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ABC Virginia is an industry leader in construction apprenticeship programs. Companies that invest in employee development through apprenticeship programs attract a quality workforce of loyal and highly skilled employees, while closing the skilled workforce gap.

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We have been made aware of changes to the licensing procedures concerning the exemption of the examination for individuals completing an apprenticeship program. There has been conflicting information about when this will take effect and how the process will be streamlined.

The process is still a two-part process:

1. As the Related-Instruction Provider, ABC-VA will provide employers with an Official Transcript certifying classroom hours on our letterhead with our signature for apprentices enrolled in ABC-VA related instruction programs. In addition to providing employers with this information, we will also provide a copy to the Department of Labor (DOL).

2. Employers will need to verify completion of On-the-Job Training (OJT) directly with DOL to certify the appropriate hours for time-based apprenticeship programs or the completion of competencies for competency-based apprenticeship programs. This is determined by the Standards of Apprenticeship created between the employer and DOL.

Once the two parts have been completed, DOL will issue an Apprenticeship Action Form containing a red stamp. This form and transcript will need to accompany the licensing application with the Department of Professional and Occupational Regulation (DPOR).

Additionally, the Department of Labor now operates under Virginia Works. During this transition, emails and points of contact will be changing. If you receive a bounce back from your Department of Labor rep, please try changing the email address to the "@virginiaworks.gov" email address. For example, Maynard Stowe in Hampton Roads changed from " maynard.stowe@doli.virginia.gov" to maynard.stowe@virginiaworks.gov. Emails are not being forwarded automatically.

Here is an updated list of regional offices (located here on the DOL website). You may need to call directly to determine who your specific representative is based on the physical location of your home office.

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ABC Virginia is an industry leader in construction apprenticeship programs. Companies that invest in employee development through apprenticeship programs

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AmeriCorps is the federal agency for national service and volunteerism. AmeriCorps provides opportunities for Americans of all backgrounds to serve their country, address the nation’s most pressing challenges, and improve lives and communities.

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An official website of the United States government

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City Year is an education nonprofit dedicated to students' and schools' success

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City Year is an education nonprofit organization dedicated to helping students and schools succeed. Learn how City Year creates environments where students can thrive.

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American College Testing (ACT) Accommodations

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American College Testing (ACT) Accommodations

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Information on how to request accommodations for the ACT

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act.org,actprofile.org,act.org,actstudent.org,act.alertline.com,services.actstudent.org,career4.successfactors.com,engage.act.org,discoveractaspire.org,qc.vantage.com,myworkkeys.act.org,twitter.com,facebook.com,youtube.com,plus.google.com,linkedin.com,preview.act.org,workreadycommunities.org,pearson.com,instagram.com,actaspire.org,run2.careerready101.com,run2.keytrain.com,leadershipblog.act.org,my.act.org

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Requesting Accommodations | The ACT Test

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ACT is committed to providing access to the ACT test for examinees with documented disabilities and English Learners through appropriate accommodations and English Learner (EL) supports. Learn more about making a request, documentation, and national vs. special testing.

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Services for Students with Disabilities - Accommodations on College Board Exams

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Requesting accommodations for College Board exams differs from the process used for school or state exams. So we'll explain the dates and deadlines, how to submit documentation-and why it's best to request accommodations through your school.

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College Board is committed to providing services for students with disabilities to enable participation in our tests with the accommodations they need.

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FCPS Accommodations Process for College Board Testing

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FCPS Accommodations Process for College Board Testing

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Understand the FCPS process to request accommodations for College Board tests

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Accommodations Process for College Board Testing

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Understand the FCPS process to request accommodations for College Board tests

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JAN provides A to Z listings of accommodations by disability, topic, and limitation. This information will help employers and individuals determine effective accommodations and comply with Title I of the Americans with Disabilities Act (ADA).

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PACER - The ADA, Section 504 & Postsecondary Education

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PACER - The ADA, Section 504 & Postsecondary Education

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U.S. Department of Education, Office for Civil Rights

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U.S. Department of Education, Office for Civil Rights

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Information about the Office for Civil Rights at the U.S. Department of Education.

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U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education

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U.S. Department of Education: Students with Disabilities Preparing for Postsecondary Education

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Know your rights and responsibilities

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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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Association on Higher Education and Disability (AHEAD)

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Association on Higher Education and Disability (AHEAD)

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AHEAD is the leading professional membership association for individuals committed to equity for persons with disabilities in higher education.

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Campus Disability Resource Database (CeDaR)

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Campus Disability Resource Database (CeDaR)

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Here you can find disability-related information from degree-granting colleges and universities across the United States.

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Search disability services information for United States colleges and universities

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College Choice: College resources for students with disabilities, The Ultimate Guide

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College Choice: College resources for students with disabilities, The Ultimate Guide

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The Ultimate Guide

Eleven percent of college undergraduates report living with a disability, according to the U.S. Department of Education's National Center for Education Statistics. Schools around the country-public research universities and small private liberal arts colleges alike-have noted the numbers and made substantial strides towards creating accessible, welcoming, and inclusive campuses. We've listed fifty of those schools below, and in addition to providing this definitive ranking of the best disability friendly colleges and universities in the country, we at College Choice have included everything else students and parents need to know about succeeding with disabilities in higher education. Scholarships, advice on choosing schools, laws and rights, distance learning-we've got it all covered. We at College Choice have attempted to consider every angle in presenting this resource

Disabilities Covered in this Resource

Hearing Impairment

The lecture hall is an iconic image of college life, but for students who are deaf or hard of hearing, lectures present a huge challenge. However, many college and universities offer a number of aides, including note takers, speech-to-text tools, AT listening devices, captioned audiovisual tools, and sign language interpreters.

Visual Impairment

Braille is just one of the many tools provided by colleges and universities. Transcribed note-taking devices, speech-outputting computers, 3D models, CCTV magnification systems, enlarged calculators, and magnifiers are among just some of the tools that should be made available to students.

Chronic Illness

A wide range of conditions is included under the scope of chronic illness disabilities, from multiple sclerosis and hemophilia to cystic fibrosis and diabetes. Chronic illness presents innumerable hurdles for young students, and requires a school to offer an array of specialized accommodations, including a substantial student health care plan.

Physical Disability

ADA standards require that colleges and universities create wheelchair-friendly campuses with accessible buildings, classrooms, and residence halls. Those schools that go above and beyond ADA standards do so by offering free transportation to classes, note-takers, specially designed keyboards, allowing oral over written exams, and more.

Cognitive or Intellectual Disability

Cognitive or Intellectual Disabilities are defined by the ADA and AAIDD (the American Association on Intellectual and Developmental Disabilities) as those impairments in intellectual and behavioral functioning that radically affect one's social experience. Despite the inherent challenges, nearly 58 percent of students with intellectual disabilities go on to attend college or university.

Learning Disability

Definitions vary, but the term "learning disability" tends to include conditions that inhibit students from academic achievement because of difficulties with attention, time management, organization, reading, and memory function. These students, though struggling with ADD, ADHD, dyslexia, dysgraphia, or dyscalculia, are often highly intelligent.

Mental, Psychological, or Emotional Disability

Bipolar disorder, depression, anxiety and panic disorders, schizophrenia, PTSD, and OCD among others, can hugely impact a student's ability to perform academically. Any of these can be qualified as a disability under ADA if it's chronic and substantially limiting major life activities.

Your Rights: Transitioning from High School to College

Transitioning from high school to college is not easy for anyone, but it is especially complicated for those with disabilities. Not only are students with disabilities required to do more research, about the kind of support they'll receive once at college, but the differences between high school and college manifest in numerable and significant ways for students with disabilities.

For example, under the Individuals with Disabilities Education Act (IDEA), in high school the student is entitled to services and accommodations; whereas, in college that same student must meet criteria to be eligible for services, under the American with Disabilities Act (ADA).

This is not to say there is less chance of support for the student with disabilities, only that it entails a difference of initiative and perspective. We've explained more about that below.

Section 504

Part of the Rehabilitation Act of 1973, Section 504 prohibits discrimination based on disability. This civil rights statute requires that the needs of students with disabilities are to be accommodated as much as those non-disabled students.

ADA

A civil rights law that prohibits discrimination based on disability, the American with Disabilities Act (ADA) extends to all areas of public life, including school, transportation, public spaces, jobs, and more.
ADA's Criteria for Disability

You have a documented physical or mental impairment that substantially limits activities.

You have a record of such an impairment.

You are perceived as having such an impairment.

ADA and Section 504: What They Do (Or Should Do) For You

A school may not discriminate on the basis of disability.

All programs offered by the school, including extra-curriculars, must be accessible to students with disabilities.

The school must provide accessible housing at the same cost and offer the same variety of choice that is available to other students.

The school must provide transportation when relevant as well as auxiliary aids and services such as interpreters, listening systems, captioning, Braille materials, and much more.

The school must offer testing accommodations when relevant.

You do not have to disclose your disability if you do not require any accommodations.

Choosing the Right College or University

Though we've provided a definitive list of the 50 Best Disability Friendly Colleges and Universities, you'll still need to utilize some tools of your own when doing your research. Below are questions to ask, contexts to consider, and what specifically to look for.

Questions to Ask

When researching colleges and universities there are crucial questions to ask yourself and, especially, an admissions counselor or a Disability Resource Center representative. Below are some examples of what to ask and where to begin.

What are the percentages and ranges of disabilities on the campus?

Does the campus provide a specific space that serves students with disabilities?

Which papers and documents do you need to show as record of your disability? Inquire about how current those papers should be.

How many accessible dorm rooms are available?

Are all the buildings and classrooms accessible?

Are there support groups and student-led clubs for students with disabilities?

What should you do to apply for accommodations ahead of time? And which accommodations are commonly offered?

Who should you notify of your disability and who will already be notified?

What is the relationship between faculty and the student with a disability?

What kind of tutoring is offered? Similarly, what kind of adaptive software will you have access to?

Contexts

A college campus is made up of many contexts, from social to academic, so it's important to visualize yourself in each, asking the above questions but also considering the varying elements that define the context.

In the classroom: lectures, labs, desk set-ups.

Outside the classroom: mobility around campus, transportation, navigation.

Residence hall: roommates, climate control, food sensitivities.

Extra-curriculars: clubs, athletics, student groups, support groups.

Campus communication: using phones, email, computers.

Homework: reading, computer use, library access.

Adaptive and Assistive Technology

For obvious reasons, it is important that a college or university make adaptive and assistive technology (AT) available and accessible, but there are still many details to consider before determining whether your needs will be wholly met.

For example, AT tools should be available twenty-four hours a day and on weekends. Training for those tools, as well as manuals or online tutorials are also important. Look into how many AT labs and how much equipment a school offers, and how often that equipment is maintained and updated. If you don't see the specific AT tool you need, inquire whether the school will order and pay for what you require. More questions to ask yourself and an admissions counselor:

If you don't see the specific AT tool you need, inquire whether the school will order and pay for what you require. More questions to ask yourself and an admissions counselor:

What kind of AT equipment is available to you?

Will the Disability Resource Center make the AT arrangements on your behalf?

Who should faculty members talk to about utilizing AT in the classroom?

Do you need to sign up to use AT equipment? If so, how far in advance?

Will you be able to utilize AT devices during exams?

Is there AT equipment in the library? How about in classrooms and computer labs?

Will the college make texts available in various formats, including electronic, audio, or large print?

Is the college's web platform (including course registration software, library catalogs, class discussion boards, etc.) compatible with screen-reading software?

Be sure to reach out to the college and university's Disability Resource Centers to ask about AT and the school's implementation of it. The questions provided here are merely suggestive; everyone has different needs and requirements. Think about what you'll need to have a nourishing academic experience and ask for it.

50 Best Disability Friendly Colleges and Universities

Methodology and Criteria

From non-discrimination policies to the accessibility of dorms and lecture halls, there's a breadth of considerations-social, economic, academic-to collate and compare when choosing a school. Such consolidation demands innumerable hours of research, the results being of crucial importance to your college experience and happiness.

Which is why we've done that work for you, compiling below the best schools for disability identified peoples, taking into account a combination of crucial features: academic rankings; student performance, satisfaction, and retention rates; the amount of disability resources, including clubs, organizations, and majors; the level of inclusion and acceptance a student with disabilities can anticipate; and more.

The scores below reflect the collective ranking of each of these factors.

Read the full ranking of the 50 Best Disability Friendly Colleges and Universities

The Disability Resource Center

Also known as Disability Student Services, the Learning Center, or the Center for Students with Disabilities, among others, a college or university's Disability Resource Center has dual purposes: to serve the student with a disability and to make the campus a more affirming and accessible environment for that student.

Of course, this entails the provision of accommodations, from testing to assistive technology, but a good resource center will also create opportunities for the student to connect with other students. And the best resource centers will ensure against isolation and instead infuse themselves with a campus' academic and social life.

We've explained below what to look for and how to discern if a school's resource center will best serve you.

Resources and Accommodations

For those with either physical or cognitive disabilities, the campus resource center should provide the necessary forms and documents necessary for requesting assistance and accommodations.

These forms cover requests for housing, testing and exam accommodations, alternate text, use of specific assistive technology (more on that below), interpreters, classroom adjustments, and more. Additionally, the resource center should provide resources on local and state services.

Mentorship Programs

Older, experienced students with disabilities who have proven their commitment to and involvement in the Disability Resource Center community often chose to become mentors to new or transfer students.

If your school provides this program (and they should), we encourage you to become a mentee, as it gives you the opportunity to connect with someone who can offer advice, resources, and support.

Campus-Wide Education and Training

Some Disability Resource Centers make education and training available to staff, faculty, and administration, reflecting not just a commitment to disability awareness, but emphasizing the importance of making such education accessible.

Often, students can participate in the trainings, connecting with other students and faculty alike. Examples of such trainings, taken from actual Disability Resource Centers, include:

An introduction to the Disability Resource Center

Explorations on the Social Justice Model of Disability

Invisible Disabilities

A Demonstration of Adaptive/Assistive Technology

Effective Strategies for Communication and Interaction

Incorporating Disabled Perspectives into Curriculum and Instruction

Organizational and Extra-Curricular Support

Not all colleges and universities, and their respective Disability Resource Centers, have groups and organizations specific to students with disabilities, but many do. Look for those, and look for groups that are relevant to your experience and needs.

Social groups are the nucleus of a vibrant community. A particularly active and high-functioning center will accommodate groups and organizations that align with various identities and needs.

The examples below reflect a sampling of student groups one can find through a university Disability Resource Center, and are, in fact, pulled from our list of Best Disability Friendly Colleges and Universities:

Autism Spectrum Self-Advocacy Group

Mobility International USA

Advocates for Disability Awareness

National Wheelchair Basketball Association (NWBA) Intercollegiate Leagues

Project Eye to Eye

Delta Alpha Pi International Honor Society

AccessABILITY Student Union

Black, Disabled, and Proud

Counselors and Tutors

While some Disability Resource Centers are run by students, we encourage finding a center that combines the efforts of students and (paid) staff.

Schools that prioritize all aspects of their students' health-physical, emotional, mental-and prove that by staffing experienced counselors and tutors are schools creating higher success rates for their students. Look for a college that offers personal counseling, psychological and cognitive testing, academic advisors, vocational counseling, and note takers among others.

Such experienced counselors can help facilitate the transition to college life, as well as provide the support needed to perform well academically. Counselors can also help you manage an array of potential issues: stress, self-esteem, coping, anxiety, and balancing school with family and work life.

Internships

We've provided below a thorough list of scholarships that are available to students with disabilities, but internships can provide another option for affording school. Plus, they look great on a resume!

Generally, there are two kinds of internships: those directly affiliated with the school and those that will connect you with a local (and sometimes even national) organization. Your Disability Resource Center can, and should, facilitate this connection.
Tip: Some internships do not pay, but that does not mean they are not worthwhile. Many offer a range of other incentives, such as college cred, and the experience alone will serve you well.
Disability Studies

Many liberal arts colleges and research universities have an interdisciplinary department that includes the possibility of majoring or minoring in disability studies or rehabilitative services, a field that has substantial scholarly interest, graduate options, and career opportunities.

For those students wishing to concentrate in disability studies, our list of the 50 Best Disability Friendly Colleges and Universities is a good place to start.

However, there are many other programs worth noting in addition to those, so we've listed below the colleges and universities where you can earn either a bachelor of arts in disability studies or combine a disability studies minor with another area of study.

We have only chosen those programs that are theory based, meaning you won't find special education or other applied programs. Finally, are you wondering how a disability studies degree will serve you and what kind of career it'll afford you?

We've provided some suggestions and resources below the school listing.

After Graduation: Careers for Disability Studies Students

Disability studies-whether a minor, major, or degree certificate-may not situate you on an explicit and predictable career track. Rather than see this nebulosity as problematic and a potential hindrance to finding a job, students of disability studies should feel confident that their studies have prepared them for a range of career options, and that this scope will set them apart.

Education, health, and public policy systems alike actively seek prospective employees with experience and expertise in diversity. In business, media, and philanthropic fields, the need for perspectives that embrace disability is of exponential importance.

There are also numerous graduate programs where you could build off your undergraduate studies, that is, if you are interested in pursuing more school. Wherever you decide to apply your academic experience, it's of crucial importance to know your workplace rights as a person with disability:

A federal agency, the EEOC enforces civil rights laws against workplace discrimination, including cases dealing with disability.

A service provided by the US Department of Labor's Office of Disability Employment Policy, JAN enables the employment of workers with disabilities. They partner and collaborate with a number of organizations, including the US Business Leadership Network, Assistive Technology Industry Association, EEOC, the American Association of People with Disabilities, and more.

Workplace Fairness is a public education and advocacy organization with a vision to create a global workplace marked by fair treatment of workers. They have aggregated one of the most comprehensive collections of information on workplace rights, to which they provide free access.

Working to promote disability inclusion in the workplace, ILO Global Business and Disability Network is a global network of companies, national organizations, businesses, and disability groups. They publish a range of resources on workplace inclusivity and best business practices.

Online and Distance Learning

ADA and Section 504 do not specify and enforce explicit requirements on the distance and online learning programs offered by colleges and universities. However, by nature of those laws, students with disabilities should have the same access to online and distance learning as non-disabled students.

If you are considering acquiring a degree through distance education, we at College Choice encourage you to put forth the same measure of research you'd put into traditional programs. Talk to admissions counselors and find out what kind of accommodations will be made for you.

Below are more considerations and questions you may want to work through during the research and application process.

Why Distance Learning?

Self pacing: Many online or distance programs give students the opportunity to advance through the material at their own pace. This flexibility allows students to slow down and allocate their time and energy where they see the most need. And vice-versa, students can work quickly through material about which they are confident.

Affordability: Not only do you save on commute costs, housing, and board, but many online programs cost a fraction of the traditional program's tuition.

Environment: You know when and where you work best. Create your own class hours and classrooms.

Stability: Distance education allows you to maintain the stability and support you receive from your schedules, habits, home life, job, and relationships.

Individualized instruction: Your teachers-many of whom are full-time faculty on traditional campuses-connect with you by phone, email, or chat, making the academic experience highly individualized.

Geography: Perhaps the schools closest to you don't offer what you need, either academically or in terms of student support. With distance learning you can earn a degree from a college or university located anywhere in the country without having to relocate yourself. This often saves you out-of-state tuition and extends your options past your geographical area.

What to Look for as a Student

Accreditation: Schools are required to list their accreditation on their websites. Ensure the school is accredited, but also that it's accredited by a recognized and respected organization. Regionally accredited colleges and universities are usually non-profit or state-owned and are academically oriented. Nationally accredited schools are vocationally oriented, marked by their career and technical programs.

Transferable credits and curriculum: Will you be able to transfer any of your distance-learning earned credits to another institution? If not, this tends to reflect a lack of academic recognition.

Support services: Online learners require as much, and sometimes more, support than traditional students. Here are some questions to ask yourself:

Are there academic advisors?

Is there a way to connect with others, both when you are actively a student and after graduation?

Is there a career center?

Is there an online library and/or bookstore?

Admission requirements: A credible and quality online program will maintain the high admission standards as a traditional, on-campus program.

What to Look for as a Student with a Disability

Does the school provide the same AT tools to their online students as their traditional students?

Is the college's web platform-including lecture material, assignment sections, library catalogs, captioning, keyboard and mouse alternatives, discussion boards, etc.-compatible with screen-reading software?

Will students be allowed to opt out of teleconferences, chats, and real-time discussions and presentations if their disability inhibits effective participation?

Can students still find connection to a student body, and especially to a community of other students with disabilities?

Applying and Preparing

Applying to college is one of the most important things you'll do in your young adult life, and for that reason it can be a difficult and overwhelming process for any student. Applying to college as a student with a disability comes with added challenges. So, take each step slowly, thoughtfully working toward those goals and deadlines. Collaborate with counselors, parents, and educators to ensure all deadlines and requirements are met and met in full. Below are some considerations, tips, and advice for the application process.

So, take each step slowly, thoughtfully working toward those goals and deadlines. Collaborate with counselors, parents, and educators to ensure all deadlines and requirements are met and met in full. Below are some considerations, tips, and advice for the application process.

How to Start: Create a List of Prospective Schools

We at College Choice created this resource to guide you through all the nuances of being a student with a disability, aware that it all starts with finding the right school and surviving the application season. So start by creating a list of eight to ten prospective colleges and universities. Do your own research on

So start by creating a list of eight to ten prospective colleges and universities. Do your own research on schools, and a lot of it. Use our 50 Best Disability Friendly Colleges and Universities list to get started. But also think about a school's location, affordability, and emphases-that is, does the school prioritize athletics and

But also think about a school's location, affordability, and emphases-that is, does the school prioritize athletics and extra-curriculars, and do they excel in certain academic disciplines-as well as what they offer their students with disabilities (those considerations we've noted above in our "Choosing the Right College or University" section).

When: Start your research early, during either your sophomore or junior year. When you start your senior year of high school finalize your list of schools and make a calendar that includes the application and material deadlines of each school.

Campus Visits

If it's possible to visit the colleges and universities on your list, make it happen. You'll want the opportunity to attend classes, meet with students and professors, and get a feel for the campus.

Additionally, schedule a time to visit with the Disability Resource Center, and meet with a counselor to ask about accommodations, accessibility, and services provided. The size of and services offered through the DRC will reveal how a school cares for their students with disabilities.

When: Reach out to college and university admission offices during your junior year. Visit in the spring of your junior year and again in the fall of your senior year, if possible.

Applying: The Question of Disclosure

It is within your right whether or not you disclose your disability on college applications. Likewise, you are not required to discuss any medical, psychological, or personal circumstances with admissions counselors.

However, it could be of benefit to you, your application, and an admissions office to disclose the disability if it has played a role in the reliability of your GPA, test scores, or extra-curricular activity. During the process of applying to college many students and families struggle with the disclosure issue, so here are some things to consider and to prepare, if you choose to disclose:

Disclosure can actually reflect self-advocacy, determination, and awareness of the disability's effects and nuances.

Colleges and universities seek diversity and most consider disability a form of diversity.

If your disability affects your academic history-for example, if your learning disability has resulted in consistently low grades and test scores-know that most admission offices will recognize this and recast those grades and test scores in a new light.

Under "additional information" or in your personal statements, specify the disability, its effects on your daily life, and its effects on your academic life.

Don't just disclose. Explain how you've persevered despite the disability, how you've compensated for its adverse effects-noting specifically what you've done on your own, tutoring, and/or medication you take-and what you've learned from your experiences.

Create a portfolio that includes recent assessments of the disability (if possible), thorough records of accommodations made on behalf of your high school, and letters of recommendation from counselors, doctors, or disability specialists.

And, finally, if you don't feel comfortable disclosing then listen to your intuition.

Tip: Hundreds of colleges and universities are "test optional," meaning students can chose not to release their test scores. provides list of those schools.
The Application

All of the following will happen in the fall of your senior year of high school. Talk to counselors, parents, and teachers about applications and to together construct a plan for the process of applying.

Register for and complete the necessary application tests, including SAT, SAT subject, and/or ACT. It is possible to request accommodations-individual administration of the test, audio or large print test editions, extended time, special answer sheets, etc.-for these tests.

Write your application essays, making sure to have a guidance counselor, teacher, or parent proofread your final drafts. If you need assistance, reach out to your high school's learning facilitator or to a local learning center.

Seek out letters of recommendations from teachers and counselors who can speak to your academic performance as well as your holistic approach to education. If you feel comfortable, ask them to explicitly comment on the challenges of your disability and how you've faced them.

Send in the finished applications, letters, test scores, and transcripts by the stated deadlines.

Start researching your financial aid options. More on that below.

Financial Aid

College is expensive, but with some creativity and resilience, you can find a way to afford it (without relying too much on loans). Below we explain the options specific to students with disabilities.

Grants: Need-based awards given to students based on criteria (such as disability and/or family income), grants are usually provided by federal and state governments. The Federal Pell Grant is one of the most known in the country, given to students with financial need. For students with disabilities there is also the US Department of Education's TRIO Program, which partners with a number of schools in the country, providing grants for students with severe disabilities.

Scholarships: Different from grants in that they are given based on certain qualities or achievements, scholarships are awarded by a variety of organizations, including the college itself. See our scholarship section for a full list of awards given specifically to students with disabilities.

Waivers: Not all but some schools offer a tuition waiver or a discount for students with disabilities. The award criteria depends on the school but many require that the student have a severe and permanent disability. For example, Texas residents who are legally blind or deaf may be eligible for a tuition waver at public universities.

Work Program: Connect with your local Department of Rehabilitative Services (DRS). They're a great resource for job opportunities, helping people with disabilities obtain and retain employment in their communities.

FAFSA: Fill out the Free Application for Federal Student Aid form, even if you don't think you qualify.

Official Benefactors: In exchange for service work, organizations like Americorps, Peace Corp, National Health Services Corps, and ROTC programs will help pay for college. Of course, there's a serious time commitment for these.

Before you Begin: What to Do and How to Get Ready

Though the summer months between high school and college may seem like a waiting period, those months are actually some of the best for seizing opportunities that will benefit you throughout college.

Even if you are not starting college after high school, taking advantage of any time you have to prepare for this big transition will be critical to both your success and happiness as a college student.

Organize and Prepare Documents

Your high school will have maintained records of your accommodations and assessments. Before graduating, request copies of all these forms, including special testing records, as you may need to show them to your college's disability services.

Register for classes as soon as you can. Often, registration works on a first-come first-serve basis, so it's best to not delay. Most colleges publish their course descriptions online in addition to sending complete course catalogs to their students, so decide what you'd like to take before registration forms appear in your mailbox.

Make Connections

Connect with the local Department of Rehabilitative Services (DRS) office once you've been accepted to and have chosen a college. They can facilitate job placements, internship opportunities, vocational assessments, and more on your behalf.

Reach out to the college's Disability Resource Center. Ask for more information and inform them of what you'll need in the fall. They can advise you on how best to prepare over the summer and tell you what to expect as a first-year student.

Become Your Own Advocate

College is substantially different from high school in a number of ways, but the most important difference, one that specifically affects students with disabilities, is that in high school the responsibility of accommodations falls on the school's staff and administrators. In college, you must be your own advocate, requesting the tools, access, and help that ensures your full range of needs are met.

Get Social

Once you've been accepted, your college will start sending you important information over the summer, including registration and housing forms, as well as inquiring about extra-curricular interests. Use this opportunity to get pre-emptively involved!

If you're planning to live on-campus, housing information is usually sent to students in mid-to-late summer, so use those last summer weeks to reach out to your roommate. Get to know him or her through email, social media, and phone.

Work on Independent Living Skills

Really, everyone could use a brush-up on the nuances of laundry before college, but for students with disabilities, increasing your independent living skills will not only make the transition to college life easier, but it'll give you more confidence to tackle other obstacles.

Here are some things to consider:

Finances: Do you feel comfortable managing your checking and savings accounts? How about writing checks and balancing credit cards?

Resident Life: Are you prepared to do your own laundry, practice good personal hygiene, stay physically fit, and maintain your living space? Do you feel comfortable contacting RAs, landlords, utility service people for basic household help? How about knowing when to seek medical assistance?

Food Prep: Understanding the significance of good nutrition goes a long way to improving the overall health of your life. Do you know how to prepare and store food safely? How about planning meals in advance and creating a food budget?

Work Life: You may want to find a part-time job or volunteer position over the summer to work on socialization skills and to give yourself an idea of workplace expectations. Then later, when you need to find work while in college, you'll be better able to balance school and work.

Know Thyself

It may seem intuitive, but knowing yourself ensures a successful college experience. Figure out how you learn. Are you a visual, auditory, or hands-on learner? What does this mean for your study habits?

Research your disability. Perhaps this is work you did years ago, but maybe you were recently diagnosed, or maybe new research has developed. Know everything you can about your disability and how it affects all areas of your life.

Identify your strengths and weaknesses. This will lead you to determine how you organize your work and schedule, how you problem solve, what habits (both good and bad) you develop, what fears you have, and how to overcome those fears.

Veterans with Disabilities

For Veterans with disabilities-whether physical, psychological, or cognitive-the transition from soldier to student is fraught with challenges, especially for all those who are still acclimating to the newness of their disability.

However, education will not only clear the path toward fulfilling career opportunities, but it can provide needed enrichment post employment. Here are some considerations to work through and some resources to help facilitate the shift from soldier to student.

The Age Difference

Starting college at twenty-five (or older) rather than eighteen means there are not only those many years of experience separating you and your classmate, but your needs vary, sometimes radically.

For example, while the eighteen-year-old student fresh out of high school is eager to enter the dorm, you have already experienced the barracks. Look into non-traditional resident options. Inquire with the admissions office about living in graduate housing or look into applying your G.I. Bill benefits to off-campus housing. The age difference may also create an isolated campus experience, so see below about finding allies.

G.I. Bill

A great resource to help pay your way through college, the G.I. Bill comes in varying amounts and packages. Know your options, what's required, and how best to utilize the benefits.

Scholarships

In addition to the funds received through the G.I. Bill, you also have access to hundreds of scholarships specifically committed to promoting education among vets. While these merit-based awards range in amounts and requirements, the diversity of scholarships connotes high probability that you will find a relevant award.

To start, non-active and active military vets who are disabled because of wounds received in combat can receive a scholarship from the AFCEA, called the AFCEA Disabled War Veterans Scholarship. Also see our "Scholarship" section for more.

Traditional vs. Non-traditional Education

There are pros and cons to both traditional and non-traditional education (regarding the latter, see our "Online and Distance Learning" section). Traditional academia offers on-campus opportunities such as extra-curriculars and athletics, national accreditation, relationships with faculty and classmates, and the discipline of class schedules, deadlines, and appointments.

Non-traditional is flexible, but often more isolating. Think through your needs and ask yourself what ranks as most important to you in your college experience.

Some colleges are considered more military friendly than others. Though, beware of those for-profit colleges boasting deep tuition discounts for vets. While it may be cheaper, for-profits usually don't maintain the same academic standards as public and non-profit institutions.

The Yellow Ribbon Program is a provision of the G.I. Bill that allows veterans to attend private schools and graduate programs despite their higher tuition rates. For a list of schools that participate in the Yellow Ribbon Program visit here.

Find Allies

Whether you decide to enroll in distance learning or a traditional program, it's crucial to connect with your peers, and especially with other veterans. Find organizations, clubs, support groups, and discussion groups where you can meet other like-minded folk who may empathize with your experiences. It's also important to make connections with classmates who have diverging experiences, too.

Most colleges and universities offer healthcare and include counseling in their plan. Utilize this resource. Find a counselor you trust and meet with him or her at least a couple times throughout the term.

Likewise, meet with an academic advisor if you need help planning and implementing your studies. Advisors can help with everything from scheduling and organizing to proofing papers and sharing test-taking strategies.

Resources

A charity that serves veterans with disabilities, they work primarily with vets in homeless populations, women vets, and those with posttraumatic stress disorder. They offer financial support to veteran organizations as well as supplemental assistance to the homeless and those with low-incomes.

This government-run military veteran benefit system provides resources on every sector of post-employment life. From healthcare and education to job placement and vet center information, they are the largest, most encompassing resource on and authority about what it means to thrive as a veteran.

SOC is a liaison between military members and higher education, helping coordinate educational opportunities and improve access to and the experience of educational programs for service members.

Best U.S. Cities for People with Disabilities

Depending on your economic and logistic situation, it may not be feasible to travel far for college. In-state tuition is notably lower than out-of-state tuition, often a third of the price, if not less.

But if finding a disability friendly environment is a significant priority, it's then advisable to look into a metro area known not only for being accessible, but for its higher population of people with disabilities, the range of disabilities represented, and disability pride events.

We've compiled a list of the ten best cities for people with disabilities, plus ten honorable mention cities, taking into account the disability population numbers, organizations that promote and cultivate independence, the number of events and activities, and the accessibility of transit, city attractions, and businesses.

We've also included disability friendly colleges and universities populating those cities to expedite your search for an accessible campus.

1. SEATTLE, WA

Seattle may only conjure images of hills and rain, but it's also consistently ranked as one of the most disability friendly cities in the country, as it is home to several autism centers, including one for kids, as well as visual and hearing impairment centers.

Light rail, city buses, water ferries, and taxies alike provide wheelchair ramps and since some of their transportation is new it was built to fully comply with ADA standards. The city's main attractions are noted for their accessibility; the Seattle Aquarium, Pike Place Market, the Experience Music Project Museum, the Seattle Museum, and the Space Needle each strive to accommodate their visitors with disabilities.

The Washington Coalition for Citizens with Disabilities has a sizeable and active presence in the city.

Less than an hour from both Seattle and Olympia National Park, Evergreen State College is an experimental public liberal arts college where there are over sixty emphases to choose from, covering everything from biology and art history to somatic studies and sustainability.

Not only is Evergreen considered one of the best colleges on the West Coast, as ranked by The Princeton Review and the U.S. News and World Report, but Evergreen is a pioneer in innovative education and a leader in diversity. For more about being a student with a disability at Evergreen, check out their Access Services program.

Finally, Evergreen is an affordable education option with an in-state tuition of $8,200 and an out-of-state tuition at $22,321.

Bellevue College is located near Seattle in Bellevue, Washington. Not only are their annual tuition rates seriously affordable ($3,754 in-state and $8,944 out-of-state), but their innovative OLS program is one of the first of its kind.

An associate degree program tailored specifically for students with cognitive disabilities, the curriculum was designed to lead to employment after graduation. Their Disability Resource Center is also one of the best nationwide.

2. DENVER, CO

Denver, Colorado, with its integrated disability-specific arts programs, paratransit door-to-door service, and a renowned hospital serving people with head and spinal cord injuries, competes for being the best city for those with disabilities.

The Denver Office of Disability Rights, the Center for People with Disabilities, and the National Sports Center for the Disabled are just some of the organizations based in the Mile-High City, working towards improving the lives their disability communities. The University of Denver ranks twenty-first among best disability friendly colleges on our list. See above for more on DU.

The University of Colorado Denver is both nationally ranked for its academics and known for its disability resources and services. In the last few years the university has created a diversity council to focus on the importance of disability diversity, raise awareness, cultivate a more supportive community for students with disabilities, and to educate the faculty, staff, and administration on issues related to disabilities.

3. CHICAGO, IL

Home to an annual Disability Pride Parade, Chicago boasts a disability community that is close, active, and spirited. Chicago is also known for its accessible transit system-almost all railways are accessible to the physically handicapped and wheelchair users get discounted fares-as well as a strong healthcare system by way of the University of Illinois, which created a Healthy Community Mapping System.

The map helps one navigate the city's fitness centers, sidewalks, businesses, parks, and more. DePaul University, located in the heart of the city, ranks twenty-eighth among best disability friendly colleges on our list. See above for more on DU.

Columbia College is a liberal arts college specializing in arts and media. Their programs cover everything from art history to nonfiction, from music technology to theatre, animation, design, marketing, and more.

They offer a BA in Deaf Studies, a program designed to educate students who will become advocates for deaf and hard of hearing communities, as well as an ASL minor. The Services for Students with Disabilities Office provides accommodations, resources, and is a place for connection. Tuition is $23,544 annually.

4. BERKELEY, CA

Berkeley's history is a testament to why it is ranked one of the friendliest cities for those with disabilities; not only have people with disabilities been a public presence for a long time, but it was also the first city in the country to organize a CIL, a Center for Independent Living.

Berkeley offers paratransit all days of the week and is a short, accessible train ride to Oakland and San Francisco, which are also known for their leadership in disability equality, social action, and arts scene (most notable is the AXIS Dance Company).

The University of California Berkeley is one of the most academically renowned universities in the country, often ranked first in a number of disciplines by U.S. News and World Report.

Their Disabled Students' Program currently serves more than 1,600 students at UC Berkeley and is one of nine federal TRIO programs in the country. Tuition for in-state students is $13,432 and $38,140 for out-of-state students.

5. NEW YORK CITY, NY

The numbers that make New York City-from population size to the amount of renowned museums, theatres, and attractions-instill among the skyscrapers and interminable sidewalks the kind of diversity that negates a norm.

People with disabilities won't feel they stand out in the City that Never Sleeps. New York City is also home to an accessible transit system, an Office for People with Disabilities connected to the mayoral office, the Learning Disabilities Association headquarters, and the National Center for Learning Disabilities.

The City University of New York demonstrates its commitment to its students with disabilities through several ongoing projects and services. Project REACH (Resources and Education on Autism as CUNY's Hallmark) has been working for years to better the college experience for students with autism spectrum disorders.

CUNY also boasts an assistive technology specialist team called CATS, which is both an on-campus community of experts trying to stay on the forefront of AT and an online resource for AT professionals. Tuition at CUNY varies depending on the campus.

6. PORTLAND, OR

TriMet-the bus, light rail, and commuter rail transit system in Portland-offers reduced fares to people with disabilities, as well as use of neighborhood shuttles, a paratransit service with over 250 minibuses and cars, and disability-friendly stations and stops.

Located in the middle of downtown, the Oregon Health and Science University Hospital provides a range of services and facilities to those with physical, cognitive, and mental disabilities. There are numerous legal offices that specifically handle cases regarding disability discrimination and Adaptive Sports Northwest-an organization that provides sport and recreation opportunities to those with disabilities-is located just outside the city.

Lewis & Clark College is a private liberal arts college specializing in arts, sciences, education, and law. They provide a range of support, services, and advocacy for their students with disabilities, as well as for faculty and staff. For more about being a student with a disability at Lewis & Clark, check out the Student Support Services. Tuition is $45,100 a year.

Reed College, a very small (there are only 1,400 undergrads) private, liberal arts college with a forested canyon nature preserve at the center of campus, is known for its interdisciplinary studies program, which allows students to combine disciplines and academic pursuits.

Their Disability Support Services center serves both students and faculty to create a successful academic experience for the disability community on campus. Tuition is $47,760 annually.

7. MINNEAPOLIS, MN

Minneapolis has received accolades and awards for its service to its disability community from highly regarded groups like the National Organization on Disability.

The city's Skyway System-a network of enclosed walkways that connect most of downtown-provides relief from the severe seasonal weather in addition to easy transit around town.

Minneapolis' CIP, Community Involvement Programs, is a non-profit that serves people with intellectual and developmental disabilities, connecting those individuals with a number of programs, groups, mentors, and more.

The University of Minnesota Twin Cities is one of the largest campuses in the country with approximately 50,000 students, and it is the oldest school in the University of Minnesota system.

The Disability Resource Center provides peer note takers, testing options, education and training, and a number of scholarships offered through both the DRC and outside advocacy groups. In-state tuition is $13,560 annually and out-of-state is $20,810.

8. WASHINGTON, DC

Our nation's capital has over two hundred wheelchair-converted taxies, over 70 percent of the metro buses are accessible, and the metro stations are 100 percent accessible by elevator, which means you'll have few problems frequenting the numerous museums across the city.

The distinguished museums and monuments in DC offer group or individual tours for those with hearing or visual impairments, including the help of an interpreter if needed.

Dozens of learning disability therapists are located in Washington DC, as is the Center for Autism Spectrum Disorders, and the Disability Power and Pride organization, a group that works to unify the disability community.

Often named one of the most politically active schools in the country, American University boasts a lively Academic Support & Access Center. They host an academic skills workshop series, provide courtesy testing, study abroad opportunities, a variety of AT software, and they actively pair their students with job and internship opportunities. Tuition is $43,103 annually.

9. ALBUQUERQUE, NM

For milder weather, head south to Albuquerque, New Mexico, a city with excellent curb cuts, a paratransit service, and the University of New Mexico Hospital, which houses the Center for Development and Disability.

Though the main transit system is newly (and thus not fully) accessible, the city offsets this with navigable sidewalks and a flat, gridded network of streets. Albuquerque also has numerous therapists and tutors who work with students who have learning and cognitive disabilities.

The state's flagship university, the University of New Mexico 's Albuquerque campus encompasses over six hundred acres, four museums, and the Center for Development and Disability Information Network Library.

Their active Accessibility Resource Center (ARC) works both with students and faculty to help students with disabilities gain equal access to education. For those living in New Mexico, tuition is highly affordable with annual rates of $6,846. Non-residents pay $20,664 annually.

10. BALTIMORE, MD

The League for People with Disabilities has served individuals with physical, cognitive, and neurological disabilities for nearly a century through their vocational, rehabilitative, educational, medical, and social services.

Also based in Baltimore, the national non-profit Kennedy Krieger Institute is an affiliate of John Hopkins that provides care for youth with learning disabilities. The museums, aquariums, monuments, visitor centers, and transit systems throughout the city are known to be accessible and some even offer discounts for wheelchair users.

Loyola University at Maryland aims to give all students equal opportunity to participate in the school's programs and activities. The Disability Support Services ensures barriers-physical, programmatic, technological, or cultural-are eliminated, elevating the diversity that marks Loyola's core values.

Students have access to a number of accommodations at Loyola including a range of AT software and devices, scholarship resources, organization coaches, tech labs, and much more. Tuition at Loyola is $45,365 a year.

Coppin State University is a small school of approximately 2,600 undergraduates known for its Rehabilitation Counseling program. The major (they also offer a graduate degree) prepares its students to provide rehabilitation services to a wide variety of people with a variety of disabilities.

Coppin's Disability Support Services works to promote a greater understanding of disability culture and accessibility issues across campus and beyond. Coppin is very affordable: tuition for residents is $6,624 and is $11,885 for non-residents.

Scholarships for Students with Disabilities

Less than half of high school students who have a disability go on to pursue higher education. Though this statistic is alarming, it used to be much worse; twenty years ago only a quarter of high school students with a disability went to college.

The increase can be attributed to gains in disability rights, the enforcement of ADA standards, and greater visibility. Adding financial hardship on top of those challenges already in place can make college seem inaccessible at best and impossible at worst.

However, scholarships can be key to making college a possibility, and there are hundreds of scholarships specific to students with disabilities. We've compiled below a list of such scholarships; while some are general, others have specific eligibility requirements.

AAHD Frederick J. Krause Scholarship on Health and Disability

Though preference is given to applicants who will major in public health, disability studies, disability research, rehabilitation engineering, disability policy, audiology, or a similar field, students with any kind of disability-learning, cognitive, physical, etc.-are eligible.

Horatio Alger Association Scholarship

Seeking students who have shown perseverance in the face of adversity, and who have a demonstrated financial need, the Horatio Alger Association scholarship program is one of the nation's largest scholarships programs in the country.

"Business Plan" Scholarship for Students with Disabilities

Founders of Fit Small Business award a scholarship twice a year to a student with a disability. One of the eligibility requirements includes submitting a 500-1,000 word essay on creating a business plan, making this a scholarship open to everyone but perhaps best suited to business, communication, marketing, and economics students.

National Multiple Sclerosis Society Scholarship Program

Students with MS who have demonstrated leadership qualities, commitment to their communities, academic performance, goals and aspirations post high school, and who are in financial need are eligible for this scholarship awarded by the National MS Society each year.

The Independence Foundation Scholarship

The Independence Foundation provides support and assistance to people with physical disabilities in an effort to help them live independent, self-directed lives. Each year they award three scholarships to students with a physical disability. Application requires a five hundred-word essay about how your physical limitation has presented challenges and how you have preserved despite those challenges.

JC Runyon Foundation Moving Forward Scholarship

For many students who have struggled with emotional and mental health and have had in-patient treatment, a difficult choice must be made: pay off expensive medical bills or attend college. The JC Runyon Foundation and the Moving Forward Scholarship seeks to eliminate that decision.

Anne Ford and Allegra Ford Thomas Scholarships

Awarded by the National Center for Learning Disabilities, these two scholarships are given to two graduating high school seniors with documented learning disabilities. The Allegra Ford scholarship is a one-time award while the Anne Ford scholarship is given once a year for four years.

National Federation of the Blind Scholarship Program

Blind college students have the opportunity to win one of thirty merit-based scholarships through the National Federation of Blind's scholarship program. Eligible applicants must prove an excellent academic history, dedication to community service, and leadership qualities.

OAR Scholarship Program
Tip: There are hundreds of scholarships for students with disabilities. While some of those scholarships are not specific to a kind of disability, many are. So, you should continue researching your options to make college as affordable as possible.
OAR, the Organization for Autism Research, grants numerous scholarships each year to college students who have a medical diagnosis of Autism Spectrum Disorder. The program is highly competitive with over five hundred students applying each year.

Further Resources

The American Association of People with Disabilities, the nation's largest disability rights organization, advocates for the legal rights of people with disabilities, primarily through implementation of and enacting the requirements of ADA. AAPD offers internships, leadership awards, scholarships, and hosts events, campaigns, initiatives, and coalitions throughout the year.

Passed by the US Congress in 1990, the Americans with Disability Act protects the civil rights of people with disabilities. Their website explicates the details of the law, its titles, and its regulations.

With nearly three thousand members worldwide, the Association on Higher Education and Disability is a professional organization that develops policy and services on behalf of people with disabilities in all areas of higher education. Becoming a student member introduces one to a number of resources and benefits, including academic journal subscriptions, access to online job postings, discounts on workshops and conferences, eligibility for awards, and much more.

A membership organization that supports a national university network of disability centers, the AUCD promotes leadership, congress advocacy, networking and partnering, and communication among the centers. From listserves to information on network centers, the AUCD provides innumerable resources for students with disabilities.

Run by and for individuals on the autism spectrum, ASAN seeks to bring to people with autism the same access, rights, and opportunities as everyone else, heartily pushing for more autistic voices in media, policy, education, and professional venues. With chapters throughout the country, there are many ways to get involved, from Autistic Pride Day to mentoring opportunities.

CLE works directly with college students to promote independent living. They help people with cognitive and learning disabilities to pursue higher education, develop social skills, navigate career goals, manage personal finances, handle household responsibilities, and more. An application and interview is required before partnering with CLE, but students can reach out at any time throughout the year.

The largest, most encompassing resource on being a person with a disability, Disability.gov has an abundance of information on civil rights, health, employment, technology, housing, transportation, community life, and education. Disability.gov is the authority on what it means to thrive as a person with a disability.

Though affiliated with the University of Washington and based in Seattle, DO-IT (Disabilities, Opportunities, Internetworking, and Technology) is a global-wide effort to empower people with disabilities through education and technology. By providing teachers, administrators, librarians, and other educators with online content, publications, videos, and other resources for students with disabilities, DO-IT increases the academic success of people with disabilities.

Though not strictly focused on issues of disability, Lumina Foundation's mission is to expand student access to and success in higher education. They have created over 250 million dollars in grants since their founding and are currently working to increase the number of Americans with degrees by 60 percent.

Twenty percent of children and adults have a learning or attention disability in our country. NCLD seeks to transform schools to give everyone the same opportunity to succeed academically, socially, and emotionally. Their programs have something for everyone-parents, students, doctors, and educators alike-including an online community that offers support to young adults with learning disabilities.

In the vein of TEDx, the National Youth Leadership Network's online platform hosts numerous videos on being a teen, with special emphasis on being a young adult with a disability. There are also videos and resources for leaders.

A national organization committed to improving and expanding the higher education experience for people with intellectual disabilities, Think College can help you find a college, guide you through the methods and means of affording college, and provide training and technical assistance to your educators and administrators.

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College Resources For Students With Disabilities The Ultimate Guide | CollegeChoice.net

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Eleven percent of college undergraduates report living with a disability, according to the U.S. Department of Education's National Center for Education

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College Programs for Students with Intellectual Disabilities

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College Programs for Students with Intellectual Disabilities

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These programs have helped thousands of autistic students and students with Down syndrome increase their job prospects. Now, accreditation standards are being developed to ensure their viability and quality.

Many flagship universities have added credential programs specifically for students with intellectual disabilities.

Long-running programs have proven to be successful in helping these students secure higher-earning jobs.

However, some people worry a lack of government oversight could lead to predatory programs.

Advocates hope accreditation will ensure high standards across the U.S.

It was never a question of whether Kellyn Donahoe would go to college like her four older siblings.

However, when her mother started to look for viable options for her daughter with Down syndrome near their home in northeast Ohio, she was surprised - and disappointed - with the lack of choices in their area.

While her other children had dozens of colleges to choose from, Sandy Donahoe told BestColleges that her daughter realistically only had three possibilities.

"We didn't realize how limited it was until we actually started searching," she said.

Nonetheless, with nearly two full semesters in the books, Sandy Donahoe said she is over the moon with the choice the family ultimately made.

Kellyn Donahoe enrolled in career and community studies at Kent State University in fall 2022. Her mother said the experience has allowed her to live independently, engage in university clubs and activities, learn self-advocacy skills, and begin to pursue her passion for working with children and athletes in education.

Moreover, it gives her daughter a chance to prove to her peers that she belongs.

"It's not just important for her to know she can go to college and continue her education," Sandy Donahoe said. "It's for others to view people with disabilities as contributing members of society, too."

The Donahoe family's story is made possible thanks to a decade-long campaign to call attention to programs for students with intellectual or developmental disabilities.

It's a campaign that's largely succeeded. According to Think College, the preeminent resource for information about these programs, there are 316 such programs across the U.S. That includes 106 housed at two-year community colleges and 187 at four-year colleges and universities.

Nancy Murray, senior vice president at advocacy group Achieva, told BestColleges the number of programs exceeds the expectations she had a decade ago.

"The idea that these students would go to college - even 10 years ago - this was not something that was really on most people's radar," she said.

Despite the progress, one major hurdle remains to hold back the perception of legitimacy: accreditation.

Some institutions allow students to access federal funds to pay for the programs, but besides checking a few regulatory checkboxes, there is no oversight of the quality of these programs.

It's why the Think College National Coordinating Center has been working to create accreditation standards since 2010, Think College's co-director, Meg Grigal, told BestColleges.

What Are These Programs?

Rewind to 2008, when Congress last reauthorized the Higher Education Act. As part of that process, lawmakers created Transition and Postsecondary Programs for Students With Intellectual Disabilities (TPSID), a grant program that encouraged higher education institutions to develop inclusive models for students with intellectual disabilities.

Grigal stresses the word "inclusive" here.

Prior to this action, post-high school programs for these students were often segregated. TPSID inspired today's model program that brings students with intellectual disabilities together with the broader student population.

She added that the 2008 reauthorization also directed the Department of Education to create Comprehensive Transition Program (CTP) guidelines. With this, post-high school programs that checked certain boxes - like integrating students with intellectual disabilities - could gain CTP status, allowing students to access federal funds to afford enrollment.

"That was a game-changer," she said.

Still, these programs are in no way homogeneous, said Karen Oosterhous of the Delaware Network for Excellence in Autism. The students each program serves vary widely, as does the support provided to meet the needs of these students.

A program aimed at teaching higher-functioning autistic students may differ from another program designed for students who didn't complete high school, for example.

To qualify for CTP, there are a few similarities, Oosterhous said. This includes:

Course of study must enable students to take classes with the general student population.

There must be chances to engage in internships or work-based learning.

Colleges must provide an independent-living skill component.

She added that most, but not all, of these programs end with the student receiving a work certificate. In some cases, they can earn a degree.

These certificates can be broad, like a certificate in "career studies." Or they could be specific to certain professions like childcare.

Beyond the Classroom

Since 2008, these programs have evolved to offer new supports and tackle situations unique to this population of students.

Take ClemsonLIFE at the University of Clemson in South Carolina, for example. Executive Director Joe Ryan told BestColleges he started the program for students with intellectual disabilities over a decade ago. At that time, the university wouldn't let enrollees live on campus while in ClemsonLIFE. When he got the grant, he said the state university system first encouraged him to take the funding to a local community college instead.

Fast forward to today, ClemsonLIFE is the largest student organization at Clemson with 750 current student volunteers.

ClemsonLIFE offers three paths for students with intellectual disabilities.

First is the original two-year program. Here, students participate in traditional courses and classes aimed at teaching independent living. That includes learning skills like navigating an airport or cooking nutritious meals. Students also live on campus with an independent living assistant to help guide them.

All the while, ClemsonLIFE gradually ramps up the number of hours students work per week in internships. Ryan said to start, students work just 4-9 hours each week. By the end of the two-year program, they may be working over 30 hours per week.

Students can then choose to continue to the advanced program, where they move off campus. There, they get a lot less class time and focus more on developing working skills.

Ryan said ClemsonLIFE currently works with 36 local businesses that provide internships and paid employment.

Lastly is ClemsonLIFE's hospitality credential program.

This is for students who have a specific interest in hospitality jobs. Clemson now has a hotel staffed by ClemsonLIFE enrollees. They carry out tasks including front desk service, room turn-downs, maintenance, and food preparation.

That visibility has helped change the perception of students with intellectual disabilities over the past decade, he said.

"Half our job is to train our students," Ryan said. "The other half is to train the community on the abilities of these students."

The baseline goal of programs like ClemsonLIFE is to improve employment outcomes and increase a student's ability to live independently.

According to a report co-authored by Grigal, working people with an intellectual or developmental disability typically earn a little over $10,000 per year. Those who participated in a certificate or degree program earn nearly $18,000 annually.

Murray of Achieva added that these programs are also a way for students to discover what profession interests them. She recalled meeting one young person who became interested in occupational and physical therapy because their college program allowed them to sit in on a wide array of classes during their first year.

From the perspective of colleges, creating programs for students with intellectual disabilities adds a new bucket of tuition dollars, Murray said. Families often have access to Social Security funds, Medicaid waivers, and government grants to help pay their way through often-pricey programs.

"Let's face it: Colleges need students that have the money to come," she said.

A Slow and Steady Rise

The reauthorization of the Higher Education Act in 2008 was a landmark moment for those advocating for more programs for people with intellectual disabilities.

2009 marked the first federally funded national survey of college programs serving students with an intellectual disability in the U.S. The study found 149 higher education programs supporting students with intellectual disabilities in 39 states. According to data from Think College that was self-reported by programs, the number of colleges has more than doubled since then, and these programs have extended to 49 states.

While progress was encouraging, Murray said the COVID-19 pandemic halted much of that momentum.

Colleges and universities decided to refocus their efforts on their traditional and online education programs in the face of enrollment losses. Adding or expanding a program for a niche set of students, she explained, was a tough sell in the thick of the pandemic.

"We're still not back to where we were," Murray said.

Even with the growth that occurred before the pandemic, the number of schools that offer sufficient programs for students with intellectual disabilities is relatively low. Only 4% of the country's total institutions offer a program made for this student population, according to a 2021 report co-authored by Grigal of Think College.

It makes the search process difficult for families.

For the Donahoe family, finding a college for Kellyn in Ohio was important since in-state tuition would make her daughter's education more financially feasible. She said that left her with just nine options, but once she included other parameters - like on-campus housing and costs - the family had just three viable choices.

According to Think College's database, 24 states offer three or fewer options.

Donahoe stressed that having more programs doesn't just provide more options but helps expand the popularity of all programs. Currently, high school counselors aren't informed enough about these options to present them to eligible students, usually because they aren't aware they even exist, she said.

"The typical high school counselor knows the traditional route to college," she said. "But for a student with an intellectual disability, nothing is ever the typical route."

Murray of Achieva stressed that awareness was rising before the pandemic.

She recalled a 2018 convention centered on people with Down syndrome that she attended. The convention included a town hall featuring 50 colleges and universities. The crowd had not only parents/guardians of high schoolers but also families of infants and toddlers with Down syndrome interested in learning about what they can do to prepare their child for postsecondary success.

"That gave me hope that in 10-20 years, this isn't going to be new anymore," Murray said. "It's going to be something that families are planning for."

Quality Assurance Lacking

CTP is the only government oversight of programs for students with intellectual disabilities. When a program has this label, it ensures that students are gaining work experience by taking classes with the wider population.

It does not, however, track the quality of any program.

"Is it a good education? I don't know. They're not going to send anybody out to look at it," Grigal of Think College said. "It doesn't reflect a quality assessment; it reflects a regulatory achievement status."

It's why the National Coordinating Center for TPSID programs has been working to institute accreditation for these programs since 2010. Grigal said it released draft standards in 2014 and the Accreditation Workgroup has continued to take steps to make those draft standards a reality.

Martha Mock is the current chair of the Accreditation Workgroup, and she told BestColleges the group is nearing the home stretch.

One of the major obstacles, she said, was finding an accrediting agency that would be willing to take on the work of accrediting hundreds of programs. After much searching, they never found a situation that worked.

"We didn't find any natural fits," Mock said.

That's why the Workgroup has now taken it upon itself to become an accrediting agency. She said this fledgling agency is working with five programs currently for its pilot run. Once the agency demonstrates it can perform site visits to assess a program's quality, then it may be recognized as a legitimate agency.

The goal is to launch by 2025.

While daunting, Mock added that having a dedicated accrediting agency could be beneficial for programs for students with intellectual disabilities.

"We don't need to be good at everything, but we have a really strong need to be good at programs for students with an intellectual disability," she said.

Mock's dream is for 75% of existing programs to be accredited 10-15 years from now, she said.

Looking Ahead

Many advocates see accreditation as the next step for programs serving students with intellectual disabilities.

For people like Donahoe, it makes the search less nerve-wracking if families know that a program has met certain quality standards. It also makes it easier for them to know the outcomes these programs produce, she said.

Advocates like Oosterhous of the Delaware Network for Excellence in Autism, meanwhile, see accreditation as a way to heighten the value of a certificate. A program can be intensive and adequately prepare students for high-quality work, but if employers don't value it because it comes from an unaccredited program, the impact isn't the same.

"I think it's even more crucial for this group of students that there be some sort of endorsement of the skills they do learn," she said.

Accreditation can also help prevent bad actors from entering this space and sullying the perception of these programs, Grigal said.

These bad actors may not be plentiful in this space now, but as these programs continue to expand in popularity, it's only a matter of time before a school tries to make a quick buck at the expense of these students.

"There is always the potential for programs not focusing on student outcomes and not focusing on longevity," Grigal said.

But perhaps most importantly, these programs need to be taken seriously by the higher education community at large to help peel back some of the negative perceptions surrounding people with intellectual disabilities.

For Donahoe, sending her daughter off to college isn't just about improving her employability; it's about proving to others that her daughter is a buoy for society, not an anchor.

"Just being given that opportunity is important," Donahoe said, "not just for her to gain confidence in herself, but for others to see what people like her have to offer."

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College Programs for Students With Intellectual Disabilities | BestColleges

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Approximately 300 credential programs for autistic students and students with Down syndrome now exist in the U.S.

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The K&W Guide to Colleges for Students with Learning Differences

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The K&W Guide to Colleges for Students with Learning Differences

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Imy F. Wax, M.S., LCPC, NBCC, CEP.

Imy Wax is a Psychotherapist, Licensed Clinical Professional Counselor, National Board-Certified Counselor, Certified Educational Planner, Therapeutic and Educational Consultant and co-author of The K&W Guide to Colleges for Students with Learning Differences. As a consultant, Imy travels extensively throughout the U.S. and internationally, visiting programs, schools, colleges and post-secondary options for children, adolescents, and young adults.

Imy is a frequent guest speaker at professional and parental conferences. She has authored and been quoted in numerous journal articles and conducts workshops for parents and school districts. She is also a wife, mother to four, and grandmother to seven.

Imy is the founder and President of The Aspire Group (www.theaspiregroup.com) and often called upon by mental health professionals and attorneys, assisting them in identifying appropriate education and program alternatives for their clients. Imy and her team continue to be that "objective voice," guiding, supporting, and empowering families in making an informed decision that will secure and enhance their child's future. Imy believes that there should never be a "closed door" to one's Hopes and Dreams and that today is but a stepping-stone to a better tomorrow; and that each child's journey is unique to them.

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The K&W Guide to Colleges for Students with Learning Differences, 15th Edition: 325+ Schools with Programs or Services for Students with ADHD, ASD, or Learning Differences (College Admissions Guides)

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The K&W Guide to Colleges for Students with Learning Differences, 15th Edition: 325+ Schools with Programs or Services for Students with ADHD, ASD, or Learning Differences (College Admissions Guides) [The Princeton Review, Kravets, Marybeth, Wax, Imy] on Amazon.com. *FREE* shipping on qualifying offers.

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College options for People with Intellectual Disabilities

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Here you will find curated resources on some of the most critical topics in inclusive postsecondary education. Each page features selected key resources, a link to additional resources we have on the topic in our Resource Library, related external links and Frequently Asked Questions on the topic.

Click any state on the map to see information on activities related to postsecondary education for students with intellectual disability (ID) in that state. If there are policies and/or legislation related to postsecondary education for students with ID, we provide a link to that policy/legislation. If there is a statewide organization for inclusive PSE in your state, a link to information about that organization is provided. We also include contact information for someone in the state who can talk to you about postsecondary education for students with ID.

Think College is dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. We conduct and extend our work through several specific grant funded projects. Click the project logo to learn more about that project and its key activities, staff and resources.

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Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability. It is based at the Institute for Community Inclusion, University of Massachusetts Boston.

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Level Up Virginia (LUV) is a statewide initiative led by the State Council of Higher Education for Virginia (SCHEV) and the Virginia Department of Education (VDOE). Our mission is to increase postsecondary readiness, enrollment and completion for all students in the Commonwealth.

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A one-stop source to connect career seekers, employers, and education partners with apprenticeship resources

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In The News

Labor Department approves registered principal apprenticeships

"Having the option for principals is "super exciting and a great natural extension of the K-12 teacher work." Read More

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With Apprenticeship.gov, you have a one stop source to find apprenticeship opportunities, learn about apprenticeships and its benefits, and learn about industries supporting apprenticeships.

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Apprenticeship classes complement employer on the job training in the VA Apprenticeship Program. Classes are offered in electricity, HVAC and Plumbing. Trades classes provide career exploration in the trades or cross-training with related tasks.

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Programs

Building Maintenance

Carpentry

Electricity

Heavy Equipment Operator

HVAC-R (Heating, Ventilation, Air Conditioning - Refrigeration)

Millwright

Opticianry

Painting

Plumbing

Surveying

And others

Credit-by-Exam:

A credit-by-exam (CBE) is designed to give advanced placement to students with prior training.

CBEs are optional.

Most exams take two hours to complete.

View the current credit-by-exam schedule.

Directed Study:

Virginia registered apprentices are eligible for individualized instruction and study of the related theory in trades for which there are too few apprentices for a unit class.

The student must be working in the trade of study.

Trades in our directed study program include, but are not limited to, millwright, glazier, and heavy equipment operator.

Employer Information

The Virginia Registered Apprenticeship is a training system that produces highly-skilled workers to meet the demands of employers competing in a global economy through a combination of on-the-job training and theoretical classroom instruction. It is a win-win approach to workforce development for more than 13,000 apprentices throughout the Commonwealth.

The Virginia Registered Apprenticeship currently meets the needs of approximately 2,000 Virginia sponsors who use custom programs to train their employees in a variety of occupations, ranging from high tech to highly-skilled trades.

Get details from the Virginia Department of Labor and Industry about registering employees with an apprenticeship representative.

Did you know?

Students in our Apprenticeship classes can use Trade and Industrial classes as electives (instructor pre-approval required). Please call our office for assistance in selecting classes to complement your career. Trade and Industrial classes can serve as alternates to special projects for apprentices with instructor approval.

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Apprenticeship | Fairfax County Public Schools

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Apprenticeship Related Instruction classes complement on-the-job training provided by employers participating in the Virginia State Apprenticeship Program. We offer classes in Carpentry, Electricity, HVAC, Plumbing, Opticianry, and Surveying.

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The apprenticeship model appeals to high school students, transitioning military, veterans, military spouses, returning citizens, career-switchers and more. This is an opportunity to get on-the-job training from highly skilled experts in your field of choice. Attend classes at your local community college, vocational-technical center, online, and on the job without accumulating debt.

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Virginia Works - Virginia’s Workforce Development Agency

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The apprenticeship model appeals to high school students, transitioning military, veterans, military spouses, returning citizens, career-switchers and more. This is an opportunity to get on-the-job training from highly skilled experts in your field of choice. Attend classes at your local community college, vocational-technical center, online, and on the job without accumulating debt.

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The WIOA Youth Program assists eligible young adults ages 17-24 to gain the skills needed to succeed in tomorrow’s workforce.

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Gather the following documents:

1. Social Security Card

2. Driver's License or Picture ID

3. Proof of Citizenship / Right to Work (examples: Birth Certificate, Passport, Permanent Residence Card (Green Card), Voter's ID, or work permit that is valid for at least one year or more)

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NEVER TOO LATE TO TRAIN The WIOA Youth Program assists eligible young adults ages 17-24 to gain the skills needed to succeed in tomorrow's workforce. Available services include: Career Development Job Preparation Skills Apprenticeship Opportunities Interview Coaching Training Opportunities Resume

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FairTest – The National Center for Fair and Open Testing

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FairTest – The National Center for Fair and Open Testing

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FairTest works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial.

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Fairtest - National Center for Fair & Open Testing

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Welcome to FairTest

FairTest works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial.
Test Optional Colleges

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FairTest advocates against the misuse and overuse of standardized tests in education and for more effective and beneficial ways of assessing students and schools.

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National Technical Assistance Center on Transition (NTACT)

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National Technical Assistance Center on Transition (NTACT)

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Successful transition planning that includes postsecondary and education goals, with continued engagement and partnership with VR and Education, may increase students’ ability to reach their education and employment goals. Use these resources to support youth to reach their post-secondary education goals.

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Postsecondary EducationSuccessful transition planning that includes postsecondary and education goals, with continued engagement and partnership with VR and Education, may increase students' ability to reach their education and employment goals. Use these resources to support youth to reach their post-secondary education goals.What's NewGet to Know Your School Counselor: Improving Collaboration to Support College and Career Readiness for Youth with DisabilitiesMarch ...

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Citizenship and residency

U.S. citizens and some non-citizens can join the military. If you are not a U.S. citizen, you must:

Have a U.S. Permanent Resident Card (Green Card)

Speak, read, and write English fluently

You cannot join the military to enter the U.S. or to get a visa.

Age limits

Each branch of the military has age limits to enlist in active duty:

Air Force: 17 - 39

Army: 17 - 35

Coast Guard: 17 - 31

Marine Corps: 17 - 28

Navy: 17 - 39

Space Force: 17 - 39

The age limits are different if you join as an officer or join the Guard or Reserve.

Education and testing requirements

ASVAB testing

Everyone who wants to enlist in the military must take the Armed Services Vocational Aptitude Battery (ASVAB). Each branch sets its own minimum score to join. Your score will help decide which jobs you can do after you enlist.

Use ASVAB online resources to:

Find out where to take the test

Get tips for taking the test

See sample questions from the 10 sections

Understand ASVAB scores

Contact a recruiter, who can help you set up a time to take the ASVAB and tell you about the scores you will need.

Education requirements

You must have a high school or general equivalency diploma (GED) to enlist in the military. There are fewer spots for GED holders to enter the military. If you have a GED, you will have a better chance of joining if you have:

Earned college credits

Scored higher on the ASVAB

You must have a degree from a four-year college to join as an officer.

Physical and medical requirements

A medical exam is part of the enlistment process. The exam will assess if you are healthy enough to serve in the military.

Each branch requires recruits to be physically fit. You will have to pass a physical fitness test as part of your enlistment process. Speak with a recruiter to find out the physical requirements for the branch you want to join.

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Requirements to enlist in the U.S. military | USAGov

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Get the age, physical, educational, and other requirements for enlisting in each branch of the U.S. military. Contact a military recruiter to learn more.

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Virginia Department for Aging and Rehabilitative Services (DARS)

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Virginia Department for Aging and Rehabilitative Services (DARS)

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Supporting Virginians’ efforts to secure independence, inclusion and integration

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﻿ Skip to Navigation Skip to Main Content

Supporting Virginians' efforts to secure independence, inclusion and integration

DARS' mission: to improve the employment, quality of life, security, and independence of older Virginians, Virginians with disabilities, and their families.

Agency Overview

OLDER ADULTS

Aging services and local resources

EMPLOYMENT HELP

Vocational help and employment services

DISABILITY SERVICES

Programs, services and assistance information

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virginia department for aging and rehabilitative services

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Virginia Department for Aging and Rehabilitative Services

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﻿ Skip to Navigation Skip to Main Content Agency Overview Aging services and local resources Vocational help and employment services Programs, services and assistance information

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Discover Meaningful Programs Abroad | Read Reviews, Go Overseas

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Go Overseas has 17,000+ programs abroad for you to discover. Read community reviews & travel articles to prepare for your first or next adventure!

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The Occupational Outlook Handbook (OOH) is a career resource offering information on the hundreds of occupations that provide most of jobs in the United States.

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The Occupational Outlook Handbook is the government's premier source of career guidance featuring hundreds of occupations-such as carpenters, teachers, and veterinarians. Revised annually, the latest version contains employment projections for the 2022-32 decade.

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Naviance Student provides middle and high school students with individual Academic and Career Plan (ACP) resources and tools to explore and prepare for postsecondary college and career planning options.

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Naviance Student provides middle and high school students with individual Academic and Career Plan (ACP) resources and tools to explore and prepare for postsecondary college and career planning options.

Students

Middle and High School students can:

Naviance Student

Students: Use FCPS Student ID and Password

Parents/Guardians

Parent/Guardians can login to:

View information about students' academic and postsecondary plans, interests and opportunities.

After logging in, click on About Me at the top of the page.

Choose Portfolio to view the data entered by your child through their Academic and Career Plan.

Research colleges and careers.

View available enrichment and scholarship opportunities.

Users can access key Naviance content translated into more than 70 supported languages.
After logging in, click the globe icon in the top right corner and select your preferred language.

Parent Access

Naviance and SIS Parent use the same credentials (username and password)

SIS Parent Help Resources:

Naviance Parent/Guardian

Parents: Use SIS ParentVUE Username and Password

Staff

Staff can login to support students with their academic and career goals.
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Middle and high school students can use Naviance to explore their strengths and interests, research colleges, and investigate career pathways.

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College Access Fairfax is committed to helping Fairfax County Public School students with the complex task of acquiring financial aid for postsecondary education.

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Understanding FAFSA (2022)

Do you need money to go to college? This is the first step if you want financial aid from the federal and state government or most colleges. Filling out the FAFSA can be overwhelming. Don't worry. There is a lot of help!
Click here to download the PDF.
Translations into many other languages are now available here.

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Student & a parent should each get an FSA ID prior to the December FAFSA opening date. Click here for important information regarding the 2024-25 FAFSA (for Seniors graduating Spring 2024). Preparing

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National Center for College Students with Disabilities (NCCSD)

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National Center for College Students with Disabilities (NCCSD)

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provides technical assistance to students with any type of disability of any age in any type of program.

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Welcome!

The NCCSD is the only federally-funded national center in the U.S. with information and resources for future and current college students with disabilities, including those in part-time programs and graduate students. We work with students, their families, teachers, professors, and anyone with questions about disability and higher education. We're here for you.

If you have difficulty accessing information on the NCCSD website, please contact us at nccsd@ahead.org

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The NCCSD is the only federally-funded national center in the U.S. with information and resources for future and current college students with disabilities, including those in part-time programs and graduate students. We work with students, their families, teachers, professors, and anyone with questions about disability and higher education. We're here for you.

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This document helps explain the ins and outs of the financial aid available to help offset the cost of college.

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Official FAFSA website