Most college students can just show up on move-in day, attend orientation, and settle in without a hitch. However, for students with disabilities, including chronic health or mental health conditions, or physical or learning challenges, the process of transitioning to college should begin well before moving in.

College-bound students with disabilities

Starting this new chapter can be daunting for students, but there are some tools that parents and their students can use to prepare before they step onto campus.

First and foremost, parents should recognize that there are changes to disability accommodations when a student attends college. Colleges are required to provide “reasonable accommodations” under the Americans with Disabilities Act (ADA). However, students may not receive the same support services that they received in high school.

Additionally, the role of parents in the process of advocating for their student is significantly diminished, meaning that the parents no longer have access to the student’s educational records because of the The Family Educational Rights and Privacy Act (FERPA). Functionally, this means that the parent cannot call the college and inquire about their student or request services for their student.

Parents can, however, encourage their student to follow the process to request accommodations. Students need to be able to request their own accommodations (being specific in their requests), provide documentation, and self-advocate. For many students the language of self-advocacy is new and can create a hurdle for them in receiving support that may prove to be essential for success in college.

Additionally, Missouri S&T students can grant other users, such as their parents, direct and authorized online access to their student’ information in Joe’SS. This could include account information, academic information, directory information, and financial aid. Request Additional Authorized Access.

Planning for College: What parents need to do.

1. Start early

Transition planning is essential. You can start as early as 8th grade in beginning to lay the groundwork for the transition to college and independent living.

• Refer to A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities for valuable information.

2. Encourage self advocacy

Find ways for your student to engage in the transition process, paying special attention to developing self-advocacy skills:

• Include your student in conversations about their conditions and accommodations (ie: IEP meetings and conversations with doctors).
• Ask teachers and health care providers to direct questions to your student.
• Help your student practice self-advocacy in high school; for example, a student with a health condition who needs breaks during class should have a conversation with their teacher about how they will indicate their need for a break and have a plan for obtaining any missed work.
• Have a conversation with your student about disclosure. They don’t have to disclose their disability in the college application process, but if they want to receive accommodations in college, they will need to disclose to Student Accessibility and Testing (SAAT) and be comfortable discussing their condition and the accommodations they are requesting.

Planning for college: What students need to do.

1. Gather Information

Learn about your disability or medical condition.

• Talk to your healthcare providers. Ask healthcare providers to direct questions to you, not just your parents.
  • Consider how your condition affects you in school, at home, and socially.

2. Practice self-advocacy

• Engage in conversations about your accommodations with teachers and healthcare providers.
• Make a list of the accommodations you need to be successful in an academic setting.
• Make a list of any accommodations you may need in a residential setting. For example, a student with a migraine disorder may want to request a single room, away from elevators.

3. Request accommodations

This is a 3-part process consisting of self-identification as a person with a disability, providing documentation, and completing an intake interview. Start the process.

What types of accommodations are there?

Accommodation advisors work with students to provide reasonable and appropriate accommodations tailored to individual situations.  Common accommodation requests are:

• Alternative testing such as extended time, or a reduced distraction environment.
• Note-taking assistance to give students access to lecture content.
• Alternative format textbooks, such as an e-reader or enlarged print.
• Preferential classroom seating, such as near exits, front or back of classroom or handicap seating.

View a comprehensive list of accommodations.

Creating an inclusive and accessible university community where students with disabilities have an equal opportunity to fully participate in all aspects of the educational environment is the mission of Student Accessibility and Testing at Missouri S&T. Forming partnerships with students, faculty, and staff to promote student’s independence ensures recognition of their abilities and promotes their educational success in a setting where students feel comfortable and supported.

Following these suggestions can be helpful for both students and parents to make sure that the school is a holistic fit for the student; one which ensures that the student can access the services they need in a setting where they feel comfortable and supported.

Source

Author of Article:  Annie Tulkin. Article adapted from: grownandflown.com.  Please Note: Missouri S&T does not endorse or have a relationship with SOURCE and articles are provided for information purposes only.  Missouri S&T and SOURCE do not assume responsibility for error or omission in materials.  

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