# data[].attributes.body
The Student Interest Survey for Career Clusters® is a career guidance tool that allows students to respond to questions and identify the top three Career Clusters of interest based on their responses. This pencil/paper survey takes about fifteen minutes to complete and can be used in the classroom or for presentations with audiences who have an interest in career exploration.

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Resume motion Reduce motion

Reports & Guidance

Policy Roadmap to Bridge Social and Emotional Learning and Career and Workforce Development

May 9, 2022

Civic, CASEL, CCD Center

Summary

A key goal of preschool to high school education is to ensure that students are “future ready"—with the knowledge, skills, and drive to navigate their careers and lives. But the future is rapidly shifting. How can policymakers, educators, business leaders, and community leaders come together to nourish students’ real-world competencies?

This report reframes what it means for students to be future-ready. Its aim is to provide a state policy roadmap for a PreK-12 education that prepares students to succeed in a rapidly changing world. Key to this effort is the integration of social and emotional learning (SEL) with career and workforce development (CWD). This roadmap builds on prior efforts by the Collaborative for Academic, Social, and Emotional Learning (CASEL), Civic, and the Coalition for Career Development (CCD) Center to advance a state-level developmental framework for systematically integrating SEL and CWD.

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A key goal of preschool to high school education is to ensure that students are “future ready”—with the knowledge, skills, and drive to navigate their careers and lives. But the future is rapidly shifting. How can policymakers, educators, business leaders, and community leaders come together to nour…

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Career Development Month, 2021 Resource Flyer

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Career Development Month, 2021 Resource Flyer

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Resources For New Trades Workers - Explore The Trades

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Explore The Trades provides a collection of resources for new HVAC, Electrical, and Plumbing workers, as well as military, contractors, and employers.

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How do I decide what I want to do for a living?

Knowing yourself comes first. Your skills, interests, values, and needs are important to finding the right path!

How much will college cost and how can I pay for it?

Find the right college for you and learn how to pay for it, what to expect, and so much more!

What steps should I take to prepare for college?

Find the information you'll need for test prep, transferring, searching for a college, and choosing a major!

How much do you really need to earn to have the life you dream of?

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How do I decide what I want to do for a living? Knowing yourself comes first. Your skills, interests, values, and needs are important to finding the right path! How much will college cost and how can I pay for it?

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College Essay Guy | College Application and Essay Help

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College Essay Guy - Personal statement and college essay tips, guides, resources, consulting, and webinars for students, parents and counselors.

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School Counselor Supports for College Prep and Readiness for Students Experiencing Homelessness

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School Counselor Supports for College Prep and Readiness for Students Experiencing Homelessness

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This NCHE brief • explores the role of school counselors in providing college preparation and readiness supports to students experiencing homelessness, and • recommends school partnership strategies to ensure that homeless students receive the individualized supports needed to transition successfully to postsecondary education.

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Realizing the College Dream helps educators increase college attendance among low-income, first-generation students with:

Hands-on activities and interactive workshops about planning and paying for college

Experiences that challenge students to see themselves in college

Eye-opening information about the economic value of college

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All students deserve to realize their full potential.

Realizing the College Dream

When you're a teacher, few things are more frustrating than watching bright students with endless potential rule out college because they think it's too expensive or a waste of time. Realizing the College Dream can help you reach those students and show them that college is one opportunity they can't afford to miss.

Realizing the College Dream helps educators increase college attendance among low-income, first-generation students with:

Hands-on activities and interactive workshops about planning and paying for college

Experiences that challenge students to see themselves in college

Eye-opening information about the economic value of college

For questions about Realizing the College Dream, email NationalTrainings@ecmc.org.

Upcoming Realizing the College Dream workshops

No training sessions are currently scheduled.

To schedule a workshop or for more information, email us at NationalTrainings@ecmc.org.

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All students deserve to realize their full potential. When you're a teacher, few things are more frustrating than watching bright students with endless potential rule out college because they think it's too expensive or a waste of time. Realizing the College Dream can help you reach those students and show them that college is one opportunity they can't afford to miss.

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Creating Meaningful Career Exploration Experiences for Students

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Creating Meaningful Career Exploration Experiences for Students

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A guide for School Counselors for creating career exploration opportunities for students in a data driven way.

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Money Prodigy: Career Exploration for Students and Kids (19 Free Resources)

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Money Prodigy: Career Exploration for Students and Kids (19 Free Resources)

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Free online resources for counselors, as well as downloadable resources to work through with students individually

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Career Exploration for Students and Kids (19 Free Resources)

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Teach students and kids about careers with these 19 free worksheets and lesson plans. Career exploration for students to do.

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Career Exploration Ideas: How to Get Students Excited About Career Planning

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Career Exploration Ideas: How to Get Students Excited About Career Planning

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How to get students excited about career planning.

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Virtual Experiences for Student Career Exploration

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Virtual Experiences for Student Career Exploration

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Please find a list of various online resources for students to access information & testimonials about various post-secondary opportunities

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Virtual Learning Experiences for Student Career Exploration

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Middle School Post-Secondary Equity Inventory

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Middle School Post-Secondary Equity Inventory

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Use this document as a tool to check your schools processes and to ensure you are providing your students with access to information regarding post-secondary opportunities.

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Middle School Post-Secondary Success Audit

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"TEN THINGS OT KNOW ABOUT..." Flyer Series

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"TEN THINGS OT KNOW ABOUT..." Flyer Series

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These flyers provide pertinent information about school-related topics to school staff, parents, and students in an easy to read format.

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Why do I have to complete a CAPTCHA?

Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

What can I do to prevent this in the future?

If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware.

If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices.

Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store.

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List of Resources for the "TEN THINGS TO KNOW ABOUT..." Flyer Series

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List of Resources for the "TEN THINGS TO KNOW ABOUT..." Flyer Series

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12 academic and career planning activities to do with your students.

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Develop meaningful and effective Transition IEP

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Develop meaningful and effective Transition IEP

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Post-Secondary Transition IEP Self-Paced Modules

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Post-Secondary Transition IEP Self-Paced Modules

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Develop meaningful and effective Transition IEP

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9th/10th Team

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"TEN THINGS OT KNOW ABOUT..." Flyer Series

# data[].attributes.subject
"TEN THINGS OT KNOW ABOUT..." Flyer Series

# data[].attributes.body
These flyers provide pertinent information about school-related topics to school staff, parents, and students in an easy to read format.

# data[].attributes.attachment_link.readable_text
Why do I have to complete a CAPTCHA?

Completing the CAPTCHA proves you are a human and gives you temporary access to the web property.

What can I do to prevent this in the future?

If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware.

If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices.

Another way to prevent getting this page in the future is to use Privacy Pass. You may need to download version 2.0 now from the Chrome Web Store.

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List of Resources for the "TEN THINGS TO KNOW ABOUT..." Flyer Series

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List of Resources for the "TEN THINGS TO KNOW ABOUT..." Flyer Series

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WIOA grants and support to young adults with a barrier to employment.

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OTHER WORKFORCE SERVICES

Small supply chain partners of businesses forced to close under Executive Order 53 or 55 as well as businesses that received CARES Act funding are now eligible to receive a $10,000 Rebuild VA grant.

Take the GED test for free! Visit the website or call the GED Helpline phone number (877-376-9433) which will connect you to a local program.

Have you completed the 2020 Census? Don't be left out - get counted today! It only takes a few minutes to help your community for the next 10 years.

Whether you're an employer, a job seeker, veteran, or a student we have some great workforce resources just for you!

This grant program provides a pay-for-performance model for funding noncredit workforce training that leads to a credential in a high demand field.

Virginia Career Works is Virginia's vital link between meaningful employment and growing businesses. Learn more about us and what we provide.

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OTHER WORKFORCE SERVICES Small supply chain partners of businesses forced to close under Executive Order 53 or 55 as well as businesses that received CARES Act funding are now eligible to receive a $10,000 Rebuild VA grant. Take the GED test for free!

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Videos that can be used to help students prepare for applying to college and finding financial aid and scholarships to go!

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Share your videos with friends, family, and the world

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Virginia Career Works WIOA website for the Piedmont Region

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Virginia Career Works WIOA website for the Piedmont Region

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Virginia Career Works gives grants from the Workforce Innovations and Opportunities Act (WIOA) and gives employment support and up to $3,500 in funding to young adults ages 16-24 who have an obstacle to employment (ESOL, pregnant, foster care, disability).

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Virginia Career Works gives grants from the Workforce Innovations and Opportunities Act (WIOA) and gives employment support and up to $3,500 in funding to young adults ages 16-24 who have an obstacle to employment (ESOL, pregnant, foster care, disability).

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Career One Stop presentation for educators to use with students to help them learn more about career they may be interested in.

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Career One Stop presentation for educators to use with students to help them learn more about career they may be interested in.

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Going Merry - Free Scholarship Matching Service

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Going Merry - Free Scholarship Matching Service

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A free scholarship and financial aid platform.
Personalized matching. Thousands of scholarships and grants.

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We use bank-level data encryption methods and best-in-class data storage solutions, to keep your data safe. And we never sell your data to any third parties.

Our team personally vets every scholarship listed on our website, so that you know it's not a scam. We also carefully tag all the eligibility requirements, so that you know that when you match with a scholarship, you are in fact eligible for it.

We work with 15,000+ high schools across the US ( see a map of schools here!), and our impact has been covered by major press outlets. Oh, and did we mention we've worked with over 1 million students?

"My wish of attending my dream university, has now become a reality thanks to Going Merry!"

"I honestly had an amazing experience with Going Merry. Keep doing what you guys are doing!"

"Going Merry made applying for scholarships so simple and has been incredibly supportive every step of the way."

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Scholarships for College: Find and Apply Online for Free | Going Merry

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Get matched with college scholarships instantly and apply online with a common app for students and tools for counselors and providers.

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Tips on preparing for and acing a job interview!

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Interviews have a set of rules, and it's important to follow them. Dress appropriately, arrive in plenty of time, bring copies of your resume and job references, be respectful to everyone you meet at the organization. To go above and beyond the basic rules, these three key strategies will make you a much stronger candidate.

Prepare and practice meaningful answers to interview questions

Use a list of common interview questions to prepare your answers in advance. Be ready to answer: "tell me about yourself," "what are your strengths and weaknesses," and more.

It's also essential to identify skills you have gained from your experiences, and relate those to the job. Does the job require meeting deadlines? Then think about times you've had to meet deadlines in projects for school, volunteer work or family life. Would you need to interact with customers? When have you dealt with customers, helped others, or worked with the public?

Interviewers want details, so prepare the whole story, including what you liked, how you handled problems you ran into, how you worked with a team, and what you learned. Mock job interviews let you practice before a real interview; they are offered at college career centers, non-profit employment organizations, job clubs, and American Job Centers.

What does the employer want?

Do your homework on the employer before the interview. Read the company website, their annual report and look for news articles mentioning the company in the past year. Are trends in their industry affecting business? What are their priorities? What do they need in a candidate for the job you want? Use this information to prepare your own questions in advance.

A recent employer survey shows that many entry-level workers interviewed cannot describe what they bring to the job, or talk about when they have used a particular skill. Make it easy for the employer to see how your capabilities make you right for the job.

Be ready to demonstrate your abilities

Some interviews include a skill demonstration, such as writing or editing a piece, solving a typical problem, or building a model. In some professions, interviewers expect you to show a portfolio of your work - plans or projects you've produced, photos, writing samples, and more.

Visit prepare for your interviews for more detailed advice, and learn about different types of interviews with tips to perform at your best.

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Interviews have a set of rules, and it's important to follow them. Dress appropriately, arrive in plenty of time, bring copies of your resume and job references, be respectful to everyone you meet at the organization. To go above and beyond the basic rules, these three key strategies will make you a much stronger candidate.

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A variety of CareerOneStop brochures and flyers are available in Spanish. Notable resources include: the CareerOneStop overview PDF, the GetMyFuture PDF, the Mobile Tools brochure, and more.

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Link to the Hispanic Scholarship application

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Home

2023 HSF Scholar Program Application

2023 HSF Scholar Program Application

HSF Scholar Benefits

As an HSF Scholar, you will have access to HSF's invaluable Scholar Support Services and be eligible to receive a scholarship, depending on available funds.

Every year, HSF selects 10,000 outstanding students as HSF Scholars from a broad and talented pool of applicants

HSF Scholars have access to a full range of invaluable Scholar Support Services, including career services, mentorship, leadership development, knowledge building, and wellness training

Career services include access to select internship and job opportunities with HSF corporate partners

HSF Scholars are eligible to apply for all Scholar Conferences including, the STEM Summit, Finance Conference, Media & Entertainment Summit, Entrepreneurship Summit, and Healthcare Summit

Exclusive access to the HSF Insider which shares invaluable information and career opportunities

Finally, and importantly, HSF awards more than $30 million in Scholarships annually and, depending upon available funds, HSF Scholars may also be eligible to receive a scholarship, which range from $500-$5,000 and are awarded directly to students

Award

Scholars are selected based on merit. Award amounts range from $500 - $5,000, based on relative need.

Eligibility Requirements

Must be of Hispanic heritage

U.S. citizen, permanent legal resident, or DACA

Minimum of 3.0 GPA on a 4.0 scale (or equivalent) for high school students; minimum of 2.5 GPA on a 4.0 scale (or equivalent) for college and graduate students

Plan to enroll full-time in an accredited, public or not-for-profit, four-year university, or graduate school, in the US, for the 2023-2024 academic year

Submit the FAFSA or state-based financial aid forms (if applicable)

Technology Partners

©Hispanic Scholarship Fund 2021

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Use this tool to find information on various careers including, salaries, job skills and education level required!

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Tips for updating and creating a great resume for experienced workers!

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Slides to inspire you and your staff to spot current students who can return as alumni to inspire other students with stories of their path through and beyond high school. Video overview is linked in Slide 1. Links to support resources are in the speaker notes section of slides.

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Overview of "How To" create a guest speaker lunch series to expose students to a variety of careers and fields they may not have heard about.

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Guidelines for Creating a Guest Speaker Lunch Series

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School teams can use this tool to reflect on current post-secondary planning practices and choose ideas for ways to expand and enhance their practices.

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Post-Secondary Success Equity Inventory Tool

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School teams can use this to reflect on current practices and find places where they can improve

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Tips for developing a resume and cover letter for entry level workers

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CareerOneStop Career videos in Spanish are organized into 16 clusters, or related types of work. Select one to see a list of videos related to that category. Videos include career details such as tasks, work settings, education needed, and more.

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Go to Get My Future to see more resources that are available for young adults

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Look under the Workers with disabilities tab to learn more about accommodations, disclosure, and ADA.

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Students looking for a part-time job now while still in high school or recent graduates can use this resource to find a job within a 5-mile radius.
Put in a job title, your zip code and switch it to 5-mile radius.

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Search for jobs using the Job Finder Tool in any location across the United States.

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A helpful overview of what to expect with this small group curriculum.

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Post-test for small group data collection.

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The final lesson in the small group curriculum.

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This is the 4th lesson in this curriculum for small groups.

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12 academic and career planning activities to do with your students.

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Transfer VA Webinar on Portal and DE Guide

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Transfer VA Webinar on Portal and DE Guide

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Transfer VA Overview for School and Division Leaders

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This is the scavenger hunt for the 4th lesson. Please edit as you need to!

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Quick link for lesson 4- and shows how to translate a website.

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12 academic and career planning activities to do with your students.

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Podcast: Do Latinx Students have Equal Access to Advanced Placement Classes?

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Podcast: Do Latinx Students have Equal Access to Advanced Placement Classes?

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Analyzing Advanced Placement (AP): Making the Nation's Most Prominent College Prep Program Equitable

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Analyzing Advanced Placement (AP): Making the Nation's Most Prominent College Prep Program Equitable

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Paving the Pathway to College and Career: Building Students' Non-Academic Skills—A Virtual Training Session on a New Resource

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Paving the Pathway to College and Career: Building Students' Non-Academic Skills—A Virtual Training Session on a New Resource

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[Return to Events]
Paving the Pathway to College and Career Webinar Series

Thursday, November 7, 2019 | Thursday, February 27, 2020
Tuesday, October 13, 2020 | Tuesday, March 16, 2021

In this four-event webinar series, REL Appalachia staff share strategies and resources for strengthening the transition from high school to postsecondary education and careers.

Location

Virtual

Speakers

CJ Park, REL Appalachia, SRI International
Karen Shakman, REL Appalachia, Consultant
Ashley Campbell, REL Appalachia, SRI International
Deborah Jonas, REL Appalachia, SRI International
Emma Pellerin, REL Appalachia, SRI International
Kori Hamilton Biagas, REL Appalachia, SRI International
Joy Pugh, Virginia College Advising Corps
Bill DeBaun, Director of Data and Evaluation, National College Access Network
MorraLee Keller, Director of Technical Assistance, National College Access Network
Allison Dymnicki, American Institutes for Research

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; regional educational laboratory program; appalachia; rel; rigorous studies; fast response projects; no child left behind; regional laboratory home page; kentucky; tennessee; virginia; west virginia; implementing nclb; improving schools; raising achievements; mcrel

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Paving the Pathway to College and Career Webinar Series

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Return to Events] Paving the Pathway to College and Career Webinar Series Thursday, November 7, 2019 | Thursday, February 27, 2020 Tuesday, October 13, 2020 | Tuesday, March 16, 2021 In this four-event webinar series, REL Appalachia staff share strategies and resources for strengthening the transition from high school to postsecondary education and careers.

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Reflecting the changing demographics of the United States, students in our schools are more diverse than ever. According to data from the National Center for Education Statistics, from 1993-2003, minorities increased as a percentage of total public school enrollment, from 34 percent to 41 percent. That means your school's parent engagement initiatives should include strategies to reach families who may not share the same language, culture or ethnicity.

While the focus is often on the challenges of engaging families of different backgrounds, a diverse school environment can yield many opportunities. "With diverse perspectives and insights, classroom discussions become more dynamic," writes Eileen Kugler on her Embrace Diverse Schools blog. "Students learn to question more, to think more deeply, and to collaborate effectively with those who are different from themselves. They become better problem-solvers, understanding that there is more than one 'right perspective.' ... But this enriched learning environment doesn't take place in every multicultural school. Only when immigrant students feel truly connected to school will they engage in their learning and share their own wisdom."

Here are some strategies to help connect culturally diverse students and families.

Remember what we have in common. With all the time constraints and responsibilities that educators juggle, it can be easy to feel overwhelmed by the barriers to connection and engagement. But in spite of their external differences, it's important to remember that all parents want their children to succeed.

"We need to examine our assumptions about families," write the authors of Beyond the Bake Sale. "Do we expect all parents to respond the same way that middle-class parents do? When they don't come to events at school, we may think, 'They don't care' or 'They don't value education.' . . . We suggest that your team start with this premise: All families, no matter what their income, race, education, language, or culture, want their children to do well in school - and can make an important contribution to their children's learning."

Know your population. Every family has its own unique strengths and challenges to engagement. For some families, language may be a barrier while others may need to overcome past cultural expectations for how they interact with educators. Some parents may have received a high level of education in their home country while others received very little.

That's why you'll want to learn as much as possible about individual families as well as the culture of the countries they represent. Some schools have implemented parent surveys to gather information about languages spoken at home, cultural practices and traditions, and scheduling and transportation needs. (For more ideas about survey questions, see this Culturally Responsive Parental Involvement booklet. Although it was published more than a decade ago, it still contains relevant information.) Home visits are another way to connect with families on a personal level. To learn more about different cultures, consider visiting ethnic grocery stores, places of worship, or community centers. Or ask families if they have cultural resources that could be shared to build understanding among staff and other families.

Review your current parent engagement efforts. Many common parent engagement strategies have been around for decades and were designed with middle-class families in mind. As you learn more about the population in your school, evaluate your current strategies and determine if they are welcoming to culturally diverse families. If many of your activities revolve around fundraising, be sure to balance those activities with ones that focus on educational outcomes, such as sharing grade-level standards or strategies for parents to use with their children at home. If you're working with families that are new to the American educational system, they may need basic information about filling out paperwork or communicating with their child's teacher. As much as possible, try to personalize and follow up on communications. Parents who are reluctant to engage with educators may dismiss a flyer that's been sent to everyone, assuming that it's not meant for them.

As proven in randomized control trials, the FAST ® (Families & Schools Together) Program has achieved successful outcomes with culturally diverse populations. While 40 percent of FAST is fixed, the other 60 percent has aspects that can be adapted to fit the local culture. For example, at the first FAST Session, each family designs a flag that represents each individual in the family, and the family as a unit, and the flag is displayed at the family's table for each meeting. Team members strive to respect and honor the strengths of each family participating in the weekly sessions.

Engaging culturally diverse populations requires patience, but the payoff is worth it - for families, for your community and for the futures of individual children. "Diversity improves the way people think," concludes the authors of this New York Times article. "By disrupting conformity, racial and ethnic diversity prompts people to scrutinize facts, think more deeply and develop their own opinions. Our findings show that diversity actually benefits everyone, minorities and majority alike."

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Expanding Parent Engagement to Include Culturally Diverse Families

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Reflecting the changing demographics of the United States, students in our schools are more diverse than ever. According to data from the National Center for Education Statistics, from 1993-2003, minorities increased as a percentage of total public school enrollment, from 34 percent to 41 percent. T

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The Intercultural Development Research Association is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college.

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ESSA Requirements for Schools and Parent Involvement - Training Kit - IDRA

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This kit is the first in a set of four developed from the Annual IDRA La Semana del Niño Parent ... read more

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Office of International and Foreign Language Education (IFLE)

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Office of International and Foreign Language Education (IFLE)

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Administers programs to strengthen foreign language learning, international and area studies teaching, and research and curriculum development on global issues at the undergraduate, graduate, postgraduate, and K-12 levels.

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The International and Foreign Language Education (IFLE) office administers Title VI (domestic) and Fulbright-Hays (overseas) grant and fellowship programs that strengthen foreign language instruction, area/international studies teaching and research, professional development for educators, and curriculum development at the K-12, graduate, and postsecondary levels.
IFLE programs:

Respond to the ongoing national need for individuals with expertise and competence in world languages and area or international studies

Advance national security by developing a pipeline of highly proficient linguists and experts in critical world regions

Contribute to developing a globally competent workforce able to engage with a multilingual and multicultural clientele at home and abroad

Expand access to international and foreign language learning, especially for traditionally underserved students.

Support teaching and research on critical world regions, languages, and issues

Learn more:

Programs
Programs Authorized Under Title VI of the Higher Education Act
Title VI programs offer domestic grants to institutions of higher education to develop and maintain capacity and performance in area/international studies and world languages.
Programs Authorized Under the Mutual Educational and Cultural Exchange Act (Fulbright-Hays Act)
Fulbright-Hays programs provide overseas funding to current and prospective U.S. educators to participate in advanced overseas study and research.

News and Information
Competition Information
Resources
Top
U.S. Department of Education
Office of Postsecondary Education
International and Foreign Language Education
400 Maryland Avenue, S.W., Room 3E200
Washington, D.C. 20202
Telephone: (202) 453-6950
Fax: (202) 453-5780

Follow IFLE on Twitter
Follow OPE on Twitter

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area studies; fellowships; grants; higher education; international education; international programs; international studies; languages; fulbright-hays; foreign language studies; title 6

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International and Foreign Language Education - Home Page

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The International and Foreign Language Education (IFLE) office administers Title VI (domestic) and Fulbright-Hays (overseas) grant and fellowship programs that strengthen foreign language instruction, area/international studies teaching and research, professional development for educators, and curriculum development at the K-12, graduate, and postsecondary levels.

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Quick link to access the Kahoot for Lesson 3 in the group.

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Quick link to access the quizlet needed for this lesson.

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Postsecondary Terms Vocabulary Flashcards | Quizlet

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Start studying Postsecondary Terms Vocabulary. Learn vocabulary, terms and more with flashcards, games and other study tools.

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This is the 3rd lesson in the group curriculum.

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Use this and cut it out for students to use with the activity in lesson 2.

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For use with the 2nd lesson of the small group.

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Students will share this with their parents after the 1st lesson

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The "Race Toward a Goal" Activity for the 1st lesson.

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2nd lesson for small group curriculum

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1st lesson in small group curriculum

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Pre-test for small group data collection

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Hispanic Scholarship Fund College Search Resource

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Hispanic Scholarship Fund College Search Resource

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Resources to help students and families prepare for college.

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Individuals with Disabilities Education Act

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Home " Policy Documents " POLICY GUIDANCE: A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020)

OSERS published updates to "A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities, August 2020" to advance the office's efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to achieve their post-school and career goals.

In this updated transition guide, OSERS added information about dual enrollment and the ABLE Act. OSERS also hopes this transition guide will help students and youth with disabilities and their families to better understand how the state education agencies (SEA), the local education agencies (LEA), and the vocational rehabilitation (VR) agencies work together to facilitate improved outcomes for students and youth with disabilities.

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A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (Aug. 2020)

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OSERS published updates to "A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities, August 2020" to advance the office's efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to achieve post-school and career goals.

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Center for Parent Information and Resources

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Center for Parent Information and Resources

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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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This presentation is meant to educate teachers on how to implement student-led IEPs. Includes resources to get you started.

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We are pleased to announce that all of the materials produced by Harvard Family Research Project (1983-2016) are now available in the archive section of our Global Family Research Project site. Search the archive and you will find many useful resources and related research for building and evaluating family, school, and community engagement practices, programs, and policies; for strengthening professional and organizational development; and for creating a more equitable anywhere anytime learning ecology for all children and families.
Please note and abide by the terms and conditions for use of these materials as stated on the archive's front page. Search New Resources Access Archive Check out some of our most popular work below.

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We are pleased to announce that all of the materials produced by Harvard Family Research Project (1983-2016) are now available in the archive section of our Global Family Research Project site.

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.
Career & Technical Education
Virginia's 17 Career Clusters

To view individual Web pages for each of the 17 career clusters, use the menu to the right .

Career Clusters help students investigate careers and design their courses of study to advance their career goals. For this reason, Virginia has adopted the nationally accepted structure of career clusters, career pathways and sample career specialties or occupations, as well as created a 17th Energy Cluster.

A Career Cluster is a grouping of occupations and broad industries based on commonalities. Within each career cluster, there are multiple career pathways that represent a common set of skills and knowledge, both academic and technical, necessary to pursue a full range of career opportunities within that pathway - ranging from entry level to management, including technical and professional career specialties. Based on the skills sets taught, all CTE courses are aligned with one or more career clusters and career pathways.

Overview

Career Clusters Academic and Career Plans of Study; Virginia's Best Practices (PPT)
This PowerPoint presentation describes the integration of career clusters into the career exploration and preparation process in Virginia (updated December 2012). NOTE: this is a large file that will take time to download.

Developing Academic and Career Plans of Study

The sample Plans of Study listing is a resource to assist CTE administrators and school counselors in developing student academic and career plans of study for each pathway within a career cluster. The sample plans of study template meets all the state and federal requirements.

Resources

You may also be interested in...

CTE Performance Trends - see CTE Statistics & Reports

Outside Resources

National Career Clusters Framework
In cooperation with the National Career Technical Education Foundation (NCTEF), the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) provides leadership and support for the National Career Clusters Framework to deliver high-quality CTE programs through improved curriculum design and instruction. The National Career Clusters Framework is comprised of 16 Career Clusters and related Career Pathways to help students explore different career options and better prepare for college and career. The Career Clusters and related Career Pathways serve as an organizing tool for Virginia's schools and academies to develop more effective programs of study and curriculum. This site includes a listing of the 16 national career clusters and 79 pathways .

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The Virginia Department of Education provides all Virginians the resources to achieve success in life by having a world-class education

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Example IEP-Coordinated Set of Activities

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Example IEP-Coordinated Set of Activities

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Transition IEP - Coordinated Set Of Activities

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Transition IEP - Coordinated Set Of Activities

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How to write SMART goals.

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SMART stands for Specific, Measurable, Attainable, Results-oriented, and Time-bound.

Having SMART IEP goals can help your child get the most out of special education.

A SMART IEP goal will be realistic for your child to achieve and will lay out how your child will accomplish it.

Your child's IEP will have annual goals . These will lay out what your child will be working toward over the school year. For kids to get the most out of an IEP, the goals shouldn't be vague or general. Instead, they should be SMART: Specific, Measurable, Attainable, Results-oriented, and T ime-bound.

This chart shows you how to recognize a SMART IEP goal.

SMART stands for

What that means

Example of a Non-SMART IEP goal

Example of a SMART IEP goal
Time-bound
The goal includes a time frame in which your child will achieve it, with the right supports and services. It also states when and how often progress will be measured.

Jeremy will be able to orally explain class vocabulary words, with 90 percent accuracy, on 8 out of 10 tries.

By May 15, Jeremy will be able to orally explain class vocabulary words, with 90 percent accuracy, on 8 out of 10 tries.

His progress will be measured through a monthly language assessment.

His progress will be measured through a language assessment.

Making sure the IEP goals are SMART will help your child benefit from special education . For more help on developing annual IEP goals, take a look at a checklist of questions to ask . You may also want to view a sample IEP to see how your child's goals fit into the overall document.

IEP goals shouldn't be vague or general.

A SMART IEP goal will say when and how often your child's progress will be measured.

It's important for IEP goals to be stated in a way that can be measured by standardized tests, curriculum-based measurements, or screening.

About the Author

About the Author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Ginny Osewalt is a dually certified elementary and special education teacher with more than 15 years of experience in general education, inclusion, resource room, and self-contained settings.

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How to tell if your child's IEP goals are SMART

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SMART stands for Specific, Measurable, Attainable, Results-oriented, and Time-bound. Having SMART IEP goals can help your child get the most out of special education. A SMART IEP goal will be realistic for your child to achieve and will lay out how your child will accomplish it. Your child's IEP will have annual goals .

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VDOE Post-Secondary Goals Guidance Document

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Resource for students and parents for career exploration.

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When I was in high school, I had my heart set on becoming a nurse practitioner, and there was no way that you could tell me any different. Fast-forward to now and I'm studying public administration, and I am nothing short of excited.

More often than not (I'm speaking from experience), you start to feel that once your heart is set on one area of interest, then that's the career path you have to follow. End of story.

But what happens when you realize, "Hey, I don't think I really like this as much as I thought I would"?

Understand that there's nothing wrong with changing your mind. I did. Here are questions I asked myself along the way to help me decide on my career:

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Perspectives: How did you decide on a career path?

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When I was in high school, I had my heart set on becoming a nurse practitioner, and there was no way that you could tell me any different. Fast-forward to now and I'm studying public administration, and I am nothing short of excited.

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Transition Videos based upon student and family needs - consideration for  IEP transition goals

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Transition Videos based upon student and family needs - consideration for  IEP transition goals

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Video series: Transition Tips
Series: Voices of Experience

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Video Series List - National Parent Center on Transition and Employment

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Video Series List from the National Parent Center on Transition and Employment

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The PSAT/NMSQT is now digital! The test is easier to take, shorter, has more time per question, and comes with a built-in calculator. It can also qualify you for the National Merit Scholarship Program and other scholarships.

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The PSAT/NMSQT can qualify you for the National Merit Scholarship Program and other scholarships.

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Search under 'educators tab' - PERSIST: A COMPREHENSIVE GUIDE FOR STUDENT SUCCESS IN HIGHER EDUCATION. Resources and activities tailored to specific student groups (e.g., students with disabilities).

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To assist case managers and school counselors in identifying parents/family members preferences and thought for their son/daughter for life after high school.

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This survey was originally created by a local transition council and it was updated in 2014 by Lisa Fournier in Massachusetts. The purpose is to assist in identifying parents/family members preferences and thoughts for their son/daughter for life after high school.

New Parent Transition Survey Spanish

New Parent Transition Survey English

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The NEW Parent Transition Survey - Transition Coalition

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This survey was originally created by a local transition council and it was updated in 2014 by Lisa Fournier in Massachusetts. The purpose is to assist in identifying parents/family members preferences and thoughts for their son/daughter for life after high school.

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

Office for Civil Rights
Russlynn Ali
Assistant Secretary

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

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

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

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

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

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

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

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

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

What academic adjustments must a postsecondary school provide?

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

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

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

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

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

What documentation should I provide?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Students with Disabilities Preparing for Postsecondary Education

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

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An overview of colleges with resources for students with disabilities.

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Disabilities are wide-ranging and come in a variety of forms.

Per the National Center for Education Statistics, 19% of college undergraduates reported having a disability in 2015-2016.

People with disabilities can attend college - and thrive.

College is an exciting time of academic exploration and self-discovery. With the right support and accommodations, students with disabilities can excel in the classroom and participate in various extracurricular activities. Unfortunately, college students with disabilities frequently note that accessibility issues, like a lack of working elevators, incorrect use of Braille on signage, and broken wheelchair ramps, impact their ability to consistently attend class and engage with their campus communities.

To be more inclusive of all students, including students with disabilities, universities should adopt the social model of disability. The social model of disability emphasizes universal design, which is the process of creating buildings and infrastructure that are safe and accessible for everyone. It's also important for students with disabilities to feel empowered to champion their own needs and advocate for support.

All students with disabilities have equal access to higher education, says Oscar Gonzalez, interim accessibility resources senior director at Minnesota State University. He continued, Own your disability, and understand how it shapes your experience. Know that you aren't alone, and be willing to ask for what you need.

Knowing Your Student Rights

Students with disabilities are protected by federal law, enabling them to participate fully in U.S. society. Legislation such as Section 504 of the Rehabilitation Act of 1973 and the Americans With Disabilities Act (ADA) protect students with disabilities against discrimination by creating responsibilities for colleges, universities, and other public organizations.

Americans With Disabilities Act

Created in 1990, the ADA paved the way for a more inclusive society for people with disabilities. The ADA provides a wide range of protections for those with disabilities and created important accessibility standards in employment, public transportation, and telecommunications.

Title II and Title III of the ADA require that both public and private spaces (including college campuses) are accessible to everyone. This means that both private and public universities must make sure that students with disabilities can safely access buildings, equitably participate in the classroom, and reasonably engage in extracurricular activities.

The ADA includes language concerning the various accommodations that should be made available for college students with disabilities, including:

Communication accommodations for people with hearing, vision, or speech disabilities

Reasonable accessibility modifications to university policies, practices, and procedures

Accessibility standards for new and renovated buildings

Section 504

Section 504 of the Rehabilitation Act of 1973 protects college students with disabilities from discrimination. Under this section, any college or university that receives federal funding must provide accommodations so that students with disabilities can participate in the classroom and in educational programs. Some of the accommodations that college students with disabilities may receive include:

Extended time for test taking

Recording devices

Sign language interpreters

Section 504 also applies to K-12 students, but K-12 students receive more hands-on and personalized support. For example, K-12 schools are responsible for finding and identifying students who need accommodations and for providing the necessary support for their academic success.

Colleges and universities, on the other hand, are not required to seek out or identify students who are in need of accommodations. Under Section 504, it is the responsibility of college students to self-disclose and report their accommodation needs. This process often includes submitting official medical documentation to one's college or university. Students with disabilities who are not seeking accommodations do not need to disclose their disability status to their university.

Most colleges and universities have a designated office and/or website that details the procedures students should follow in order to document their disability with their school. Students are encouraged to begin the accommodations process with their university as early as possible in the school year. This will ensure that your campus has time to set up the appropriate accommodations that will enable you to thrive in the classroom.

Twenty-First Century Communications and Video Accessibility Act

The Twenty-First Century Communications and Video Accessibility Act (CVAA) is a law that Congress passed to update the telecommunications protections for people with disabilities. Previous laws ensured accessibility for telephones and TVs, but couldn't keep up with new technology. The new law includes safeguards for people with disabilities to access the latest technology like broadband, digital, and mobile innovations - the very technologies that the act is named after.

The CVAA has two main sections. Title I requires that broadband products and services (including smartphones) are fully accessible to people with disabilities. Title II makes it easier for people with disabilities to view video programming on TV and the internet. This includes requiring captioning of shows and re-runs on online streaming services.

For college students with disabilities, the act guarantees equal access to information and communication resources, which are vital for academic success. The provisions on internet-based communications technologies require captioning, descriptive audio, and more on public-facing websites and course materials, allowing disabled students, on campus or online, to use technology for their education. This is especially important for certain classroom accommodations and ensures all students have an equal opportunity to learn and participate in campus life.

Assistive Technology Act

The Assistive Technology Act, first approved by Congress in 1988, promotes awareness of and access to assistive services and devices that can help folks in education and work settings, as well as in other activities. Under this law, each state gets grants to help provide services to people with disabilities.

Wheelchair ramps, accessible parking permits, and large-print books are examples of low-tech assistive devices and services. Medium tech can include enlarged computer keyboards and audiobooks.

High-tech devices are those that are computer-based, such as voice recognition software, screen readers, and voice-activated environment controls.

Evaluating Campus Disability Services

Because students with disabilities tend to have specific needs, selecting the appropriate college may present a challenge. Before applying to a school, it's important to learn as much as possible about the school. Explore whether it is inclusive, accessible, and accepting of those with disabilities.

The size of a school's disability services office can provide insight into its ability to accommodate students. The bigger the staff in that office, the more resources and accommodations they're likely to offer.

Visit the school's website and social media accounts. Search for its disability resource center and clubs or networks for students with disabilities and neurodivergent students.

Students who choose to visit campuses in person can make the most out of their time by learning about the school and the disability services office. Also, visit the financial aid office, dining halls, and health services departments. The school may offer virtual tours if an in-person visit isn't possible.

Email or call to schedule an appointment to speak with particular offices and ask them specific questions.

Gonzalez says you should ask the following:

Can you meet with someone on campus to discuss your accommodations? How will they support you? And what type of resources do they offer?

Does this college or university have programs to meet your needs? Is there a community for students with disabilities on campus?

Are there scholarships available for students with disabilities who would like to attend that college or university?

Once you know what accommodations you'll need, Gonzalez says to consider the institution's quality of support services. These include:

Academic or vocational counseling and planning

Career training and placement options that align with your interests and skills

Housing, employment, and financial services

Social, physical, and mental health and wellness services

When asked how family and friends can support disabled students, Gonzales responded with a few key ways folks can offer support during a student's transition to college. He says it's important to encourage independence and self-advocacy by helping students manage their time and assignments, communicate with professors, and ask for help when needed.

Additionally, it's vital to openly discuss the impact of disabilities on students' lives and what they need to succeed while creating a safe space for others to share their experiences. When accompanying a student to their first appointment with disability services, it's important to prioritize the student's voice and empower them to advocate for themself.

Paying for College

Students with disabilities are eligible for many financial aid and scholarship opportunities.

Federal and state assistance is available. Federal Pell Grants, for instance, do not require repayment. Students with disabilities may also be eligible for government assistance programs such as Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI).

Nonprofits, schools, and other businesses also offer scholarships. These can supplement students' federal and state financial aid, drastically reducing college expenses.

Students can apply for scholarships specific to their disabilities, as well. The Sertoma Hard of Hearing or Deaf Scholarship and the National Federation of the Blind Scholarship Program are two examples.

Frequently Asked Questions About Students With Disabilities

How do you refer to students with disabilities?

The disability community is split on language. Many people prefer identity-first language: disabled person. Others prefer person-first language: person with a disability.

The best option is to use the language that an individual prefers. Don't assume all people prefer the same language.

What is a disability resource center?

Colleges and universities typically have disability services offices where students can find help with services and accommodations like assistive technology, note-takers, and extra time on tests.

These centers and offices can coordinate with instructors and other campus departments to provide reduced class loads, priority class registration, and housing and parking accommodations, among many other services.

Some colleges also offer tutors and workshops where students can learn study skills.

Can students with disabilities attend college?

Of course! Disability doesn't mean inability. It just may mean a student has to find unique ways to navigate barriers. People with disabilities commonly attend and successfully complete college. They then enter the workforce.

This is why disability legislation exists. It allows students with disabilities to learn alongside their nondisabled peers. Learn about the various types of support different colleges offer. With the right support, students with disabilities can excel in school.

What challenges do students with disabilities face?

Disabilities are wide-ranging and include learning, physical, and psychological disabilities, health challenges, and vision, hearing, and speech conditions.

Some students with disabilities may face challenges in traditional learning environments due to a variety of factors - sensory sensitivities, mobility challenges, or challenges with subject-specific work.

Students with disabilities may have specific transportation needs and face financial challenges and disability discrimination. It's important to get support from the school's disability offices, campus groups, organizations, and others.

With Advice From:

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College Guide for Students with Disabilities | BestColleges

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Thanks to advocacy and legislation, students with disabilities can successfully navigate higher education. Read this guide to learn more.

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Provide educational pathways leading to certification or college degree attainment and career opportunities for students, particularly those who may not otherwise have access..ACCESS uses a collaboration of both financial and advisory resources to help students realize their dream of becoming a college graduate.

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What Parents and Students Should Know
About COVID-19's Effects on
ACCESS and Your College Journey

Click here for details.

ACCESS College Foundation was founded in 1988 to eliminate barriers to postsecondary education and increase college attainment for underrepresented and low-income students.

Since 1988, ACCESS has helped more than 73,000 students from low-income families enroll in a certification or degree program while leveraging $720 million in financial aid and scholarships. Additionally, ACCESS has awarded more than $11 million in ACCESS "Last-Dollar" Scholarships to students, helping to make their educational paths possible. Over the last 32 years, ACCESS has proven that through guidance, mentorship, and financial assistance, Hampton Roads' brightest students can achieve their educational dreams - regardless of their background. As these graduates return home, they contribute to the vitality of our community, as the doctors, lawyers, teachers, and engineers of tomorrow.

Mission

We provide educational pathways leading to certification or college degree attainment and
career opportunities for students, particularly those who may not otherwise have access.

Vision

We will give every desiring student the opportunity to enrich their lives
and our communities through training and education beyond high school.

Partner Spotlight

Thank You to our Cars for College Partners for their Generous Vehicle Donations.

Proud to be a United Way Partner!

We value your trust and promise complete transparency, helping you to make informed decisions in your charitable giving.

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Click here for details. ACCESS College Foundation was founded in 1988 to eliminate barriers to postsecondary education and increase college attainment for underrepresented and low-income students. Since 1988, ACCESS has helped more than 73,000 students from low-income families enroll in a certification or degree program while leveraging $720 million in financial aid and scholarships.

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Promote partnerships with community based organizations for externships/internships and work-training programs.

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Latinos in Virginia Empowerment Center

Latinos in Virginia Empowerment Center provides education, advocacy, and support to Spanish-speaking individuals affected by violence in Virginia in order to ensure that they can access services that empower them to become happy, healthy, and self-sufficient.

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Latinos in Virginia Empowerment Center Latinos in Virginia Empowerment Center provides education, advocacy, and support to Spanish-speaking individuals affected by violence in Virginia in order to ensure that they can access services that empower them to become happy, healthy, and self-sufficient.

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Promote partnerships with community based organizations for externships/internships and work-training programs.

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Hispanic Chamber of Coastal Virginia - Home

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Understanding The Importance Of Minority Business People

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Introduction video that explains  academic and career planning. Video would be good for parents or students.

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Academic and Career Planning Video Scribe and Whiteboard Animation video for public school districts

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Resources and programs  to empower youth and young people with disabilities as they enter adulthood and the world of work.

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The National Youth Transitions Center (NYTC) exists because of a fundamental conviction: The Future Needs Everyone. It thrives because it brings together individuals and organizations that share this commitment and want to multiply their impact. We realize we are stronger together.

As a result, the NYTC is both a physical structure and the embodiment of a mission: to be a collaborative learning community to benefit youth and young people with disabilities. The Center, a seven-story building located in the midst of a university campus in Washington, D.C., is dedicated to the youth transitions field. It houses multiple tenants who have a successful track record of making a difference in the lives of young people with disabilities.

The National Youth Transitions Center offers access to three conference spaces to members of the Youth Transitions Collaborative, partners of the NYTC, and other organizations that offer transitions-related programming. To reserve space, click here.

The NYTC was born from an initiative developed by The HSC Foundation, a foundation dedicated to improving access to services for individuals facing social and health care barriers due to disability, chronic illness, or other circumstances. The HSC Foundation realized the critical importance of timely intervention for transitioning youth and young adults with disabilities and developed The National Youth Transitions Center as a result.

The NYTC has ensured its relevance and impact by developing the Youth Transitions Collaborative, whose 45+ members provide the Center with expertise and advice on planning, programming and advocacy. The primary force behind NYTC's work, the Collaborative is "stronger together" in their efforts to help youths find self-directed paths to adulthood and employment.

NYTC is the nerve center for the Youth Transitions Collaborative, which is steadily expanding its role in coordinating and strengthening the related efforts of many organizations. Through NYTC's efforts, the future will open up for every young person, because the future does need us all.

For a list of Youth Transitions Collaborative Members, click here.

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The National Youth Transitions Center (NYTC) exists because of a fundamental conviction: The Future Needs Everyone. It thrives because it brings together individuals and organizations that share this commitment and want to multiply their impact. We realize we are stronger together.

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Find scholarships, Financial aid and internships