive

Genito-urinary

Hemic and lymphatic

Endocrine

Americans with Disabilities Act

Introduced in 1990, Title II of the ADA protects students enrolled at public institutions from being discriminated against based on a disability, while Title III protects students at private institutions that provide any examinations or courses dealing with educational and occupational certification. Title III also stipulates that colleges and universities must provide environments and services that are accessible to all students.

Disability Rights Education & Defense Fund

Organized in 1979 by individuals with disabilities and parents of those with disabilities, DREDF has worked tirelessly to advocate for the civil and human rights of this population via education, legislative development, public policy initiatives, and training. Over the years the group has successfully prevented the deregulation of Section 504, helped create major legislation furthering the rights of individuals with disabilities, and fought high-level discrimination cases.

Individuals with Disabilities Education Act

IDEA primarily serves students who are still in grade school to ensure they have access to appropriate free education, but the Act's secondary transition requirements have greatly increased the number of students with disabilities heading off to higher education. Within Individual Education Programs (IEP), students turning 16 must have measurable goals for their postsecondary experience and the provision of transition services - which includes courses of study - to help them reach their goals.

College Disability Accommodations

Once a student gets to college, it's their responsibility to disclose any disabilities and to provide documentation to the office of disability services. It's also up to learners to self-identify as a student with a disability to their professors and refer them to disability services to verify this information. Some of the accommodations a student can expect to receive are outlined below.

Anne Marie Dobies is the Assistant Vice President of the Griff Center for Academic Engagement at Canisius College in Buffalo, New York. Prior to her current role, Dobies served as the director of the college's Office of Disability Support Services, a position which she now oversees.

How can students with disabilities best learn about services available to them both at their college and in the local community?

It is important for individuals to have a clear understanding of their own disability and how it impacts them daily. Students should work with their school counselors to determine the right fit; search the web and explore all the different options that are available; attend college fairs and community events to discuss majors, academic program, and resources; and visit with the service providers at different colleges to determine if you can find academic success. It comes down to academic programs and if the college is the right fit for you.

What should students know about their rights and responsibilities as someone with a disability?

The laws shift after graduation of high school, so it is important that individuals know how academic and non-academic accommodations are accessed at the postsecondary level. Self-advocacy is the foundation to knowing your rights and responsibilities, and students should not be afraid to ask questions and seek assistance.

Having spent so long working with and empowering this student population, what advice do you have to high school students and their families considering their postsecondary options?

1. Be the expert.
Look at the accommodations that have worked for you in the past and make sure that the college or university that you choose can address these needs.

2. Be the cheerleader.
Know that you have great strengths. Seek out opportunities to help build upon these strengths.

3. Be part of the team.
Remember that you are not alone. There are great support systems in place at many colleges that can help guide you and support you along your journey.

4. Be a Spokesperson.
Remember that effective communication with support service providers and faculty is key to your success.

5. Be Flexible.
Organization and time management are two skills not developed overnight and are continually changing depending on class schedules, extracurriculars, busy semesters, and myriad other factors.

Take a Disability Advocate Training Course

Understood provides excellent resources for individuals who want to receive training on being an advocate for individuals with disabilities.

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Find Campus & Community Support for Students With Disabilities

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According to the American Association on Intellectual and Developmental Disabilities (AAIDD), intellectual disability is characterized by limitations in reasoning, learning, problem solving and adaptive behavior. Adaptive behavior includes social and practical living skills. Intellectual disabilities fall under the umbrella of developmental disabilities.

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https://www.ldonline.org/ld-topics/college-college-prep
LD Online has educational resources to support students and families with learning disabilities and ADHD. This page is dedicated to college & college prep resources.

https://thearcatschool.org/supports/post-secondary-education/?_ga=2.64554092.292327467.1657156505-726452559.1657156505
The Arc provides a "Know your Rights" resource to assist students with disabilities (especially intellectual/developmental disabilities) in accessing postsecondary education

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LD OnLine is the leading website on learning disabilities and learning differences. Parents and teachers of children with learning disabilities will find supportive and authoritative guidance on attention deficit disorder, ADD / ADHD, dyslexia, dysgraphia, dyscalculia, reading difficulties, speech, and related disorders.

LD OnLine works in association with the National Joint Committee on Learning Disabilities (NJCLD).

LD OnLine is an educational service of public television station WETA in Washington, D.C.

Contact Us

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More and more students with learning disabilities are enrolling in college and universities. And more and more higher education institutions are offering support programs for students with LD. Here we've assembled information to assist in the planning and selection process, plus lots of advice on creating a successful post-secondary education experience.

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Resources for parents of students with autism.
https://autismcollegeandcareer.com/postsecondary
https://sites.ed.gov/idea/files/postsecondary-transition-guide-may-2017.pdf

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The Postsecondary section provides resources specific to professionals in a community college or university setting. These resources will assist colleges in providing well-designed systems that are intentional in the way they support students with ASD, promote an atmosphere of awareness and acceptance, provide access services that lead to successful academic outcomes, and increase alignment between secondary and postsecondary institutions to smooth the transition process. Other resources are included to help develop a knowledge base related to ASD to better prepare faculty, staff, and administration for the growing increase in students with ASD.

Use the Menu bar above to easily find and download advocacy information, review frequently asked questions (FAQs), find practical resources, explore examples of quality assessment tools, and participate in online training modules.

Please ensure Javascript is enabled for purposes of website accessibility

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https://www.edumed.org/resources/college-students-with-adhd/

For ADHD

https://sites.ed.gov/idea/files/postsecondary-transition-guide-august-2020.pdf

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Shannon Lee

- Bio

Shannon Lee has been a freelance writer, editor, and novelist for over 25 years. Her work has appeared on Fox Business, Forbes, MSN, Bob Vila, Modernize, Nashville Scene, MoneyGeek, MVP Parent, and many other outlets; her writing on home improvement led to an editorial position with The Spruce in 2021. She's written extensively on higher education, relationships, and the intersection of technology, health, and medicine. When she's not freelancing, Shannon also writes fiction novels.
Expert Contributor
Dave Bratcher

- Bio

Dave Bratcher serves as the President of The STAR Center, whose mission is to help any person with any disability realize their potential. This includes taking what some view as a liability and turning it into their greatest asset. The STAR Center was awarded the Non-Profit of the Year in 2008 and 2015. Additionally, The STAR Center was recognized nationally as one of the top 50 Best Non-Profits to Work For in 2017 and 2018.

Eric Endlich

- Bio

Eric Endlich, Ph.D. founder of Top College Consultants, helps students worldwide transition to college. He is on the Learning Differences/Neurodiversity Committee of the Independent Educational Consultants Association (IECA), and recently co-authored an article for IECA Insights on counseling young women with ADHD. A clinical psychologist and special needs parent himself, Dr. Endlich understands the challenges families face and knows how to guide them successfully through the college admissions process.

College can be a significant academic and personal challenge. Newfound independence, rigorous coursework, and expanding social experiences often create a unique opportunity for a person to truly grow and change. But when a disability is present, such as attention deficit hyperactivity disorder (ADHD), college learning and personal development can be that much harder.

Approximately 2% to 8% of college students self-report symptoms associated with ADHD, while experts estimate roughly 5% of college students have it. Despite the numbers, many students, parents, and school officials don't know how to most effectively help students with ADHD. The purpose of this guide is to change that. We hope to help raise awareness of ADHD, its challenges for college students, and what can be done to make their college journeys more successful. We'll also list resources for those looking for more information and guidance in reaching their full potential as college students.

ADHD and Higher Education

ADHD can affect the learning, health, and social development of anyone who has it, but it can be a unique problem for college students. Let's take a look at how ADHD can impact college students in key performance and developmental areas.

One of ADHD's hallmark features is reduced executive functioning. However, that happens to be one of the key mental traits imperative for college success. Academic performance can be one of the toughest areas for those with ADHD.

Organization

Organization is a type of executive function; this type of thinking is usually impaired by ADHD. Someone with ADHD might have trouble creating a schedule that balances school, work, and social activities. Some students may often forget to bring the right materials or textbook to class.

Getting Started

This requires creating a goal and having the discipline to work toward that goal. But someone with ADHD may be easily distracted from that goal. A student needs to begin creating an outline for a paper they need to write, but after turning on the laptop to start writing, they go on social media instead.

Staying on Task

One aspect of executive functioning includes inhibitory control. This means students with ADHD may have more difficulty ignoring distractions. A student might be focused on studying, then look away from their books and see some friends walk by. They decide to strike up a conversation instead of study.

Being Prepared

Being prepared requires the ability to plan ahead. This requires a working memory, which is the ability to apply prior learned information. A student forgets to bring safety goggles to lab class because they have trouble turning the professor's reminder from the prior class into the act of writing a reminder note.

Have ADHD? How to Make College Work for You

Now that we know how ADHD can affect you as a college student, let's take a look at what you can do to overcome these challenges. You might be surprised by how many of these you can implement right now.

Every student has a preference as to study habits. For someone with ADHD, finding the right learning environment is more important. Consider these ideas.

Find a consistent place to study with no distractions Not only will the lack of distractions make focusing easier, but having a consistent location will help your brain get in the "time to study" mindset.

Sit in the front of the class This is especially true if you take notes on a laptop. Knowing everyone behind you can see your screen will reduce the temptation to go off-track to a website unrelated to the class topic.

Find the right class length Some classes may last less than an hour. Others are two or more hours. If trouble concentrating in a single classroom or on a particular topic past a certain length of time is extra difficult, try to choose classes that do not go over this personal "focus time limit."

The Rights of College Students With ADHD

ADHD is a legally recognized disability. This means if you have an ADHD diagnosis, you are entitled to special accommodations and assistance while in school. Let's look at your rights.

Learning Rights of Students in Postsecondary Schools

When it comes to your legal rights as an ADHD student, there are two primary laws at play, both at the federal levels. There may be other laws, including those at the state level, but those only apply to schools in the applicable state.

Americans with Disabilities Act of 1990 (ADA) and 2008 amendments The ADA and its amendments apply in a variety of contexts, including public accommodations, employment, and education. This means most public and private post-secondary institutions are prohibited from discriminating against students on the basis of a legally recognized disability, such as ADHD. This applies for the admissions process, too. For the most part, the ADA will allow all students equal access to school programs, activities, and services. This includes providing reasonable accommodations to disabled students.

Rehabilitation Act of 1973 (specifically section 504) Section 504 of the Rehabilitation Act of 1973 is very similar to the ADA in that it also prohibits discrimination on the basis of a disability. However, its mandates are largely limited to places that receive federal funding; this includes the vast majority of colleges and universities in the United States. Just like with the ADA, Section 504 mandates that covered schools not only make their programs available to qualified students with disabilities, but provide reasonable accommodations.

How to Advocate for Your Rights and Ask for Help

Navigating the legal landscape as a college student with ADHD isn't simple. The following section will briefly provide an overview of how you can advocate for yourself to obtain the accommodations and protections required by the law.

Where to go for help at school

Many schools will have an office or department dedicated to making sure students are not discriminated against and receive reasonable accommodations. Smaller schools may not have a campus support or disability services department, but there will be at least an individual who serves as the ADA or Section 504 coordinator or representative.

What to ask for

Because each school will have its own procedures for identifying and accommodating students with disabilities, you'll need to ask them what they need from you so that you may get the accommodations and assistance you need. You'll also want to list what accommodations you anticipate needing when in school.

How to ask

When asking for an accommodation or special assistance, be prepared to provide plenty of documentation. Exactly what you need to provide will depend on your school, but you should expect to provide the following:

The types of accommodations you received in high school.

Documents that show the existence of a "functional impairment" that necessitates a reasonable accommodation.

Testing results (usually within the last three years) from a qualified medical or mental health professional that supports your ADHD diagnosis.

When to make contact

The best time to talk to someone will be after you've been accepted to the school, but well before classes begin. It will take time for you to get the necessary information and documentation the school requires from you to substantiate and accommodate your disability. Then the school may need time to process your documentation and make arrangements for them.

ADHD Learning Tips and Insight from an Expert

Dave Bratcher serves as the President of The STAR Center, whose mission is to help any person with any disability realize their potential. This includes taking what some view as a liability and turning it into their greatest asset. The STAR Center was awarded the Non-Profit of the Year in 2008 and 2015. Additionally, The STAR Center was recognized nationally as one of the top 50 Best Non-Profits to Work For in 2017 and 2018.

Eric Endlich, Ph.D. founder of Top College Consultants, helps students worldwide transition to college. He is on the Learning Differences/Neurodiversity Committee of the Independent Educational Consultants Association (IECA), and recently co-authored an article for IECA Insights on counseling young women with ADHD. A clinical psychologist and special needs parent himself, Dr. Endlich understands the challenges families face and knows how to guide them successfully through the college admissions process.

Bratcher: Parents/Guardians: During the summer before the student's freshman year is a great time to begin getting documents pulled together. This could include a copy of the child's IEP, a statement from a medical professional, and/or a copy of the 504. Every college/university is different, but some/all of these items are likely going to be needed. Also, begin researching assistive technology options, which could make the transition process easier. One example of this is the LiveScribe pen. It works like a traditional pen, while recording the audio. This audio can be played back in sync with where the student was writing the words on their paper.

Students: Remember, you are an adult now. The advocacy your parents/guardians provided on your behalf through K-12 is now YOUR responsibility. Begin researching the resources available at the college/university of your choice. Look for disability services offices and the staff members in each. It would be helpful to call and speak with them to simply introduce yourself. They will be able to provide specific information about what will be needed.

Endlich: It's important for high school students to begin developing their college readiness, which includes organizational and time management skills. College usually involves fewer hours spent in class and more hours of homework, so students need to be able to manage their own time well. Those with ADHD are sometimes prone to disorganization and procrastination; therefore, developing an effective study system is critical. Study skills coaches or tutors can help with this process in high school as well as college. If students are still struggling with these issues towards the end of high school, they can consider taking a gap year and attending a college readiness program.

Resources and Tools for Students With ADHD

To learn more about making the most of college, check out the following resources. These resources will provide a host of information, both online and in your local community or around your school.

School Resources

Schools offer some of the best resources for students who need additional help or guidance. The following list of academic resources will be school specific, but your school will probably have a similar program or organization.
Illinois College - Campus Writing Center
Students looking for additional guidance for their writing will appreciate the instruction from special student and faculty consultants.
University of California, Davis - Student Disability Center
The Student Disability Center works with students with functional limitations to help them obtain the accommodations they need to complete necessary coursework requirements.
University of Florida - Tutoring Services
Available to all students, these free one-on-one and small group sessions provide extra help on almost any academic subject from specially trained tutors.
University of Nevada, Reno - Counseling Services
Group therapy, individual counseling, psychological testing, and urgent care services are all available from Counseling Services. There is also a self-help section that has information for students with ADHD.

Informational Resources
ADDitude
An online magazine with information about ADHD, from testing to resources for adults to discussion forums.

An advocacy organization that aims to promote the interests of those with developmental and intellectual disabilities.
Association on Higher Education and Disability (AHEAD)
While AHEAD exists primarily to help professionals who work with disabled students, anyone can use its website to learn more about issues that higher education institutions must deal with to accommodate students with ADHD or other disabilities.
Attention Deficit Disorder Association (ADDA)
Whether you want to learn more about ADHD, get support, fund research, or advocate in Congress, the ADDA's website is the place to visit.
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
This organization is made up of volunteers that work to give encouragement, instruction, and support to those living with ADHD.
Disability Rights, Education, Activism, and Mentoring (DREAM)
In furtherance of its mission to help college and graduate students with disabilities, DREAM facilitates on-campus organizations and chapters, as well as numerous other support resources.
LD OnLine
LD OnLine's mission is to provide as much helpful information as possible to children and adults with a learning disability.
Learning Disabilities Association of America (LDA)
The LDA is one of the leading organizations that uses education, advocacy, and resource assistance to help anyone affected by a learning disability.
National Center for College Students with Disabilities (NCCSD)
This organization works on behalf of graduate and college students who have any type of chronic or mental health condition, as well as any type of disability.
oneADDplace.com
This website provides a wide-range of resources for making the most of ADD and ADHD. Information is tailored for both children and adults.

This online resource is best suited for those who might not have an ADHD diagnosis, but are trying to learn about ADHD and what it means for them.
Understood
Understood is a great website that helps explain how and why people learn differently and may experience learning difficulties.

Tools
Hemingway App
Available as an app or through its website, this tool helps users identify ways to fix and improve their writing.
Lumosity: Brain Training
Available for free, this app helps improve cognition and makes it easier to figure out how your mind operates.
Routinery: Ritual/Routine
This free app allows users to better cultivate and carry out desired habits and changes in daily behavior.
Quizlet
Best known for its free flashcard tool, Quizlet also allows students to make use of other study tools, such as games and diagrams.

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Online Resources and Support for College Students with ADHD | EduMed.org

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Shannon Lee - Bio Shannon Lee has been a freelance writer, editor, and novelist for over 25 years. Her work has appeared on Fox Business, Forbes, MSN, Bob Vila, Modernize, Nashville Scene, MoneyGeek, MVP Parent, and many other outlets; her writing on home improvement led to an editorial position with The Spruce in 2021.

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I found a resource for helping students with Down Syndrome transition to post-secondary education.
https://www.ndss.org/resources/post-high-school#:~:text=Postsecondary%20Education%3A%20individuals%20with%20Down,colleges%20and%20universities%20that%20include

I also found a TedTalks regarding transitioning to college with ASD.
https://youtu.be/4sg9TlsMRVA

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The Individuals with Disabilities Education Act (IDEA) recognizes the importance of preparing youth for success after high school and states that transition planning for students who receive special education services and have an Individualized Education Program (IEP) must begin by age 16 (some states require that the process starts earlier). Transition planning means evaluating needs, strengths, and skills required for a student to move from high school to postsecondary life.

Initially, the IEP can include general transition goals, but by age 16, the Individuals with Disabilities Education Act (IDEA) requires that the IEP contain a statement of "transition services," or postsecondary agency or services links, that the student needs in order to transition successfully.

Transition planning is, therefore, a right that exists for all students with disabilities. It is important that individuals with Down syndrome be as involved as possible in making decisions about their future. Transition goals should reflect a student's interests, abilities, and dreams, and the plan should outline specific objectives to help them achieve those goals.

The three areas most frequently considered during the transition planning process are postsecondary education, employment, and housing.

Postsecondary Education: individuals with Down syndrome can participate in a variety of postsecondary education programs including academic courses and programs through colleges and universities, vocational or technical training programs, and disability-specific programs at many colleges and universities that include academic and vocational skills training.

Employment: some individuals may want to move straight from high school into the workforce. It is important to understand what interests the student has and what skills will be needed to seek meaningful employment after high school.

Housing: individuals with Down syndrome and their families often explore possible changes in living arrangements as part of the transition to adulthood and the move towards greater independence. Even if no changes to the living situation will be made after high school, the question of where the student will live must be addressed in transition planning.

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The Individuals with Disabilities Education Act (IDEA) recognizes the importance of preparing youth for success after high school and states that transition planning for students who receive special education services and have an Individualized Education Program (IEP) must begin by age 16 (some states require that the process starts earlier).

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https://www.parentcenterhub.org/transitionadult/

https://www.understood.org/en/articles/iep-transition-planning-preparing-for-young-adulthood

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español
Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition. In fact, IDEA requires it.
Quick-Jump Index
A Quick Summary of Transition

Transition services are intended to prepare students to move from the world of school to the world of adulthood.

Transition planning begins during high school at the latest.

IDEA requires that transition planning start by the time the student reaches age 16.

Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.

Transition planning takes place as part of developing the student's Individualized Education Program (IEP).

The IEP team (which includes the student and the parents) develops the transition plan.

The student must be invited to any IEP meeting where postsecondary goals and transition services needed to reach those goals will be considered.

In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.

Transition services must be a coordinated set of activities oriented toward producing results.

Transition services are based on the student's needs and must take into account his or her preferences and interests.

Not enough detail? We can fix that! Keep reading...

IDEA's Definition of Transition Services

Any discussion of transition services must begin with its definition in law. IDEA's definition of transition services appears at §300.43. It's rather long but see it in its entirety first, and then we'll discuss it in parts.
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within 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;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

Considering the Definition

A number of key words in the definition above capture important concepts about transition services:

Activities need to be coordinated with each other.

The process focuses on results.

Activities must address the child's academic and functional achievement.

Activities are intended to smooth the young person's movement into the post-school world.

You can also see that the definition mentions the domains of independent and adult living. The community.... employment.... adult services... daily living skills... vocational... postsecondary education. This clearly acknowledges that adulthood involves a wide range of skills areas and activities. It also makes clear that preparing a child with a disability to perform functionally across this spectrum of areas and activities may involve considerable planning, attention, and focused, coordinated services.

Note that word-coordinated. We italicised it above because it's very important. Transition activities should not be haphazard or scattershot. Services are to be planned as in sync with one another in order to drive toward a result.

What result might that be? From a federal perspective, the result being sought can be found in the very first finding of Congress in IDEA, which refers to "our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities." [20 U.S.C. 1400(c)(1)] Preparing children with disabilities to "lead productive and independent adult lives, to the maximum extent possible" is one of IDEA's stated objectives. [20 U.S.C. 1400(c)(5)(A)(ii)]

Students at the Heart of Planning Their Transition

For the students themselves, transition activities are personally defined. This means that the postsecondary goals that are developed for a student must take into account his or her interests, preferences, needs, and strengths. To make sure of this, the school:

must invite the youth with a disability to attend IEP team meeting "if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under §300.320(b)," and

"must take other steps to ensure that the child's preferences and interests are considered" if the child is not able to attend [§300.321(b)].

As you keep reading below, keep the importance of student involvement in mind, because there are many excellent materials and guides available to help students become involved in their own transition planning...and many good reasons to do so. To connect with that info:

When Must Transition Services Be Included in the IEP?

What's not apparent in IDEA's definition of transition services but nonetheless critical to mention is the timing of transition-related planning and services: When must transition planning begin?

The answer lies in a different provision related to the content of the IEP. From §300.320(b):

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

So, the IEP must include transition goals by the time the student is 16. That age frame, though, is not cast in concrete. Note that, in keeping with the individualized nature of the IEP, the IEP team has the authority to begin transition-related considerations earlier in a student's life, if team members (which include the parent and the student with a disability) think it is appropriate, given the student's needs and preferences.

A Closer Look at What to Include in the IEP

Breaking the provisions at §300.320(b) into their component parts is a useful way to see what needs to be included, transition-wise, in the student's IEP. This is also where the rubber meets the road, so to speak, because what's included in the IEP must:

state the student's postsecondary goals (what he or she hopes to achieve after leaving high school);

be broken down into IEP goals that represent the steps along the way that the student needs to take while still in high school to get ready for achieving the postsecondary goals after high school; and

detail the transition services that the student will receive to support his or her achieving the IEP goals.

Writing goal statements can be a challenging business, because it's not always obvious what needs to be included in a goal statement. Goal-writing is a topic worthy of an entire discussion on its own. To shed light on how to write transition-related goals statements--both postsecondary goals and the corresponding IEP goals--we prepared just such a page.

To connect with info and examples on writing transition goal statements:

The Domains of Adulthood to Consider

The definition of transition services mentions specific domains of adulthood to be addressed during transition planning. To recap, these are:

postsecondary education,

vocational education,

integrated employment (including supported employment),

continuing and adult education,

adult services,

independent living, or

community participation.

These are the areas to be explored by the IEP team to determine what types of transition-related support and services a student with a disability needs. It's easy to see how planning ahead in each of these areas, and developing goal statements and corresponding services for the student, can greatly assist that student in preparing for life after high school.

Need more info about any one or all of these domains?

Try our separate pages on:

Types of Activities to Consider

Remember that IDEA's definition of transition services states that these are a "coordinated set of activities" designed within a results-oriented process? Specific activities are also mentioned, which gives the IEP team insight into the range of activities to be considered in each of the domains above:

Instruction;

Related services;

Community experiences;

The development of employment and other post-school adult living objectives; and

If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. [§300.43(a)(2)]

Confused by all these lists? Putting them together, what we have is this: The IEP team must discuss and decide whether the student needs transition services and activities (e.g., instruction, related services, community experiences, etc.) to prepare for the different domains of adulthood (postsecondary education, vocational education, employment, adult services, independent living, etc.) That's a lot of ground to cover!

But it's essential ground, if the student's transition to the adult world is to be facilitated. A spectrum of adult activities is evident here, from community to employment, from being able to take care of oneself (e.g., daily living skills) to considering other adult objectives and undertakings.

Resources of More Information

Transition is a huge topic. Its treatment here is necessarily brief, given all that can be said on the subject. Perhaps it would be most useful now to connect you with the "transition experts"-the organizations and centers that focus with great purpose on transition planning for students with disabilities. You'll find those experts identified throughout the transition pages listed below.

Where would you like to go next-employment connections, education/training connections, independent living? Pick your path below!

Transition "Starters" for Everyone
Start with these beginning links to transition resources, divided into resources for general audiences, for parents, for professionals, and for students.

Transition Goals in the IEP
What kind of information might you include in a student's IEP as part of transition planning? Here's a closer look at writing transition-related IEP goals.

Students Get Involved!
Very important! Come here if you're looking for resources about involving students in transition planning, person-centered planning tools, or materials and connections made just for students themselves.

Adult Services: What Are They? Where Are They?
Representatives of outside agencies may be invited to the IEP transition-planning table. Read about four of the primary agencies in adult services: Vocational Rehabilitation, the Social Security Administration, state-level agencies, and independent living centers. And, of course, there's an "other" category-other players and groups you may want to involve, too.

Potential Consultants to the Transition Team
In addition to the main players at the transition planning table, have you thought about inviting any of these potential consultants to join the discussion?

Education/Training Connections
Learn more about postsecondary education options such as college, trade schools, adult or continuing education, and vocational education. Connect with resources and helpful organizations.

Employment Connections
What about work? What about preparing for a career? What career? Who can help? Find out here.

Independent Living Connections
Independent living involves so very much--making choices about how and where we live in the community. It involves everything from setting an alarm clock to getting out of bed, to self-care, to getting to work and back home again, to what to eat for dinner. Lots to think about and get ready for!

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Link-checked, February 2018 About transition in Spanish | Sobre transición en español Life is full of transitions, and one of the more remarkable ones occurs when we get ready to leave high school and go out in the world as young adults. When the student has a disability, it's especially helpful to plan ahead for that transition.

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I asked a friend who has ADHD for some resources that they found helpful and they strongly recommended these three podcasts, which also have a ton of resources linked at the bottom.

https://www.alieward.com/ologies/adhd

https://www.alieward.com/ologies/adhd2

https://www.alieward.com/ologies/lifeadvice

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Transition resource for students with Autism: https://researchautism.org/college-resources/

Transition resource for students with ADHD: https://edgefoundation.org/preparing-for-the-transition-to-college-when-you-have-adhd/

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College Resources | Organization for Autism Research

College. The word conjures up so many images and experiences. For students in their freshmen year, those experiences are likely to include adjusting to independence, exciting opportunities to grow, and keeping up with a rigorous academic schedule. These resources help students with autism know what to expect and how to adapt to college life and academics:

OAR’s Finding Your Way: A College Guide for Self-Advocates(2018) helps students with autism become familiar with campus life and school. Written by autism experts, professors, and self-advocates, the guide covers a range of topics such as transitioning, disclosure, academic supports, routine maintenance, social life, campus safety, internships, and much more. Staff at college autism support programs are encouraged to distribute the guide and use it as a supplemental resource throughout the academic year.

Developed by the Autistic Self Advocacy Network, Navigating College(2013) was written solely by autistic adults for autistic college students. The handbook offers first-hand accounts of people’s experiences with disclosure, sensory regulation, independent living, advocacy, and much more. It is available in paperback and as a PDF.

The ThinkCollegewebsite provides students with intellectual disabilities, autism spectrum disorder, and other disabilities and their families with hundreds of resources, including transition, applying to college, and paying for it.

For Professors, Teaching Assistants, and College Administrators

Students seeking academic supports and accommodations can share this 15-minute video, Understanding Asperger Syndrome: A Professor’s Guide, with faculty and administrators. Created in 2008, it provides a brief overview about what it means for students to have autism and how professors and administrators can implement reasonable accommodations to help students succeed in the classroom and elsewhere on campus. With support from the Schwallie Family Foundation, OAR produced this video in cooperation with the Global and Regional Asperger Syndrome Project (GRASP) and Pace University in New York City.

Related Posts

Stay Informed. Sign up for updates

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https://www.ihehub-umd.org/terps-exceed (for ASD and Intellectual Disabilities)

https://www.projectsearch.us/
(for Intellectual and Developmental Disabilities)

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Hari is living in a dorm on campus and is taking Oral Communications, Introduction to Criminology, College and Career Preparation 101, and Internship Course this fall.

Zach commutes on the UMD shuttle but dines on campus. He is taking Oral Communications (different section than Hari), History of Popular Music, College and Career Prep 101, and Internship Course this fall.

The UMD community welcomes these new freshmen!

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Hari is living in a dorm on campus and is taking Oral Communications, Introduction to Criminology, College and Career Preparation 101, and Internship Course this fall. Zach commutes on the UMD shuttle but dines on campus. He is taking Oral Communications (different section than Hari), History of Popular Music, College and Career Prep 101, and Internship Course this fall.

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http://www.amazon.com/Parents-College-Students-Spectrum-ebook/dp/B00A4HPA3G

This is a link to a book for parents to support their child and their transition to secondary ed.

https://www.iidc.indiana.edu/irca/articles/academic-supports-for-college-students-with-an-autism-spectrum-disorder.html

https://collegeautismspectrum.com/collegeprograms/

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Each year more information about the college experiences of those on the autism spectrum is written by their parents, professionals and these students on the autism spectrum. "Temple Grandin" a biopic movie of Temple's life premiered last year on HBO, and won several Emmy and other awards. Included in the film, of this very accomplished woman with autism, is a significant look at Temple's experience at college. This film also reminds us that fellow college students need information to better understand their peers on the autism spectrum and how to include and support them. There is much more to college life than academics. Intellectually these students are often very bright but many may face a variety of "hidden challenges" that can undermine their ability to navigate a typical college campus and perform well in class. This article will discuss some of the challenges and possible academic supports for students on the autism spectrum.

There is a wide range of functioning and abilities seen across individuals diagnosed with an autism spectrum disorder. Generalities are hard to make except to say that communication and social skills deficits are present. There are also neurological differences that affect everyone on the autism spectrum. However, each person is affected in different ways. The sensory perceptions, motor skills, learning styles and coping strategies are often affected and may cause "hidden" challenges that are not understood by those supporting these students. As a result of these challenges the observable behaviors of students on the autism spectrum may make them appear inattentive, bored, rude, defiant or possibly even on drugs. Ritualistic or repetitive behaviors, an attachment to incongruous objects and additional unusual communication and social skills (especially under stress) can make some of these students seem odd and bring unwanted attention to them.

Some students on the autism spectrum may experience sensory overload and/or be distressed by the social and communication demands of a class. They may have learned "acceptable" strategies to cope and have the ability to stay focused on their intellectual pursuits such that they can navigate through their classes (at least the classes in their chosen major) and pass as "normal". Some students expend a lot of energy, at all costs, to blend in and not be detected. Unfortunately, for some, this may result in them leaving the university without finishing a degree as the stress is too great. Also, on any college campus be assured that there are students who have not been formally diagnosed or students that are not diagnosed until their college years.

Professors and other instructors need to be aware of possible supports that a student on the autism spectrum might find necessary to participate in class and complete classwork. The following six sections briefly state a common concern for most students and list some possible issues and accommodations. Each student on the autism spectrum has unique needs and should work closely with instructors and other college staff to design an individualized plan of proactive support and response to challenges if they arise.

Communication Skills

By definition (following diagnostic criteria) all students with an autism spectrum disorder have some problems which may interfere with receptive or expressive communication. Some of these differences are very subtle and can lead to misunderstandings that are misinterpreted as volitional acts on the part of the student. Students with an autism spectrum disorder may be very articulate and have a large vocabulary which may "hide" their communication challenges. Those supporting students on the autism spectrum should become aware of each individual students weaknesses in this area. Some of these are listed below along with possible accommodations.

Receptive difficulties often experienced by students on the autism spectrum include processing verbal exchanges more slowly, misunderstanding sarcasm, idioms and jokes, very literal interpretation of words, and misunderstanding gestures and body language.

The expressive difficulties of individuals on the autism spectrum may include problems initiating communication; even for those students who at first glance may seem very articulate and even very talkative. Those on the autism spectrum may have trouble staying on topic, turn taking and following conversational "protocol". Some may be slower to organize thoughts and speak, and/or their voice tone and volume may be unusual. Idiosyncratic use of words and phrases may be present.

Accommodations for a college student with an autism spectrum disorder might include providing the instructor's lecture notes or a note taker to help key in on important information, providing study guides for tests, allowing a longer verbal response time from the student and allowing for important exchanges of information to be done in written form. It would also help for instructors to be clear, concise, concrete and logical when communicating as well as asking for clarification; don't make assumptions about what students truly understand.

Social Skills

Social skills (also included in diagnostic criteria) might not seem important in a class setting, but, in fact social difficulties can and do impact the classwork of many students on the autism spectrum. Many college courses require class participation and group work as part of earning a grade. Just going to class with peers necessitates the use of social skills. Some social difficulties and possible accommodations are discussed below.

The social challenges for a student on the autism spectrum include problems understanding others perspectives, sharing space and making eye contact. Many high functioning individuals with an autism spectrum disorder have extreme social anxiety and have difficulty negotiating with others, and interacting and working in pairs or groups. These students likely will not understand the "unwritten" classroom etiquette and will often misinterpret facial expressions and other non-verbal cues. Possible accommodations for students on the autism spectrum include allowing for short breaks to leave class and/or allowing the student to have a "social buffering" object which might include a computer, book or other object that initially might seem distracting or "out of place". Honoring the student's chosen level of eye contact w/o judgment can be helpful. If there is group work assigned for class the instructor might assist in the formation and monitoring of pairs or groups of students to assure the proper inclusion of the student with an autism spectrum diagnosis. Also providing written rules for asking questions and other classroom logistics (as needed) may support students with an autism spectrum disorder diagnosis.

Sensory Differences

When the DSM-5 was released in May 2013, reactivity to sensory input was added as part of the diagnostic criteria for an autism spectrum disorder. Sensory processing issues seem to affect the majority of these individuals. Some on the autism spectrum have an extreme over sensitivity or under sensitivity to input, from the environment to the five senses: sight, hearing, touch, smell and taste. A significant number of persons experience synesthesia. Synesthesia may affect any of the senses. Synesthesia is phenomena in which the actual information of one sense is accompanied by a perception in another sense. Listed below are some common sensory differences and accommodations that may be important in a class setting.

Common visual and auditory sensory difficulties experienced by students on the autism spectrum include florescent lights that may appear to flicker and certain "bright" colors that may produce "overload". Someone may see better from a "different" angle or may hear low level frequency sounds emitted by florescent lights. Also certain "typical" classroom sounds may be perceived as "painful" such as the movement and use of desks, people and other objects in the room. Often a person on the autism spectrum may not filter out extraneous sounds and/or may hear sounds in the next room.

Sensory issues related to the sense of touch and/or the sense of smell may occur. For example, certain textures may be "painful" and/or individuals may crave certain textures. Students on the autism spectrum may be disturbed by people accidentally bumping them or the feel of a particular desk or chair. They may wear "unusual" clothing, footwear or accessories because of sensory differences. Also students may be sensitive to certain odors and certain smells may cause "overload". Some who are very sensitive may be affected by scents from certain perfumes, deodorants and soaps.

Possible accommodations to support a student with sensory differences include allowing hats, sunglasses and tinted lens glasses to be worn and allowing ear plugs or ear phones. Also allowing the student to choose their seat and helping to assure it is always available may be important. If requested by the student, an alternative writing instrument for tests and assignments and/or a computer for in class work, tests and assignments might also be an appropriate accommodation.

A student with an autism spectrum diagnosis may find that a small sensory item brings comfort in class. It is likely, if a student uses a sensory item, that it is inconspicuous but this may not always be the case. Be aware that a student may make a last minute request for a seating change and/or to leave abruptly due to sensory overload. Help devise an acceptable plan to address urgent sensory issues for the student.

Motor Skills

Both fine and gross motor skills may be affected in individuals with an autism spectrum disorder. In addition motor planning and poor awareness of body in space are two areas that often affect motor skills for these individuals. Often fine and gross motor skills as well as motor planning skills are very uneven. Listed below are possible problems in these areas along with possible accommodations.

Fine motor challenges for students on the autism spectrum might affect writing, drawing, turning pages, using utensils, playing an instrument, using locks and keys, and manipulating small objects. Gross motor challenges may affect walking (may have "odd" gait), running, sitting and balancing. Motor planning and the awareness of the placement of their body in space can affect the ways in which an individual moves their body and is able to navigate themselves to accomplish all motor tasks.

Possible accommodations for students on the autism spectrum with motor skills difficulties include allowing a computer for in class work, tests and assignments, providing a note taker, allowing work assignments done at a slower pace, providing models and step by step instruction, providing extra time to take tests and providing readers and scribes (or technology that reads and takes notes). Further accommodations might need to be considered for students taking physical education courses in which motor skills differences might provide further complications.

Learning Style

Students with an autism spectrum disorder often have a very uneven learning profile. They often excel creatively in a non-conventional way. Students on the autism spectrum tend to have excellent long term and rote memory abilities. Executive functioning deficits cause these students many problems. Many are thought to be right-brained thinkers. Most need to like and trust an instructor before they can perform in a class. Some common learning challenges, strengths and possible accommodations are listed below.

Executive function challenges experienced by students with an autism spectrum diagnosis include general organization and planning skills, problems with impulsivity and problem solving and the ability to monitor themselves in the completion of a goal.

Along with the executive functioning deficits, common learning barriers include poor sequential learning, easily bored with repetition once something is learned, attention problems, literal thinking, nebulous sense of time and as mentioned previously, perspective taking deficits. Other issues that impacts learning for students on the autism spectrum are the fact that they need to understand why something is important, relevant or meaningful to them and they may not realize they are having academic difficulty until it may be too late or too difficult for them to rectify on their own.

The strengths of students on the autism spectrum can sometimes help them compensate for their weaknesses. These students can do quite well academically, especially in their chosen field, and their strengths should be respected and used whenever possible. For example these students may have extremely good visual and visual-spatial skills. They often learn best from whole to part (complex to simple) and they can be very creative; out of the box thinkers. These students can also show an amazing knowledge on topics of interest which is most often their major field of study at the university.

Possible accommodations for students on the autism spectrum to support their learning style include providing review sheets, work checklists, and "sub" deadlines and/or intermittent "check-ins." If possible provide hands on learning, models, demonstrations and other visuals. If possible, pair with peer mentors who might help with feedback and provide "proof-read" opportunities and ongoing structure to keeping on target with work assignments.

Instructors can help support students on the autism spectrum by providing reinforcement at every opportunity. Other accommodations that might be helpful for some students are allowing advanced negotiation of deadlines, extra time for tests, and/or a separate "quiet" place for tests.

Instructors and other college staff can also encourage the use of calendars (computer, traditional, phone w/alarms). Most likely the student has experience with using an organizational tool or tools, of choice, before coming to college. However, sometimes in a new environment the tools and skills used and learned to compensate for executive function deficits do not transfer easily to a new setting. Because the setting has changed, the student may need time "extra" transition time to begin the use of these tools and to maintain routines in the new environment.

Coping Skills

Individuals with an autism spectrum disorder frequently describe themselves as dealing with a lot of anxiety and stress. Sensory sensitivities, social and communication expectations as well as transitions and unexpected changes often trigger this anxiety and stress. It is during these times when these students may display behavior that can seem bewildering, rude or disruptive. Most often when a student displays these behaviors they are doing what they know to do to cope. In fact, these sometimes "confusing" behaviors are often experienced as calming. Included below are examples of coping behaviors in which students with an autism spectrum disorder may engage and possible accommodations.

When under stress, students on the autism spectrum may engage in stress relieving activities which look odd and may even make others feel uncomfortable. These activities may include body rocking, pacing, waving or flapping hands or fingers repetitively, chewing on their clothing or body, "lecturing" on a topic of interest or they may display the "opposite" emotion for the situation. They also may abruptly leave the situation with no explanation before or afterwards.

A possible accommodation in helping the student cope, in the moment, might be to discretely ask the student if something is overwhelming and/or ask if the student needs help or wants to leave. Do not discourage or interrupt behavior unless truly disruptive and understand that student does not intend to be disrespectful. Allow sensory items and/or other "comfort" objects. A student, who is having a hard time coping, might not realize when s/he is being disruptive and needs to leave. The instructor and student can agree on a cue that the instructor can give to signal to the student that it is okay/time to leave. They can also agree on a signal, to inform the instructor when the student is overwhelmed or confused.

Ideally, preparing young adults with an autism spectrum disorder for the demands of college has started years earlier. With a proper diagnosis, individualized early intervention and careful transition planning, college students with an autism spectrum diagnosis, will be better prepared to advocate for themselves. At the same time college professors and other staff at post-secondary colleges and universities need to be prepared for students on the spectrum who are seeking to be a part of these institutions in greater and greater numbers. These students must be given reasonable accommodations to provide an equal opportunity for pursuing a college education. Many great minds and opportunities for society could be lost if individuals on the autism spectrum are not supported in their post-secondary academic pursuits.
Academic Supports for College Students with An Autism Spectrum Disorder: Quick Overview
Note:

The information in this article is based on Marci Wheeler's work at the Indiana Resource Center for Autism, Indiana Institute on Disability and Community at Indiana University-Bloomington; including her role as Advisor for the Students on the Spectrum Club at Indiana University - Bloomington.

If you need more information about supporting students on the autism spectrum in a university/college setting, please contact your local autism organization or campus office for students with disabilities to find out who can assist. Indiana residents can contact Marci Wheeler at mwheeler@indiana.edu or phone (812) 855-6508.

With Special Thanks to the members of the Students on the Spectrum Club at Indiana University - Bloomington for sharing their insights as they navigate the college setting.

Resources

ASAN: The Autistic-Self Advocac Network.(2013) Navigating college: A handbook on self advocacy written for autistic students from autistic adults. Washington, D.C.: Autistic Self Advocacy Network. (Also available online at https://autisticadvocacy.org/.)

Attwood, T. (2007). The complete guide to Asperger's Syndrome. Philadelphia: Jessica Kingsley Publishers.

Brown, J.T., Wolf, L.E., King ,L.,Bork, G.R.K.(2012). The parent's guide to college for students on the autism spectrum. Shawnee Mission, KS: AAPC Publishing.

Harpur, J., Lawler, M. & Fitzgerald, M. (2004). Succeeding in college with Asperger Syndrome: A studentguide. Philadelphia: Jessica Kingsley Publishers.

Palmer, A. (2006). Realizing the college dream with autism or Asperger Syndrome: A parent's guide to student success. Philadelphia: Jessica Kingsley Publishers.

Prince-Hughes, D. (2002). Aquamarine Blue 5: Personal stories of college students with autism. Athens, : Ohio University Press.

Wolf, L.E., Brown, J.T,. Bork, G. R. K. (2009). Students with Asperger Syndrome: A guide for college personnel. Shawnee Mission, KS: Autism Asperger Publishing Company.

Wheeler,M.(2014). Academic supports for college students with an autism spectrum disorder: An overview. The Reporter Vol 15(10). Retrieved from
Academic supports for college students with an autism spectrum disorder

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Each year more information about the college experiences of those on the autism spectrum is written by their parents, professionals and these students on the autism spectrum. "Temple Grandin" a biopic movie of Temple's life premiered last year on HBO, and won several Emmy and other awards.

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https://www.autismspeaks.org/postsecondary-education

https://www.archoward.org/how-we-help/supported-employment-services/

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Around one-third of young people with autism now attend college. This is a far cry from just a decade ago, when postsecondary education for young adults on the spectrum was widely considered unattainable. But it is still out of reach for too many people who could benefit from further academic or vocational instruction.

The good news is that every year, universities, community colleges, vocational schools and other institutions are offering autism-specific supports to attract more students on the spectrum. It is crucial that we work to create greater opportunities in postsecondary education for people across the spectrum.
Postsecondary Educational Opportunities Guide
This guide can help you and your family explore the different opportunities and learning environments after leaving high school.

We want to offer the best possible resources on this topic to help you explore all of the various options available to you. Use this guide to help navigate through your high school years and the years following graduation.

Download the guide here.

A roadmap to learning beyond high school

Planning for life after high school can be a daunting but exciting task. It is important that you know that your education does not need to end after graduation. We are all lifelong learners. Regardless of your level of need, there are options that can help you gain skills and experiences that will empower you to live an adult life that is as fulfilling as possible. This brief roadmap is designed to help you get started.

Step 1: Preparing for Postsecondary Education

It is never too early to start planning for the future! Ask to meet with your guidance counselor to begin to explore all available options. You might be able to try out some of these options while you're still in high school or over the summer. Take advantage of career exploration classes and campus tours to help you prepare for what is expected at different settings. If you are planning to go to a traditional college, keep in mind that you will need to obtain a high school diploma or a General Education Diploma (GED).
Understand the Law
Your Individualized Education Program (IEP) will not transfer with you from high school to postsecondary education. The laws that govern accommodations after high school include the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. These laws ensure equal access and non-discrimination, but there is no guarantee of progress or success.
Disclosure
Services will not be provided automatically. In order to receive services or accommodations going forward, you may need to disclose your autism to schools or employers, request accommodations that can help you, and provide documentation showing that the accommodations are necessary because of a disability. To prepare for this, it's a good idea to practice discussing your autism and strengths and challenges with people you trust. You should also be able to name types of accommodations that have helped you in the past. This practice with self-advocacy will be critical in college and adult life.

Step 2: Choosing Your Path

There are many different options for postsecondary education. Remember that not everyone has the same path, and that's ok. Start by exploring some of the following possibilities:

4-year Colleges and Universities
Some offer autism-specific support programs, but all have disability services offices or student support services.

2-year Technical Schools or Community Colleges

Cooperative Education Programs
These integrate classroom learning and hands-on practical experiences (i.e. work experiences).

Certificate or Trade School Programs (typically 1-2 years)

Apprenticeships

Life Skills Programs or Comprehensive Independent Living Programs

For a better understanding of these different program options and what might be a good fit for your needs, download the Postsecondary Educational Opportunities Guide.

Step 3: Ask the Important Questions

What are my goals? Is it a 4-year degree? To learn to live as independently as possible? To get a good-paying job?

How will I pay for this? Can my family afford to pay privately? Can I apply for scholarships or financial aid? Could my state's Vocational Rehabilitation (VR) agency help pay my tuition?

Do I want to stay close to home? Or do I want to study away from home? How far away? What are my transportation needs?

What about the size of the schools and the programs? Do I want large classes or small? A sprawling campus or one that's easier to navigate? Do I want to be in a big city, a rural setting, or something different?

What supports are offered by each program? What are the supports that I think I will need to succeed? Do I need academic supports and accommodations? What about social supports or help with organization, managing my money, or taking care of my health?

Remember, not everyone has the same path after high school. And for many people, our paths may change more than once. That's ok! Stay positive and keep your end goal in mind.

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Around one-third of young people with autism now attend college. This is a far cry from just a decade ago, when postsecondary education for young adults on the spectrum was widely considered unattainable. But it is still out of reach for too many people who could benefit from further academic or voc…

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College & Autism: Insight and Resources for Students with ASD (edumed.org)

How to Prepare for College: Transition Tips for ADHD Students (additudemag.com)

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Using BIPSs and FBAs is a helpful tool to make sure the students needs are being met. I liked the idea that behavior is a form of communication. It isn’t just a problem or something that needs to be unlearned. A child engage usually engage in certain behaviors in order to try and fulfill a need. BIPs should be used by school counselors when they are collaborating with teachers. It would help find a way to make sure the students needs are being met and the teacher isn’t having to “just deal with it” instead, they would get a better understanding of why the student is engaging in a particular behavior, and figure out a way to efficiently help them succeed.

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After watching these videos and listening to all of these different stories, they really stuck with me. Going through grade school, I have always had problems with reading.  I never understood why I was behind in my classes and why I needed to be in a special reading class.  Growing up, I didn’t think much of it, I just knew I was struggling. My parents decided to not get me tested…come to find out 16 years later that I have dyslexia and my mo does too. They just did want me to use it as a “crutch”. I wonder how my life would have been different if I received the extra support and an IEP. School counselors and teachers need to make sure they are keeping track of who of falling behind. They need to work together to get the student the support they need in order to be successful in school.

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Job Accomodation Network (JAN) - helps people identify accomodations they need to be successful at work
https://askjan.org/

College guide for students with disabilities (things to consider when applying)
https://www.bestcolleges.com/resources/students-with-disabilities/

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The College Internship Program for students with ASD or AS:
https://www.autism-society.org/wp-content/uploads/2014/04/bridging-the-gap-post-secondary-ed.pdf

Succeeding in college with ADHD:
https://chadd.org/for-parents/succeeding-in-college-with-adhd/

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Freddy Climaco - Transitioning to College support 

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Freddy Climaco - Transitioning to College support 

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https://www.montgomerycollege.edu/workforce-development-continuing-education/developmental-education/gtp.html

https://xminds.org/transition

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The Graduate Transition Program (GTP) at Montgomery College on the Rockville Campus, is a custom-tailored and learning community program that offers students a unique postsecondary opportunity to further their formal education.

The objective of the program is to enable students, while in a supportive college environment, to transition to greater independent living through developmentally appropriate educational, vocational, and life-skill services. This two-year, tuition-based, credit-free certificate program that began in 2001, focuses on basic academic skills and enhances
students' potential success as productive citizens in the community.

The College schedule consists of two 14-week semesters, for two years. Students receive academic instruction 3 hours per day, Monday through Friday. Small class sizes, experienced faculty and staff, and individual classroom assistants encourage an interactive and dynamic learning environment designed specifically for students with special needs. Classes offered include reading and writing, science, health, anatomy, world history and current events, communications and public speaking, art, computers, and more.

Our mission is to empower individuals to live, learn, work, and participate in the social fabric of our community. We believe, given the opportunity and proper support, all individuals can achieve academic success, successful careers, and personal growth.

Potomac Community Resources, Inc.
Serving Teens and Adults with Developmental Differences
Potomac Community Resources, Inc. (PCR) promotes the full inclusion into community life of teens and adults with developmental differences by providing over 35 therapeutic, recreational, social, educational, and respite care programs. Learn more about Potomac Community Resources, Inc.

SEEC, Project SEARCH

Project SEARCH is a one-year school-to-work transition program designed for young adults with intellectual and developmental disabilities who are either in their last year of high school or are recent graduates. The Project SEARCH program model was developed at the Cincinnati Children's Hospital Medical Center in 1996 and has been duplicated more than 200 times nationwide and in five countries. Through this program, young adults develop the tools necessary for employment, and skills needed for self determination, management and self advocacy. Learn more about SEEC, Project Search.

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Graduate Transition Program, for adults with developmental disabilities, is a two year program which offers a custom-tailored learning program including educational, vocational, and life-skills services, and enhances students potential success as productive members of the community. Workforce Development and Continuing Education, Montgomery College

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Caroline Von Neida- Resources for Transitioning to College with ADHD

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Caroline Von Neida- Resources for Transitioning to College with ADHD

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https://www.understood.org/en/articles/9-steps-for-easing-the-transition-to-college

https://www.edumed.org/resources/college-students-with-adhd/

https://add.org/college-students/

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ADDA - Attention Deficit Disorder Association

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10 Simple Solutions to Adult ADD: How to Overcome Chronic Distraction & Accomplish Your Goals by Stephanie Sarkis PhD

ADD and the College Student: A Guide for High School and College Students with Attention Deficit Disorder (Rev. ed.) by Patricia Quinn MD

Making the Grade With ADD: A Student's Guide to Succeeding in College With Attention Deficit Disorder by Stephanie Sarkis PhD

On Your Own: A College Readiness Guide for Teens With ADHD/LD by Patricia Quinn & Theresa Maitland

Ready for Take-Off: Preparing Your Teen with ADHD or LD for College by Theresa Maitland & Patricia Quinn

Survival Guide for College Students with ADHD or LD (2nd ed.) by Kathleen Nadeau PhD
EduBirdie - Resources for Students with ADHD
College Success:

A Bird's-Eye View of Life with ADD and ADHD: Advice from young survivors by Chris Zeigler Dendy & Alex Zeigler

ADHD Heroes by Judy Brenis

College Rules!: How to Study, Survive, and Succeed in College (College Rules: How to Study, Survive, & Succeed in College) (2nd ed.) by S. Nist-Olejnik & J.P. Holschuh

College Confidence with ADD: The Ultimate Success Manual for ADD Students, from Applying to Academics, Preparation to Social Success and Everything Else You Need to Know by Michael Sandler

Inspirational ways to succeed with ADHD: Real life stories and strategies to help you thrive with ADHD (ADHD Awareness Book Project) (Volume 4) by Laurie Dupar, PMHNP

Learning Outside The Lines: Two Ivy League Students with Learning Disabilities and ADHD Give You the Tools for Academic Success and Educational Revolution by Jonathan Mooney & David Cole

Survival Guide for College Students with ADHD or LD by Kathleen Nadeau

Study Skills:

4 Weeks to an Organized Life with AD/HD by Jeffrey Freed & Joan Shapiro

Coaching College Students with AD/HD : Issues and Answers by Theresa Maitland

Delivered From Distraction: Getting the Most Out of Life with Attention Deficit Disorder by Edward Hallowell & John Ratey

Test-Taking Power Strategies by Learning Express

How to Become a Straight-A Student: The Unconventional Strategies Real College Students Use to Score High While Studying Less by C. Newport

Making the Grade With ADD: A Student's Guide to Succeeding in College With Attention Deficit Disorder by Stephanie Sarkis, PhD

Re-Thinking AD/HD: A Guide to Fostering Success in Students With AD/HD at the College Level by Patricia Quinn & Anne McCormick

The Straight-A Conspiracy: Your Secret Guide to Ending the Stress of School and Totally Ruling the World by Hunter Maats & Katie O'Brien

The Secrets of Top Students: Tips, Tools, and Techniques for Acing High School and College by Stefanie Weisman

The Stimulus Driven Brain: The Essential Guide for the ADD/ADHD College Student by George H. Glade, MC, MN, ARNP

12 Hacks for Effective Studying infographic tells of twelve different memory aid and studying techniques that will help test takers.

College Guides:

The K&W Guide to Colleges for Students with Learning Differences, 12th Edition: 350 Schools with Programs or Services for Students with ADHD or Learning Disabilities (College Admissions Guides) by Princeton Review

Guide for Online Colleges & Disabilities by AccreditedOnlineColleges.org

College for Students with Disabilities: A Guide for Students, Families, and Educators - by Maryville University

Websites:
6 Steps to College by Michele Novotni, PhD
http://www.addvance.com/help/young_adults/ - Information for college students with ADHD
College Testing Guide by Michele Novotni, PhD
http://www.friendsofquinn.com/ - Online community for young adults with learning differences, sponsored by the National Center for Learning Disabilities

www.ldonline.org - Information and Resources on Learning Differences

www.mindmeister.com - Mind Mapping

www.studygs.net - Study Skills

Colleges and Programs Focused on Students with Learning Differences:

Beacon College - A college for students with ADHD & learning differences

Landmark College - A college for students with ADHD & learning differences

AHEADD - A coaching and support resrouces for students with ADHD & learning differences that is integrated into several existing college systems

Scholarships:
The Rise Scholarship Foundation, Inc. scholarship opportunity for high school students who learn differently.
Understood for Learning and Attention Issues lists available financial aid for students with learning and attention issues.

National Center for Learning Disabilities lists scholarships for students with learning disorders

Federal Student Aid application
College Scholarships and Financial Aid for Students with Disabilities The Fully Accessible Guide to Paying for College for Students with Disabilities
A Guide on How to Get Scholarships and Grants for Students with Disabilities by MoneyGeek.com

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10 Simple Solutions to Adult ADD: How to Overcome Chronic Distraction & Accomplish Your Goals by Stephanie Sarkis PhD ADD and the College Student: A Guide for High School and College Students with Attention Deficit Disorder (Rev. ed.)

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Lindsay Wolfe- Transition Planning for students with disabilities

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Lindsay Wolfe- Transition Planning for students with disabilities

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https://drive.google.com/file/d/1NREQNRRooATJS50jlLZe-Gr1uQjL8Mw0/view

https://mdod.maryland.gov/education/Pages/transitioningyouth.aspx

https://dors.maryland.gov/consumers/specialized/transition/Pages/default.aspx

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Christina Perez- Resources for ASD Students Transitioning to Post-Secondary Institutions

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Christina Perez- Resources for ASD Students Transitioning to Post-Secondary Institutions

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https://monarchcenterforautism.org/webinars/viewdocument/53

https://autismcollegeandcareer.com/images/pdf/Support-changes--High-School-to-College-Chart.pdf

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When a teacher or a parent has a concern for a student's classroom performance and they are aware of the student's diagnosis of either DBD or ADHD, a good next step would be implementing a functional behavior analysis otherwise known as an FBA. When an FBA is conducted this gives the teacher and parents data on the antecedent of the students behavior, the behavior itself, and the consequence following that/those behaviors. Once an FBA is conducted that is when the school counselor can connect the student's academic team to collaborate on writing a behavior intervention plan, BIP, that can provide different interventions to help the student perform successfully in the classroom. Another part of the school counselors role is observing the student in the classroom environment to ensure that there is BIP fidelity from staff in the classroom.

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In terms of serving students with disabilities and the legal structures and mandates, school counselors are responsible for many things when it comes to students with special needs. School counselors consult and collaborate with family and staff members and advocate for these students. School counselors provide counseling as seen fit as part of the IEP or 504 plan. School counselors help families understand and navigate the IEP or 504 plan process if they are new to it. It is essential that school counselors are aware and knowledgeable about the ASCA standards, guidelines, and laws in relation to these plans to help the student to the best of their ability.

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Watching these videos and hearing the different stories from these students was emotional for me. I feel great appreciation for this platform giving students the opportunity to voice their academic experiences. I related mostly with the students struggling with math. I remember in elementary school really struggling with math and getting low grades. I do not remember any teachers or counselors approaching me to ask me if I was in need of any help. I think it's important that school counselors and teachers look out for their students who are "falling behind" to ensure them that while they may feel isolated and as a result embarrassed, as these students stated in these videos and as I felt as a student, it's okay to need help and it's okay to ask for it.

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Autism Spectrum Disorder Transition to University

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Autism Spectrum Disorder Transition to University

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https://www.autism-society.org/living-with-autism/academic-success/transitions/

https://www.transitionsusa.org/

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Transitions are often difficult for people on the autism spectrum and their families. People with ASD usually rely on routines to navigate social situations, and a sudden schedule or lifestyle change, such as beginning school, graduating or starting a new job, can be very disruptive and discomforting. Preparatory activities can reduce the stress of transitions, resulting in more confidence and comfort during these difficult phases.

For many, a major early transition is the one from the home environment to preschool or kindergarten. Fortunately, many helpful resources are available for children at this age. An Individualized Education Program (IEP) can help the student with special needs to pursue a valuable education in an appropriate setting. Acclimation to the educational plan and the social environment of the school requires support from parents, teachers and other school personnel, and other students.
For more information and guidance on elementary-age school transitions, consult this article from the Autism Advocate or our online resource pamphlets.
As students with ASD progress through middle and high school, transitions remain a persistent and challenging aspect of life. Along with the physical and emotional changes and challenges of puberty, the student and his/her family might begin to address the eventual move to employment or college life; this transition planning should begin when the child reaches age 14. And, in fact, transition services are mandated under IDEA for children with disabilities ages 14 and up.
Read this article to learn more about involving your child in self-advocacy through the transition process.
After High School

Many people with ASD pursue higher education, earning degrees and practicing the skills they will need for adult life. Some colleges provide resources to students with special needs, and there are also programs available that offer social, academic, career and life skills supports necessary for postsecondary success. Learning what resources and supports a school offers is an important step in choosing which college to attend. For information about one such program, click here.
College students with autism thrive with the right supports! Read this story about how the College Internship Program is helping students succeed.
At some point, the time likely will come to find a job for the young adult that provides income, a social experience and fulfilling work. This transition is a difficult one that requires much effort on the part of the individual and his or her loved ones. Chances are that the person with autism will eventually switch jobs or careers at least a few times during his or her lifetime, which involves acclimating to a new work environment and new people. Though challenging, these times are extremely rewarding.
Read this article about job transitions for people with Asperger's syndrome.
Adapting to changes is an attainable goal for a person who is supported by family, friends and the community at large. Like anyone else, a person with autism needs assistance and encouragement to achieve his or her ambitions and attain a productive and comfortable life.

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Transitions and Post-Secondary - Autism Society

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Transitions are often difficult for people on the autism spectrum and their families. People with ASD usually rely on routines to navigate social situations, and a sudden schedule or lifestyle change, such as beginning school, graduating or starting a new job, can be very disruptive and discomforting.

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Transition from High School to College: Tips for ADHD Teens (additudemag.com)

Educational Options After High School for Students with Special Needs - Parenting Special Needs Magazine

life-after-high-school-transition-opportunities-6-5-18.pdf (kennedykrieger.org)

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Implementing an FBA when working with students with the aforementioned disorders allows parents, teachers, school counselors, and administrators to understand what is causing the challenging behavior, what is reinforcing the behavior, and what positive interventions could help remediate the behavior. Since the FBA is based on data, it removes the subjectivity of school staff who may have to work with the challenging student on a daily basis. Utilizing a BIP grounded in accurate data gives all staff working with a student a roadmap of how to provide positive interventions, leading to meaningful behavioral change. I believe as a school counselor it is our role to ensure that all team members are implementing the BIP as written, providing consultation when aspects of the plan are unclear. It is also paramount that we as school counselors advocate for students if the BIP is not adequately fostering positive behavioral change. We provide a different perspective than teachers, allowing us to view the student and their challenges holistically, which will hopefully provide us with the ability to ensure the BIP is producing the desired student outcomes.

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An FBA is used to write a BIP, and it is also used to modify a BIP, something that might not happen often enough. ADHD is a very common behavioral diagnosis and covers a wide variety of issues. It's important to understand the triggers and functions of behaviors so that we can appropriately figure out if the trigger needs modified or if there is some other way to serve the intended function. The school counselor's role is to observe students and see what is and is not working. They consult and advise other faculty in order to best meet the needs of students.

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I think that the use of the FBA and BIP in working with students with disabilities is something that school counselors should be an expert on. As school counselors, we are responsible for promoting the academic, social/emotional, and career development of our students. The purpose of the FBA and BIP is to determine the appropriateness of the student’s present educational placement and services, and whether changes would help the student to display more acceptable behavior. A student's behavior can directly correlate to their academic, social, and emotional experiences in school. With this being said, I view the counselor's responsibility as an important part of the student's overall experience in school, and the FBA and BIP can enhance this experience as well.

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As a school counselor, I can see myself playing a role in ensuring students who need FBAs and BIPs receive them, and they are executed with thought and care. I think an important aspect of this role is to help the teachers vent their own frustrations, especially related to students presenting with disruptive behaviors as a result of their disability. I can imagine that teachers, with so much on their plates, may sometimes have little patience for these processes when they just want to get back to teaching. It will be important to give them space to be frustrated so we can move past it and implement BIPs that will ultimately help them get back to teaching.

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It seems like there was very little guidance for school counselors and every other stakeholder when it came to how to best handle situations with students that have these types of disorders. FBA and BIP created a framework that forces teachers and counselors to look at the entire student and not just the individual behaviors that result from their disabilities. Being able to understand why a student behave a certain way and the triggers that cause a certain behavior, provides the opportunity for counselors to better advocate for students, collaborate with stakeholders, and assist in the development of strategies and interventions that will help those students succeed.

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As a counselor, I think both FBAs and BIPs can be useful tools in consultation/collaboration with teachers and special educators. After learning more about each, I think it is paramount that they are used with fidelity and legitimacy. In my own experience as a teacher, I have seen situations where other teachers/administrators put a student on a BIP just to "put a band aid on the problem." I found that these BIPs were often not as targeted as they should be, which the articles and videos outline as a key component of implementing a BIP. I have also seen students who desperately need a BIP or and FBA, but fall to the wayside because they're not as much on the radar as other students. I think it is important as a counselor to make sure I am advocating for students to receive the necessary supports needed to be successful in the school. I also think both of these provide important data which should help drive any future meetings with support team members to help tailor/create interventions for the student. Data is always important, but working with students with DBD and ADHD makes it especially necessary to collect data that can help differentiate behavior driven by scenarios or other external factors or a specific disability.

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I really liked FBA and BIP. I think they can be very benficial in addressing a child's behavior. I like that it really looks into what is driving the behavior, how did reinforcement affect it, why is it persisting, and how to create a plan to work towards a new behavior goal. I like this because a child has a reason behind their actions. Finding that reason behind why the child is acting a certain way, is ultimately going to help when trying to figure out how to change the behavior. Our role as a counselor would be to to work with the teacher to discuss the behavior, what seems to trigger the behavior, how is it currently being reinforced, and what changes can we make to better reinforce it. The counselor has the knowledge on interventions while the teacher has knowledge on the child so it is important to collaborate. 

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I really liked FBA and BIP. I think they can be very benficial in addressing a child's behavior. I like that it really looks into what is driving the behavior, how did reinforcement affect it, why is it persisting, and how to create a plan to work towards a new behavior goal. I like this because a child has a reason behind their actions. Finding that reason behind why the child is acting a certain way, is ultimately going to help when trying to figure out how to change the behavior. Our role as a counselor would be to to work with the teacher to discuss the behavior, what seems to trigger the behavior, how is it currently being reinforced, and what changes can we make to better reinforce it. The counselor has the knowledge on interventions while the teacher has knowledge on the child so it is important to collaborate. 

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I think using FBAs and BIPs is a helpful way to address student behavior while also ensuring that their needs are met. I like that this framework is based on the understanding that behavior serves as communication. Students' behaviors are not just a problem to be addressed or corrected, they are likely the child's way of fulfilling a particular need and BIPs allow us to help the child meet their needs in a more effective way.

FBAs and BIPs should be used by school counselors in collaboration with teachers. We can consult with teachers so that they are able to find the best intervention strategy for their student. While we may have knowledge of evidence based interventions, the teacher, who likely spends more time with the student, will be able to bring a holistic view of the student and their behavior in order to identify the function of the behavior, what triggers the behavior, what reinforces the behavior, etc..

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I think that functional behavioral assessments and behavior intervention plans are very useful tools for children with disabilities. Specifically looking at children with ADHD or DBD, I think using the framework of an FBA is something that would help determine the child's triggers by looking at the antecedent, behavior, as well as the consequence that was given.

I like the idea of having a specific goal of a behavior for an individual child. I think that trying to just have a general goal will not be beneficial for a child. Being able to look at the pattern of a child's behavior and then trying to either reinforce another behavior or find ways to prevent/replace the negative behavior seems useful in my opinion. If there are multiple different behaviors from a child, I think looking at each one individually would be most helpful.

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I think the use of FBA's and BIP's in schools can be helpful as long as they are implemented with fidelity and seen as a way to support the student and not "deal with them." As a teacher, I have seen many other teachers' reactions to a student with a BIP. Often it is seen as burdensome and teachers may be hesitant to engage with that student for fear that they will begin exhibiting behaviors. I admittedly have not always been the most consistent with implementing the strategies that have been provided in BIPs that I have seen before, which can defeat the purpose if this inconsistency is severe enough and across all teachers. I do still think that FBAs are valuable as a tool to understand the reasons behind student behaviors, and BIPs can provide very effective strategies as long as the culture at the school is accepting of them and committed to implementing them with consistency.

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FBA's and BIP's can be a very useful for us as school counselors for students. For myself, I would really want to make sure that we are conducting a FBA for the right reasons and we have enough reasons to do it. I think just simple reasons that do not view the child from a holistic approach aren't enough reasons for a FBA. I have been in meetings where many teachers or support staff have requested FBA's from school counselors and social workers just because the child is "a problem" in the room and the teachers "don't know what to do anymore".  As a team, if we do come to understand that the child might benefit from a FBA then I would certainly do it. I would want to learn what exactly is causing the student to behave in this way in as many settings as possible, and not just in the classroom. Do they behave similarly in the hallway? What about lunch? Recess? With other staff members? Other students? I'd want to be as thorough as possible.

Same as with BIP's, I want to make sure that the plan that is being made is truly beneficial for the student and if the parents agree on it. I want to also make sure that teachers and everyone involved understand how to properly support the child 100%. Any half made efforts can damage the work we are doing with the student and if one person is off, the whole support system might fail.

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A have a couple take-aways from learning about the FBA and BIP process. The first is that I think it is really important for a school counselor to be intentional about how much they are going about observing the student. I think to get a good look at the student's behavior it is important to observe them in several settings. For example, I think once the SC has gathered the teacher reports, the SC could look for patterns or things such as, which classes is the student following directions the most in? Which class is the student having a more difficult time with this in? And then the SC can observe the student in those classes to help gather information to bring to the table when it comes time for the BIP. I think it is also important for the SC to observe the student during lunch and transition times. Seeing the student in several different settings can provide insight that only observing on one occasion could not.

I think it is also important to meaningfully involve the student when creating the BIP because there have been times when I have worked with students who have a 504 and they don't even know what their accommodations are. This could be for several reasons, but I think being intentional and discussing strategies that have and have not worked in the past is really important. By knowing interventions that have not been effective, it can open the door for processing, what was it about that intervention that was not helpful for the student? This can open doors to other possible interventions. I think this is especially important for ADHD because for some kids a fidget toy could work very well, where as other kids, it can be more distracting for them. It goes to show that one size does not fit all and that interventions should be tailored to students on an individual basis.

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A functional behavioral assessment (FBA) is performed when we must identify problem behaviors in a student, the antecedents and consequences, and the reasons (function) of those behaviors, as well as positive interventions to increase desired behavior and decrease undesired behavior. As school counselors, we can use the data collected from this assessment to help explain to the student why they behave the way they do, and strategies in which to lessen these behaviors and replace them with more productive ones.

The school counselor can assist with helping the student reach any goals outlined in the BIP. For example, we could provide individual counseling services to these students to advise them on organizational skills, emotional issues, and positive social behaviors.

It is also important that we consult with educators to ensure that any academic accommodations (i.e. note taking, extended time, etc.) are being implemented.

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From this week's materials, I believe that FBAs and BIPs can be very helpful tools in working with students with DBD and ADHD. Initially, the data collection and observation  phase can help to specifically identify the behavior and illuminate the antecedents to a student's disruptive behavior to learn which situations, environments, or people may serve as triggers. This phase can also help to identify the function of the behavior, i.e. the why. The phrase "all behavior is communication" stood out to me, so an FBA can help us to understand the purpose behind the behavior, i.e. is the student trying to gain something? avoid something? It will help highlight what the student is trying to communicate through the undesirable behavior.

By identifying the function, a BIP can be developed for the student to teach a replacement behavior and learn about the types of reinforcements and rewards that will help the student decrease the unwanted behavior and increase the desired behavior. For students with DBD, a BIP could include interventions that focus on teaching relationship-building and social skills as these are key areas that have shown to help students manage and overcome DBD.

The School Counselor's role is to contribute as a member of a student's support team and support the student throughout the process, advocate for them and their family, as well as provide direct services in areas aligned with the SC role. A natural area where a School Counselor could play a role in a BIP, would be to provide individual or group interventions to help students with DBD enhance social skills, as outlined above.

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A functional behavior assessment (FBA) looks to determine the antecedent and consequences for behaviors that are detrimental to a child's learning. For students with ADHD, they may exhibit behaviors such as constant movement, lack of engagement, fidgeting, frequently being off task, and impulsivity. While this behavior might seem to be just defiance, there could be other reasons students with ADHD exhibit these behaviors, specifically related to their disability.

Conducting a FBA can help determine how a child's disability/disorder is impacting their behavior, and the response of teachers and staff to this behavior. This is particularly useful for students with ADHD, CD, ODD, DMDD, and other disorders that lead to behaviors that either seem defiant or are defiant. By determining the antecedent and the consequence, we can determine beneficial replacement behaviors and ways staff can reinforce those replacement behaviors through their response when an antecedent/behavior occurs. This way, students with these disorders can be supported instead of punished for their behaviors.

It is the school counselor's role to advocate for a FBA to occur so that children with these disorders can get the supports they need to do well academically and social/emotionally instead of being punished for behaviors they cannot help. A school counselor should work to collaborate with all members of the student support team to develop the FBA and BIP. The school counselor can also work with the general educators and the parents of the children so that all stakeholders are on the same page and understand the process of a FBA and how the FBA and BIP will ultimately support the child.

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Both FBAs and BIPs can be effective tools in investigating and determining the best supports for a student, especially students with an ADHD or DBD diagnosis. An FBA can help the school counselor and other student support team members collect data to determine the function of student's behavior and what the behaviors are. An FBA will help the school counselor better understand the student in regards to the antecedents to their behaviors and the consequences of their behaviors. With enough data, a BIP can help the school counselor and student support team members create a plan that includes interventions in and outside of the classroom. A BIP will also be helpful for the school counselor when consulting with that student's teachers in regards to recommended teaching strategies and a supportive classroom environment.

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An FBA is used to understand why a student has challenging behavior, what are the reinforcements, and what positive interventions can be implemented to support the child best. An outcome of an FBA is always a BIP and the BIP can help us to determine a positive intervention. When working with students who may have DBD or ADHD, their behaviors can appear to seem uncooperative or defiant, especially towards authority figures. Using an FBA and BIP can help, as a counselor, to determine the function of their behavior. As well, the school counselor can collaborate with teachers or other school staff to determine what has happened before, during, and after an occurrence with a child. We can work to discover interventions that are meaningful to the student and actually work in decreasing challenging behavior, while increasing the desired behavior. We could also collaborate with school staff to determine what we can add, or take away, in our own behaviors to best support this child.

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Using a FBA to guide the creation of a BIP for a student seems to be extremely beneficial for the student as well as the support team creating it. Not only does it lay out certain steps in a clear way that hit all of the necessary bases, it also allows for us as the school counselor to observe the antecedent, behavior and consequences better. This way, we can try to use interventions and create plans to lessen the amount of behaviors before they arise and have pre thought out plans for when they do.

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At this point in my career (I just finished my 3rd year), I can say that as a middle school counselor most of us will have more experience using an FBA/BIP with students with ADHD. It can be very beneficial to collect data and really find what the antecedent for some behaviors are such as eloping from class, non-compliance/off-task behaviors, or socially unacceptable behaviors for example. It is also helpful to observe what the consequence and what the student is either gaining or escaping from. I think for many of our students with ADHD this can help us not only come up with a BIP to support their learning and the teacher in the classroom, but also can help a child with this disability understand some of their own behaviors.

As far as students with DBD, I can imagine that a lot of the behaviors you would be looking at in an FBA would be much more extreme and it would be important to have this information not only to provide intervention but also so that you can effectively have safety plans in place for these students as well as know when some of these behaviors may be more likely to happen.

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Why the student has challenging behavior, what reinforces the behavior, and what positive interventions are in place to decrease the behavior really set the framework for the goals of an FBA. In the case of ADHD, the source of the behavior may already be known, but the triggers and behavior function can differ. Interventions for students with ADHD must be strategically placed to encourage positive behavior change and an outlet to release energy. It is the school counselor's role to be an expert or at the least, a resource.

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School counselors should be experts of the laws that affect students with disability. Understanding IEPs, 504s, the IDEA Act, and ADA is essential to ensure that students receive all the supports and services that are afforded to them. Additionally, school counselors can be a resource for classroom teachers and support staff. Advising families on the progress of their student as well as ongoing consultations is important. ASCA states that counselors should be held accountable to be knowledgable on the laws and legal ramifications that impact their students.

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School counselors can help students understand why they do particular behaviors and can help them implement strategies to increase desired behaviors and decrease undesired behaviors. Counselors can use FBAs to help students realize what is the antecedent to the behaviors. Many students don't want these undesired behaviors. The counselor has important roll to help students with behaviors. With a student with ADHD, a student may avoid certain behaviors. The counselor and student can brainstorm strategies to help. The function behavioral assessment can help shed light on why certain behaviors are occurring.

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School counselors fit in to serving students with disabilities by helping students with the mental health aspect of their disability. A school counselor can be a good person for a student to check in with to make sure they are mentally doing ok. They can help set goals to help keep students on track and can check in with these students to see if they need any more assistance. School counselors are also a very important part of the IEP/504 meetings. School counselors are advocates for students and parents. They can help provide families with an understanding of what is being discussed at the meetings. Parents can easily become overwhelmed at meetings and its important for school counselors to help families feel like they have someone on their side.

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The use of FBAs in creating BIPs are extremely beneficial in identifying various antecedents leading up to a behavior as well as analyzing the impact of that consequence. In dealing with students with disruptive behavioral disorders and attention-deficit hyperactivity disorder, this can help teachers breakdown and analyze the behaviors of students before they begin to escalate and allow teachers opportunities to provide students of this need this necessary form of informal education. Lastly, it provides insights for educators on what possible triggers a student may have for various behaviors which is useful to change teacher's behavior as well

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In their role of supporting students with disabilities, school counselors should focus on building student social emotional development, advocating on their behalf, and providing best practice guidance to parents, teachers and administrators while navigating the IEP and 504 process. Even though the school counselor may be pressured to serve in a case management role for students with disabilities, it is important that the counselor maintain their specific role as advocate, consultant, and counselor since they are the only person within that school who has the knowledge, skills, and abilities to serve that function. Ensuring that we as school counselors stay up to date on ASCA standards and laws/guidelines governing IEP and 504 plans will allow us to best serve the student and support their team in providing the best possible educational and social-emotional opportunities and outcomes.

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School counselors have the role of working in alignment with IDEA and its main principles, which includes providing students with a free, appropriate, public education according to the needs listed on their IEP or 504 plan, in the least restrictive environment. In essence, this means that it is the responsibility of the school counselor to collaborate with parents, staff, teachers, and students to ensure that students with disabilities have access to a quality education that fits their needs. In addition, the counselor promotes the student's social/emotional, academic, and career development using modes that align with the student's abilities.

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In a general sense, I think the legal structures tie into counseling through the idea of accessibility. IDEA was ultimately enacted to allow SWD the ability to access a quality education. In a lot of ways, counselors also act to make sure all students have access to a quality education.

In the specific day-to-day responsibilities, the counselor acts as a support system to the stakeholders. They assist parents in the understanding of the process/options for their student. They help educators in understanding/following the necessary laws and accommodations. They support the students by providing necessary counseling services at individual/group/class settings, as well as any additional services identified in the IEP. Counselors also support the entire evaluation process by providing any additional insight where relevant.

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Before completing this classwork, I was very confused about how IEP's and 504's work on the school counselor's end, as I have only seen them on the general educator side. From what I gathered in this lesson was that the main roles of a school counselor is to be an advocate for students and parents as well as helping them process the information from 504's and IEP's, particularly in and after meetings.

SC's work as an advocate to be on the frontlines to make sure students are getting their needs met. Something that one of the articles said that helped me was SC's are the ones who gather information from teachers and staff members and can have a keen insight on signs that a student may be having an atypical experience in school. The school counselor can use data collected from teachers to communicate with parents and the administration that a student may need to assessed for an IEP or 504. Something from my internship that I learned was that in order for a student to get a 504, the student needed to be seen by a pediatrician first, for a diagnosis. I am wondering if that is the case in all counties?

I think processing is also a very important role that the SC has in the special education portion of counseling. Even as I was working through this lesson I thought, "wow I am definitely going to need to save these items to reference, because this is a lot of important information!" Something that one of the readings said was that it is important for a SC to pause in IEP meetings so that parents and students are understanding the information and providing a space for them to ask questions. I think it could be important for a SC to go a step further and follow up within a few days of an IEP or 504 meeting and say to the parent and student, "Were there any lingering questions you had that I can help clarify?" Because with the amount of information the parent and student is getting, they are bound to have more questions after taking it all in. I also think that offering this line of communication can really help build relationships with parents and kids. This is especially important since historically, special education students have had difficult experiences with the education system.

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The school counselor acts as an advocate for the students with disabilities and their families. When students come to the counselor we are tasked with working along aide of the classroom teacher to develop a classroom experience that meets the students needs as laid out by the IEP or 504 plan. We not only counsel the students we work with the families as well to help them transition into the experience of IEP meetings and if necessary the counselor will refer the family out to a specialist so that the student can have the most support for their success. We counsel families so that they know the full extent of their right protected IDEA and hold the IEP team accountable.

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School counselors are advocates for students with disabilities and their families (e.g., helping families understand their rights under IDEA, advocating for the least restrictive environment for students, participating in multidisciplinary team meetings, etc.). We are also responsible for supporting students' social emotional development as is relates to their disability and overall wellbeing (e.g., we may provide brief counseling as a related service). We can also support parents by checking in with them during meetings, making sure they are understanding all the information presented to them and that they feel their voice is being heard during meetings and throughout the IEP or 504 process.

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As we all know, school counselors are advocates for students and work to provide equity and equality for all students. This is where we would "fit" in serving students with disabilities. The sources of information seem to explain that counselors are the support system for students with disabilities and their families. So from what I am gathering, we provide them with resources, collaborate with staff on how to help SWD feel successful in school, and more. We are not really in charge of the 504 or IEP part. This was interesting to me because in my practicum, there was a team of the principles, counselors, SP Ed teachers and regular teachers that would come together for meetings on setting up IEPs or 504s. They would work together and collaborate to make sure the child was getting the help they needed. I really liked this and I feel like a school counselor should be involved since we are the advocates for the students.

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According to the law, school counselors should play a support role for students with disabilities and should not be responsible for the IEP or 504 process. In reality, that role varies dramatically from district to district and school to school. We should collaborate with stake holders in order to make sure that the needs of all students are being met. We should play a role in advocating for a more inclusive environment.

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The overarching themes for a school counselor's role in working with students with disabilities seems to be advocacy and collaboration. The unique aspect of the IEP/504 world is that school counselors not only have ASCA standards to abide by, but also should be well versed in both 504 and IEP guidelines and law. More particularly, 504 (at least in the state of MD although it still varies county to county) require the school counselor to be heavily involved in advocating and supporting students who qualify. Additionally, it seems important for school counselors to collaborate with their school's IEP team, administration, and teachers in order to help create an equitable plan that helps students achieve and feel included in their academic success. Additionally, it would be equally important to stay aware and knowledgeable on any and all legal and ethical changes in both the 504 and IEP process. This would include attending professional developments on the topic as well.

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In reviewing the different materials related to legal structures and mandates for SWD, I was struck by how the School Counselor's role is one that supports and advocates for a student from a holistic perspective, keeping in mind their academic, social-emotional, and career needs, goals, and desires. While not case managers - and this is an area that can be murky depending the school or district and require self-advocacy - it is critical that, as an SC, we are fully versed in these laws and regulations, including any updates or modifications, so that we can help deliver services as well as understand how the other supports or accommodations are helping our students reach their goals in all 3 domains. There is also a strong role for advocating for students, which could include initiating an assessment process based on our observations of the student or ensuring that the student is present at an IEP meeting, as appropriate, briefing them on the meeting procedure, and helping them understand the discussions and participate along the way. Another aspect that stood out to me is the SC's role in supporting and advocating for parents. The amount of information about these laws, policies, and procedures is overwhelming and the SC can help parents navigate the process, create space for them to express their perspective, needs, and concerns, as well as ensure they are well informed so that they can exercise their rights as related to the legislation, if need be.

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It seems that in some ways, the school counselor's role in working with students with disabilities is still being explored and defined in our profession. While ASCA and other governing bodies advocate for school counselors as resources, advocates, and supports in the special education realm, many districts continue to rely on counselors to take a larger role, particularly when it comes to 504s. I know that in the county that I currently teach in, counselors are the default case managers for students with 504s - the only exception being students with strictly health concerns that are case managed by the school nurse. It is absolutely part of our jobs to work with students with disabilities and to provide whatever supports it may be appropriate for us to provide. However, the role is still changing and solidifying, and it may be dependent on what district we end up working in.

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As a school counselor it was reassuring to read through the resources and feel like I am on track with fulfilling my role in supporting students with disabilities. While legally we are not responsible for the the special education process, we play a huge role in supporting ALL students academically, social-emotionally, and with their college and career. A big way that we do this is by advocating for students both in and outside of the classroom. This may look like providing teachers with reminders of accommodations a student receives, providing staff and families with resources so that they can better understand a student's disability, or educating students on their rights and helping them find tools to be successful. While IEP's and 504's are essential for many of our students to have equitable access to learning, helping them be successful goes far beyond them having a legal document. We also play an essential role in providing information to both identify and accommodate a student who may be slipping through the cracks and going unidentified as having a disability since we work with ALL students at our schools.

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Watching through the reading videos, I was surprised how much I resonated with some of them. I have always struggled with pronouncing words and when I was in elementary school I saw the speech-language pathologist at the school. Even as an adult there are times I dread reading in front of others because I am worried there may be a word that I struggle to say. I thought this was interesting because I never viewed this as a disability growing up and just thought that it was something that I struggled with. I also never knew I had an IEP for this in elementary school or that I received accommodations. I think that giving students the tools at a young age to be able to understand their disability and empower them can go a long way in building a child's confidence and help prevent it from holding them back in the future. This was something I have had to explore and educate myself on as an adult and as a school counselor and I think it would have benefited me if someone had explained some of this to me when I was younger. I also think that it is very beneficial having videos for various disabilities at various ages where you can hear different experiences and perspectives. I think it would help many of my students, their parents, and our teachers if they were able to watch videos like this so that they can build a better understanding as well as feel less alone.

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School counselors have a duty to support all students, and thus they play an integral role in supporting students with disabilities. Within the law, the school counselor's role is not explicitly mandated to perform such actions, but the nature of the position (as well as ethical standards) necessitate that school counselors are active participants in the process of supporting students with disabilities (IEPs and 504s). It seems that counselors are best positioned to SUPPORT the execution of these laws and mandates, but not necessarily be IN CHARGE of managing cases or writing plans. Counselors should be active members of a multidisciplinary team that help to identify students who need additional support, provide related services with them or on their behalf, and advocate for their equal opportunity for an education. But often it seems school counselors perform inappropriate administrative duties that can jeopardize their role with students, teachers, and families, as well as take time away from providing a comprehensive school counseling program.

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A school counselor has such big role to embrace when it comes to SWD's. Just as we must do with our other students, we have to take on the role of advocating and supporting our SWD's and their families as much as we can. We have to listen carefully to what students say and note how they feel as well as listening to their parents. We become part of the legal structures and mandates as a system and work to support our students every step of the way. Sitting through the developing process before the evaluation, during the evaluation, and after is critical. Following up with teachers and the proper team members to make sure our students are being accommodated as they should be. As well as providing the proper resources to staff if they aren't sure on how to support the students. We are such an important piece of the system and we have to make sure to follow through with it as best as we can.

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Through our classroom discussion, readings, and module information I noticed a defined emphasis on listening, advocating, and supporting. It is important to listen to the students we help to best serve them. Through inclusion, policy change, and/or classroom support. I feel like that is how a school counselor 'fits' into the mandates and structures. We are the voice and support for students with disabilities.

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As I worked through this week’s module, I noticed a recurring pattern regarding the role of the school counselor in special education: advocacy. Whether we are implementing our comprehensive program, helping develop a response to intervention, or sitting on an IEP team, it is our job to see that a SWD’s needs are met and advocated for. Based on what I have learned about school counseling so far, I figured we would be advocating for them through counseling and guidance lessons, but I found the IEP section especially helpful; I had wondered how we would be of best use in an IEP meeting. I like the suggestion of slowing the process down through summarization to make sure that the parents and student fully understand everything that’s going on. A very subtle way to advocate for them, but a powerful one! It is also important that we help to foster an environment of genuine inclusion to advocate for SWD’s to the school community.

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Schools are required to provide specialized services to students with disabilities (SWD). These specialized services are given after a multi-step process occurs to determine a student's disability and if that disability is eligible for an individualized education plan or a 504. The school must then provide accommodations as outlined in these plans to the student.

The role of the school counselor is not to determine eligibility, create plans, or run meetings. Rather, the school counselor provides their own unique and essential services to SWDS.

The school counselor must work to provide advocacy for the students and families as they are going through the referral process. This can be through giving information on what the process is like and assisting with the collection of observation data. The school counselor may also provide their own observation data if they work closely with that student.

After a student is given the appropriate plan, our job is continued advocacy for the implementation of that plan, supporting the plan as it may be outlined for us to do so (i.e. if counseling is in the plan), and supporting students and parents.

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After viewing all of this weeks modules and seeing the legal structures for serving SWDs, as a future school counselor I think it is important to be informed and educated on all systems. Because school counselors are in the role of communicating with family members, teachers, and the student, we need to be well aware of every IEP, 504 plan, accommodation, etc. that a student has or needs. I think that for a parent to sit through (for example) and IEP meeting, that may be intimidating and confusing for them in the moment. As a counselor, to be able to encourage continuous involvement and explain things further in a different setting would be very beneficial for the family as well as the student. Keeping open communication with the teachers and inputting ideas for lessons and plans seems to be very important as the counselor also.

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There is specific legislation in place in order to ensure SWD receive free and appropriate public education in the least restrictive environment, which creates the most access and areas for support for our students. although these acts support SWD, there aren't specifics when it comes to who has to fulfill these duties. Over time, we as counselors have adopted these duties. ASCA states that although we aren't solely responsible for this, we are a big part. Currently, we fit into this process by implementing the necessary supports and ensuring each student is looked at and supported as an individual. It is the schools responsibility to implement legislation like IDEA and 504, but it increasingly has become more of a school counselor's role. More over, counselors main role is to support and advocate for the student, family and community while creating an equitable school environment for all students, family, community members and stakeholders.

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It seems that the main focus of school counselors in the legal structures and mandates is to ensure that the student/family is best supported in all areas. The school counselor is advocating for students/parents throughout the evaluation process, but also when creating a respectful and safe school environment. We are creating equal opportunities for all students and addressing any signs of discrimination within our school. As well, we continue to create strong supports for the student/parent by collaborating with school staff members and collecting data or information throughout the evaluation process. Thus, creating the best and most supportive intervention, as well as environment for each student to succeed within our school.

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It seems that many of the legal structures and mandates for serving students with disabilities focus on the obligation of meeting the amplified needs of students with disabilities, but not so much on the execution. As school counselors, it seems that our role falls in the execution stage of these laws. We are to be advocates for, allies to, and liaisons for all stakeholders.

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Going through this section watching the videos, brought back memories of school for me. I could relate to the children that expresses feeling isolated or made fun of for their disabilities. I have dyscalculia and I was always the last person to finish math test, run out of time on a test, or need extra help because i just couldn't comprehend how to do a math problem. As a child, it feels embarrassing and their wasn't much awareness of the disability when I was in school so it made it even worse cause I didn't understand why I was different. I'm s glad there is more awareness and understanding of different learning disabilities nowadays. In my practicum, I worked with many student's who had learning disabilities and seeing all the help they receive was heartwarming. I was so happy to see what schools are doing for children with learning disabilities in order to help them succeed. Of course there is a lot more we can do and that's where us school counselors come into play. Hearing the stories of each child was both heart breaking but also heart melting as they discussed ways they overcame challenges.

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It was difficult to hear how socially isolating these challenges can be for students. Each student provided a synopsis of their struggles and how they felt that they were attempting to overcome them alone, without the support of friends, family or teachers. It reminded me that when working with a student who is having difficulty in school, either academically or socially, I have to assume that they are doing their best to meet expectations and provide them with and advocate for the necessary supports to help them succeed. Many of the students mentioned one important person in their life who believed in them and gave them the necessary tools to overcome their difficulties, reinforcing the idea that a school counselor can have a big impact on student outcomes. The videos also touched on how important it is to correctly identify these challenges early in a student's academic career to allow for proper accommodations and to prevent the student from internalizing the external feedback they are receiving regarding their challenges. It is also vital to involve all members of the student's support system, an act of collaboration that could be lead by the school counselor.

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One of my biggest takeaways from these videos was the impact of learning difficulties on students' self-esteem and social relationships. So many of the videos discussed the internal feelings that students experience, such as frustration or a belief that they are dumb, as well as external implications, such as other students thinking that they must be stupid or not wanting to be friends with them. I think that this is extremely important for us to keep in mind as counselors, since our job is not only to address academics with students, but also their social emotional health. It is imperative that we understand the connection between these different domains in terms of the way a learning difficulty can impact both.

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I was a little worried that these videos were going to be an unrelenting assault of sadness, and was very pleasantly surprised when they were not. As a teacher, I heard students say many of the self deprecating things that the kids in these videos said. It was refreshing to hear them talk about how it felt to be able to do the work. Hearing from students at a variety of grade levels is a reminder that the opportunty for profound change can happen at any time. It seemed as if the biggest factor for all of these students was having adults in the school who believed in them enough to help them believe in themselves. I also noticed quite a few of the older students improved when they were able to ask for help. For my future work, it was helpful to remember that I need to foster an environment where the adults believe in all of the kids and that I help the kids learn to advocate for themselves when they need help.

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Watching the videos helped me to see how learning challenges overlap with other challenges students with disabilities may face. It broke my heart to hear how many of the students felt isolated, were bullied by their peers, or told themselves they were dumb. These videos also showed just how important it is for us as school counselors, along with parents, teachers and other adults in students' lives to advocate for them and provide the tools and resources they need to allow them to thrive. In all of the videos I watched, each student mentioned at least one adult in their life who believed in them and provided resources or learning strategies for them, showing the importance of students having an advocate in their corner. I also loved hearing each student at the end of their video talk about a time when they overcame a challenge or successfully completed an assignment. Every student is capable of achieving amazing things, they just need equitable access to the supports they need to get there.

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After watching these video testimonies, I really got a sense for how students actually feel in these situations. It also confirms my suspicions of having similar struggles that were never supported when I was in school. I have so much empathy for these students and now realize even more that the struggles don't just affect their grades or school life, but other aspects of life too. One girl, Merrill in 5t grade, mentioned "Now everybody knew how to read, except me. And now everybody knew how to make friends, except me." This quote really portrays how much impact having different abilities truly have. Even in elementary school, children can be cruel and judgmental just because someone isn't exactly like them. This can create mental health, social and other struggles that will only make matters worse for the student. From these videos it is clear that students are eager to learn, want to understand and want to succeed. Giving students a full toolbox of supports they can use is the best way to ensure confidence and success with students! As a future school counselor I'm excited to be equipped with these tools to best support my students.

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Watching the video testimonies from different students really solidified the themes brought up in the other readings/resources from this week. One of the phrases that stuck out to me from the informational videos was "They're not disabled, their abilities are mismatched with their environment." This idea stuck with me because it shifted the focus from the person to how is their environment not serving them. Getting to look "through your child's eyes" supported this notion by emphasizing the need to analyze accessibility within the school environment and how we are supporting students in the classroom. Students want to succeed, they want to learn, and they want to grow. The stress and frustration that comes when they feel like they cannot access things was apparent throughout the testimonies. Students described feeling "stressed" "weird" and even "stupid." When given simple tools and strategies that support their learning, students described their learning experience in much more positive terms. As a future counselor, it's important for me to understand the different struggles students may face and learn ways to be an advocate for their success.

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In viewing the "Through Your Child's Eyes" video resources, one phrase from the interview with Noah, 11th Grade captured my attention and has stayed with me long after viewing the video: "Having attention issues is like having warfare with yourself." He went on to describe his experiences with focus and concentration and describes how behaviors that could be seen and interpreted one way were actually how he was experiencing a conflict between body and mind. Later, he went on to tap into his deep self-knowledge and transform many of these behaviors into coping mechanisms, such as doing push-ups while studying Latin. Throughout this videos - and really all of the videos in this series - I was continually struck by how I may have seen that behavior before, but never thought about it in the same way that the student described it. The videos were really eye-opening and reminded me of the importance of taking the time to slow down, talk through, and process through a students' experience in order to fully understand their perspective as well as engaging them in finding solutions.

My first internship experience in a high school brought to my attention many of the challenges that Noah described, as well as the organizational challenges illuminated by  Gabby, 9th Grade.  I loved how Gabby was also able to not only master an organizational system that enabled her to be successful but also empowered her to teach others! This got me thinking about ways, as a school counselor, to continue to foster this type of peer-to-peer sharing to encourage and empower the students and also foster peer relationships that can serve as an additional protective factor. Through academic check-ins with 9th graders, I heard a lot of similar challenges around organization and focus and am now inspired to think about not only individual meetings, but how to organize small group interventions as well. I also think that the students I met with could have benefitted from viewing these videos to confirm that they are not alone and to provide them with more words and concepts to describe their experience as well as strategies that could be helpful to them as well. Really excellent and informative video series!

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As a preschool teacher with no experience in secondary education, I really appreciated the age/grade differences these videos offered.

As teachers, we try hard to catch 'invisible' disabilities without over-identifying them. How scary and alone it must feel for a child to think they are different because they are not working at the same pace as their peers. These videos were a great reminder for me, as a teacher, to stop. listen. and ask questions.

I think that is the most important thing to do, as a teacher and future school counselor, to bring children struggling with an 'invisible' disability out of the shadows and into the light of resources, help, and understanding.

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There are many things we take for granted in our lives that others struggle with. The skills that are expected to succeed in our world make it incredibly challenging for anybody who is different to any semblance of "success" and independence. While we are working towards more inclusion there are so many hurdles for people with disabilities to jump through just to complete basic tasks or live their own independent lives. The reality of an inclusive world is that everybody will benefit from it.

Many of the children in the videos struggle with more "invisible" disabilities such as ADHD, dyscalculia, dyslexia, etc. These are harder to diagnose than a more visible disability which can result in a child not getting the support they need sooner or the child feeling shame for being different than their peers and not knowing why. Many of the students reported feeling frustrated the they just "weren't smart enough" or "weren't fast enough" when in reality the world we have tried to force them to fit into wasn't accommodating for differences. A lack of resources can result in a child with a distaste for learning, socializing, or trying new things. It's more than being bad at math or having a hard time listening to the teacher, the students are building a distrust in the system that is lifting up their typical peers and leaving them behind. The way children changes their demeanor, their attitudes, their work ethic when they proper supports are put in place is the difference between a child that feels cared for and the one who feels ostracized for something they cant control. Every student can benefit from a system that recognizes differences as a feature of human existence that is inevitable and wholly beautiful.

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Watching videos of multiple children with learning disabilities was very interesting and eye opening for me. I think it is important to hear stories from children themselves and things that help them. This way, as teachers, counselors, or school staff, we are able to implement ways to assist these children so that they have the most beneficial learning experience. For me, I enjoyed listening to the children who experience attention challenges. I think it is easy for a student to be looked at as "not paying attention", or "falling behind" in school on purpose. However, that is not the case and hearing it from a student themself puts it into perspective on how they cannot help it. Letting children have a voice is something I think is important moving forward in educational environments.

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Tina Ramirez-Holmes - Learning and attention challenges kids face

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Tina Ramirez-Holmes - Learning and attention challenges kids face

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While I watched the videos, I continually found myself saying, "wow I never thought of it that way... that sounds really challenging!" For example, one of the students who said she faced math challenges said she regularly forgot what specific symbols meant and how they are to be used. I can only imagine how frustrating that could be. One of the things she shared was that a strategy she uses is getting one on one help and asking for help a lot in class. I imagine even though she is advocating for herself, that has got to be difficult because she may be concerned about what her peers think of her. I am curious about where this strategy came from and as a school counselor it could be really helpful to offer a space to process these learning challenges that some students have.

I have taught in a middle school for a while now and a common concern teachers have are with students who have difficulties paying attention. I have witnessed and I am guilty of getting frustrated with students who have difficulty paying attention because I had viewed them as purposely getting others off task because they were bored, when that wasn't the case at all. Something I want to do as a school counselor is make sure to check in with teachers of those students who have trouble paying attention for long periods of time so that we can brainstorm feasible solutions to help the child learn, for the teacher to have a positive relationship with the student, and to make sure the student has positive relations with their peers.

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Allison Hughes - Through Your Children's Eyes Response 

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Allison Hughes - Through Your Children's Eyes Response 

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When watching these videos, I focused a lot of my attention on the videos discussing what it is like for a child to struggle with attention challenges. I focused on this because I struggle with this myself and I work with a lot of students who have difficulty focusing.

I loved the metaphor used by Hallowell when discussing children with difficulty focusing – their “brains are like race cars with bicycle breaks.” Hallowell then states that we need to help these children find the proper breaks for their race cars so that they can channel the energy they have in productive ways. Hallowell’s focus on not fixing the way kids think but instead helping them have more self-control is an important point- we are not changing kids, but instead giving them the support and scaffolding they need to be successful. The kids echo a similar sentiment in their stories- they all express that their attention isn’t something they can actively control, and often struggle day to day to with themselves to try to pay attention in school. They need those breaks to be able to focus their energy.

It was also interesting to see the different ways students talked about their attention challenges. Julia, who is in second grade, describes it as going to “lala land” in her head. Kendall in 4th grade talks about not being able to control her body, while Noah in 11th grade talks about fidgeting and making noises. This shows the different ways attention challenges can manifest- in physical ways such as movement and noise, and not physical ways such as daydreaming. There is also an emphasis on the isolation that these kids feel – their parents and teachers wonder why they can’t control themselves, and they’re isolated by their peers. This is an important thing to note as we work with these students as school counselors – we want to create an environment where these students feel supported and included rather than isolated for the challenges they deal with.

Lastly, I enjoyed learning about the strategies these children learned to help focus. Julia discussed how doing an activity like doodling helped her focus more in class.  Oftentimes when children aren’t “actively listening” – looking at you, silent, still, sitting – we assume they’re not listening at all. A shift in perspective can help these children. We need to realize that sometimes students need the freedom to create a successful environment for themselves, even if that environment is not what we would consider the “right” way for students to learn.

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I really enjoyed gaining the perspective of what different learning disabilities can look like. I particularly enjoyed the videos of the students discussing their organization challenges. A second grader named Stephen discusses his challenges with multi-step directions and his embarrassment with feeling disorganized. This is important because as a second grader, Stephen needs structure and his difficulties with organization can lead to disadvantages inside and outside of school. I also found it interesting to learn about the struggles of a young child compared to a student who is older, which can be learned through watching Gabby's video. Gabby is a 9th grader who describes feeling like no one understands her and that she "has stuff everywhere and can't organize her thoughts." As counselors, it is important to understand how having difficulties with organization can affect student's learning based on their grade level. For Stephen, his challenges with organization pose different setbacks than the challenges faced by Gabby. As counselors, we need to understand these differences to tailor resources to the unique needs of each student, as well as resources based on student's developmental level and needs.

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What struck me the most about these videos was the drastic shift in students’ mannerism and way of being when they described how it felt when they got what they needed to overcome their difficulties. For instance, watching Jade (8th grade) light up with excitement describing how she was finally able to learn to read in a way that works for her needs was like night and day compared to how she was while describing her difficulties and the experience of being embarrassed and ridiculed due to her reading level. It reminded me of the exercise in class when we discussed times we felt genuinely included as opposed to excluded.

These videos were especially helpful as someone who has not worked in a school setting before. I recall my experience as a student being frustrated or impatient with others who were not keeping up with the material as well as I could, so these videos were an effective way for me to reflect on those feelings I had as a kid and build empathy as an adult who will be working with these kids in the future. I can see how this is a good resource for helping parents, teachers, or even other students to understand the perspectives of students with disabilities.

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Understood.org is a fantastic resource for parents and special educators. I have worked as an additional assistant in special education for three years, and in the eyes of the children in these videos, I saw some of the wonderful high schoolers I have worked with. Because the position does not require any formal training, or even college credit (it should!), I entered the positon completely blind to what it means to work with children who struggle in these areas.

I feel as though I have learned the most from the attention and organizational challenge videos. Of course, I have worked with a number of children with reading, writing, and math challenges as well, but I feel as though there is somewhat of a stigma for children with attention and organizational challenges; it’s almost as though if they don’t fit under a specified learning disability, they simply aren’t trying hard enough. I’ve heard many teachers I have worked with tell students with ADHD to pay closer attention, but never tell the students with dyslexia to try harder to read. They seem to be more than willing to give extra time to those who are paralyzed with fear when staring at a math problem, but never those who are fidgeting and “distracting their peers” when they “should have been focusing.”

In the attention challenges videos, I found it very interesting that both Kendall (4th grade) and Noah (11th grade) described the experience of having ADHD as your body literally being split in half, at “warfare with yourself.” That statement gave me chills; I thought of one student I work with who tends to laugh off her ADHD as her peers tease her and her teachers nag her. I have also been guilty of calling her out, “Come on Emma, focus!” I now wonder how that must truly feel for her…is she as tortured by this as Kendall and Noah? Dr. Hallowell shared several beautiful analogies for understanding and empathisizing with these students, but my personal favorite was that their “mind is a powerful racecar, but with bicycle brakes.” I look forward to sharing this with some of my teacher colleagues in general ed!

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I was interested to hear what the older students had to say mostly because they have gone through these experiences a lot longer, of course. One very common theme that I noted with the students in the videos was their perception of their struggles and their self-esteem. As well as that feeling of not being understood by others.

Working in an elementary school I feel like I see a lot of the beginning stages of the support systems for children who experience similar challenges. So, comparing it to the older students in these videos gives me a bit more hope that the younger children can hopefully get the support they need. Seeing how they talked about what has helped them the most, like doing push ups while repeating a word, showed me that there is no single way to support students.

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In several of the videos, the kids compared themselves to others. They felt like they were too slow and fell behind. Other students noticed that they don't understand concepts and it makes them feel stupid. Some kids call other hurtful names.

In so many of the stories, the kids talked about that one person who helped them. They shared little things they did, like using dots for adding, or having a fidget toy for a child who is having trouble focusing.

One child said that she was in "la la land" when she got called on. Another kid was asked to read aloud and froze. As a teacher, I would always call on kids to get them to pay attention and to asses their level of understanding. I stopped doing that because I know it put them on the spot, and if they don't know, they can be embarrassed. I do not want to make any child embarrassed. I always help them when I call on them randomly, but I think it hurts my relationship with the kids. I am not sure where I stand on this anymore. However, these children shared how hard it is to get called on.

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From my experience working in all school levels, I often think that students are left out of the conversation when it comes to the challenges they face. Specifically, in the 504/IEP world most of the conversations surrounding these students happen amongst adults in regards to the student’s behaviors and challenges and how to support the student. Through Your Child’s Eyes allows both parents and professionals to gain a better understanding about how the child views their challenges, how they feel about it, and what works and does not work for them. I think this is incredibly important for educators and parents to seek out in order to include the child in the conversation and to help them learn to advocate for themselves. Specifically, I was interested in the viewpoints of Noah (11th grade) and Julia (2nd grade) in regards to their attention challenges. While they both were developmentally different, they had a lot of similarities in how they felt- they both experienced moments of being embarrassed and feeling isolated, and both used some sort of physical movement in order to focus. Dr. Halloway also had some great suggestions for educators and parents. For instance, learning about a child's strengths and passions instead of only focusing on their challenges. Additionally, looking at their challenge as a strength in that they have the ability to see things differently. An overarching theme here was that adults need to take an active, supportive, and personal role in these student’s lives in order to help them channel their energy into something productive.

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Listening to the challenges that these children face from their own voices and experiences was extremely eye-opening. It was particularly surprising to hear about how these challenges affect their social emotional growth and peer relationships. As well, I think it is important to note that all these children spoke about their support systems and how those play a large role in overcoming these challenges. Being connected with the correct resources, communicating to parents, and collaborating as a team in order to figure out how to best help or support a child is extremely important. I also think that being educated on each of these challenges and creating a mental tool box of techniques, strategies, and skills to provide children is so critical in helping them to succeed. Overall, these videos provided me insight into how these challenges affect children not only academically, but also affects their self-esteem and peer relationships. So, it will be important to remind these children that they are not any less than their peers and we can help them to succeed by providing them support.

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Working at schools, I have seen firsthand how so many people try to implement strategies to help without consulting the people who are affected. These videos gave an inside perspective directly from the source. There is no better way to efficiently assist students than to get their perspective on what best works for them. As much as we try to imagine the challenges our students face, there is no way we will ever know exactly what it is like to struggle through it and hearing the testimonies of the children in these videos only further reinforces that.

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It was especially interesting to hear the students' perspective on the challenge of staying organized. I never consider that for elementary students, this includes lining up for lunch without an issue, or packing your bag at the end of the day. Organization skills can help students in every academic area, so this is an important focus for students who have this challenge. Just as academic challenges, once students master staying organized at one grade level, there will be new demand the following year that needs to be addressed. I would emphasize to students that you can never be too organized so they understand that this is a skill that everyone is constantly working on.