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Key Issues

Posted in Effective College Planning by admin on the May 4th, 2007

There are some key issues that may affect a student’s ability to be successful in college. Issues such as the following should be carefully considered during transition planning with the Committee on Special Education (CSE).

  • It is important for parents and educators to understand that under IDEA transition planning is mandated for all students with disabilities — not just those identified by the Committee on Special Education (CSE). This means that students who have 504 plans should also be included in planning for transition. Transition planning begins by at least age 14, with Level 1 review as early as age 12.

  • One of the least understood legislative changes in IDEIA is the requirement for a summary of performance of the student’s skills, strategies etc. at the end of the K-12 tenure. In NYS this document is known as the Student Exit Summary (SES). It is an overview of the school personnel’s assessment of the student’s current status to assist the family with informed decision-making. Colleges and universities have the right to determine for themselves what documentation of disability they require. The SES by itself will probably not be enough to meet the documentation requirements of a college or university.

  • K-12 special education services are based on ENTITLEMENT; in the adult world, including postsecondary education, accommodations are based on ELIGIBILITY.

  • Adult eligibility under Section 504 Subpart E is NOT the same as K-12 entitlement under Section 504 Subpart D.

  • College provides accommodations and academic adjustments but does NOT alter essential elements of an academic program

  • Some districts declassify students, especially students with learning disabilities, in the junior or senior year. At the college level it is necessary to provide current documentation of the impact of the disability on the student. This sometimes presents a problem for the family in terms of trying to gather current documentation of disability when the student is ready to enter college. The decision whether or not to declassify should be made carefully. Is it being made because the student has overcome a condition such as a speech impediment or delay or is it being made because the student has learned to cope in a familiar learning environment? The first student may not need services in college. The second student, when entering college, may need similar services to those that she received in high school. It is not unusual for a student who has been declassified to need updated documentation of disability. If the declassification occurred in an elementary school grade, that documentation may be difficult to locate and be of little value in delineating how the disability currently impacts the student.

  • A local diploma, GED diploma or Regents diploma is required for admission to four year colleges. An IEP diploma is not equivalent to a local, GED or Regents diploma.

  • In order to be eligible for Federal financial aid such as PELL or a student loan, a potential student must have one of the following: a local or Regents high school diploma; a General Equivalency Diploma (GED); or a satisfactory score on an independently administered, approved standardized test which demonstrates ‘ability to benefit’ (see Resource section for a list of federally approved tests of Ability to Benefit).

  • At the high school level, districts will often waive graduation requirements such as math or foreign language in order to make it easier for a student with a disability to meet the high school graduation requirements. For the student who has the potential to attend college, routine waiver of courses such as math and foreign language is not recommended because postsecondary education is not required to waive courses which it deems ‘essential’ to the curriculum or are required for certification. In fact, in 2000, the State University of New York (SUNY) Board of Directors voted that ALL students graduating from SUNY institutions with a baccalaureate degree (BA/BS) would be required to have foreign language in order to complete degree requirements.

  • A 504 plan MUST be based on a disability and be supported by documentation. Some school districts elect to write a 504 plan for graduating seniors to take with them to the college. While the 504 plan may provide useful information to the college, the college is not bound to implement it since the requirements of Section 504 Subpart D (K-12) and Subpart E (postsecondary) are different. Students who bring 504 plans will most likely still be required to provide the college with documentation of disability since the 504 plan alone is generally not sufficient.

  • The student will need the same skills as any other college freshman plus the ability to compensate for his or her disability.

  • Neither IEPs nor high school 504 Plans apply to a student in a college setting.

  • Emotional Disturbance is not a diagnosis and students are not eligible for services in college without a specific mental health diagnosis.

Transition Planning Tips: Remember That There Is No Single Right Way To Transition. One Size Fits All Means That It Probably Doesn’t Fit Anyone Very Well!
  • Begin the college search process early–as soon as 9th or 10 grade.
  • Attend college information nights for students with disabilities and their parents. Ask questions!
  • Use the lists in this resource guide to formulate a list unique to your student and situation.
  • Ask college’s what they require for documentation of disability.
  • If possible, ask to have your son or daughter shadow a student with a similar disability for a day to learn first hand about the experience.
  • Be realistic about your student’s capabilities–don’t shoot too high, or to low.
  • If your student has always been in special education, seriously consider having them start college at your local community college until they become familiar with the environment and expectations of college.
  • Give serious consideration to enrolling your student part time.
  • Postpone starting college for awhile. Many students exit high school unready and unwilling to commit to college and dig themselves into academic and financial holes that are difficult to overcome.
  • Waiving requirements like foreign language or math may have serious ramifications later. Consider challenging your student with these courses, they will meet them in college.

And finally:

Those of us in postsecondary education spend a lot of time complaining that our students lack independence and self-advocacy skills, i.e., the ability to take responsibility for themselves and their disabilities. This is the perfect time in the transition process to begin to develop and demonstrate those skills. We firmly believe that since we are always talking about the student’s future that the student MUST be an active, involved member of the planning process. Students with disabilities often enter college having never had to be responsible for anything having to do with their education. They are suddenly expected to act like adults and make decisions–and live with the consequences! With the start of the high school freshman year the college planning process becomes much more intense. This is the perfect time to have students begin to take some responsibility for the transition process. Assign the student specific tasks that will help him to understand his disability, request information from the college, etc.