Liz+Erickson+-+Final+Project

 **Look before you leap:** **Understanding the Transition from** **Secondary to Postsecondary Education**



Students who receive academic accommodations in primary and secondary school are often unaware of the significant differences for students with disabilities in the postsecondary arena. Considering differences in the law, responsibilities, and types of documentation requirements and academic accommodations before walking through the gates of campus can assist students in making a smoother transition to postsecondary education. This resource will provide information on these differences while also suggesting some tips for working on transition in high school and getting started in exploring how to select and transition to a postsecondary institution.

**Why leap to Postsecondary Education?**

** Did you know?: Differences between K-12 and Postsecondary Education **

**Getting Started: Sooner rather than later!**

**Transition Planning in High School**

**Exploring Postsecondary Institutions**

**Launching the Leap: How can parents assist in the transition process?**

**Looking and Leaping into the Future: You can be a success story**

**Resources**

**References**

**Why leap to Postsecondary Education?**

Over time our society is becoming more “knowledge based” and therefore, available jobs require a higher level of education. As manufacturing has declined in our country, jobs that paid well but required little education have disappeared. Job growth has moved in the direction of high-skilled service positions in areas such as management, finance, marketing and business services. These jobs are not filled by individuals who have vocational or skills training, but by those who have higher education degrees (Carnevale & Fry, 2000). Carnevale and Fry (2000) point out that “only 20% of workers needed at least some college for their jobs in 1959; today, that number has increased to 56%.” In recent years, we have experienced an economic downturn that has made employment very competitive. Individuals with disabilities will be better qualified to compete for jobs if they receive degrees from higher education institutions.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; margin: 0in 0in 10pt;">** Did you know?: Differences between K-12 and Postsecondary Education **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt;">A new chapter in life begins for all students who transition from secondary to postsecondary education. For students with disabilities, there are some important changes that can greatly impact the ease of transition to this new setting. By becoming aware of these differences in advance, students can understand their role and plan accordingly as they explore options for postsecondary education.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; line-height: 115%; margin: 0in 0in 10pt;">Did you know…?


 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">1. The law is different when a student enters postsecondary education// **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">It is vital for students considering postsecondary education to understand that the laws governing the postsecondary setting differ from those in the secondary setting. The fundamental differences in the laws translate to different rights and responsibilities for students that must be understood in order to navigate the postsecondary process for receiving accommodations and to understand how eligibility and accommodation decisions are made in higher education institutions.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Most students in high school are covered by IDEA (Special Education) and some by Section 504 of the Rehabilitation Act of 1973. Section 504 and the Americans with Disabilities Act cover all students in college and those in New Jersey are covered by the New Jersey Law Against Discrimination as well.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">The following chart provides a concise comparison of components of the law as it pertains to secondary and postsecondary education.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Education Act) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">504 (Section 504 of the <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Rehabilitation Act of 1973) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">ADA (Americans with Disabilities Act <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">of 1990 as amended) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">504 (Section 504 of the <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Rehabilitation Act of 1973, <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">particular references in Subpart E) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">ADA (Americans with Disabilities Act <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">of 1990 as amended) || Adapted from Henderson State University ( [] )
 * <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">QUESTION || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">SECONDARY  || <span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">POSTSECONDARY  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">What is the law? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">IDEA (Individuals with Disabilities
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">What is the intent of the law? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">IDEA: To provide a free, appropriate public education in the least restrictive environment to students with disabilities. 504: To ensure that no otherwise qualified person with a disability is denied access to, benefits of, or is subjected to discrimination in any program or activity provided by any public institution or entity. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">To ensure that no otherwise qualified person with a disability will be denied access to, or benefits of, or be subjected to discrimination by any program or activity provided by any public institution or entity. (504/ADA) ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Who is covered under the law? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">All infants, children, and youth requiring special education services until age 21 or graduation from high school. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">All qualified individuals with disabilities who meet the entry age level criteria of the college and who can document the existence of a disability as defined by the ADA AA. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Who is responsible for identifying and documenting the need? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">School districts are responsible for identifying, evaluation, and planning educational services at no expense to the parent or individual. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Students are responsible for self-identification and for obtaining disability documentation from a professional who is qualified to assess their particular disability. The student, not the institution, assumes the cost of the evaluation. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Who is responsible for initiating service delivery? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">School districts are responsible for identifying students with disabilities and providing special instruction, individualized education plans, and/or accommodations. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Students are responsible for notifying the Disability Support Services staff of their disability and of their need for accommodations. Accommodations (not special education) are provided on a semester by semester basis in order for students with disabilities to have equal access to the institution's programs, services, and activities. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Who is responsible for enforcing the law? || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">IDEA is basically a funding statute, enforced by the Office of Special Education and Rehabilitation Services in the U.S. Department of Education. ADA/504 are civil rights statutes, enforced by the Office for Civil Rights (OCR), U.S. Department of Justice, and the Equal Employment Opportunity Commission (EEOC). || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt;">Section 504 (Subpart E) is a civil rights statute enforced by the Office for Civil Rights (OCR), U.S. Department of Justice, and the Equal Employment Opportunity Commission (EEOC). ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;">For more information on the laws governing postsecondary education, consider the following:


 * The text of the Americans with Disabilities Act as amended can be read on the Department of Justice’s ADA home page: [].


 * The U.S. Department of Education’s Office of Civil Rights presents information on Section 504 and its relationship to IDEA and how it covers students in the postsecondary setting. Exploring this website will give you an understanding of some of the differences in the law as you move from secondary school to higher education: []. Joseph W. Madaus and Stanley F. Shaw also explore this topic in their article, “Section 504: Differences in Regulations for Secondary and Postsecondary Education.”


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 0.5in; text-indent: 0.25in;"> The National Center for Learning Disabilities 2009 Report gives statistics and trends for students with learning disabilities: Visit “The State of Learning Disabilities” for legal protections for individuals with disabilities at [|www.ncld.org/stateofld].

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">2. **Disclosing a disability is your choice**//


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">At postsecondary institutions, a disability has no impact on the admissions decision and does not need to be disclosed unless you are requesting an accommodation during this process. For example, if you choose to participate in an interview and need a sign language interpreter, you would need to disclose this in order for arrangements to be made.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Students must be otherwise qualified to participate in the postsecondary academic setting offered by the institution and are not required to be provided a Free and Appropriate Public Education (FAPE) as in primary and secondary schools (Shaw, et. al, 2010). The admissions criteria does not need to be altered for students with disabilities.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">In the secondary setting, students with disabilities are identified. However, students at institutions of higher education are required to disclose their disability in order to request accommodations. Students can choose to disclose their disability upon matriculation or at any later time in their course of study. Students who do not disclose right away should note that accommodations cannot be made retroactively. They should allow time to follow the processes of the disability services office before needing accommodations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Clinical documentation should not be submitted to the Admissions Office with the application for enrollment.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Postsecondary institutions typically have a process for incoming students to self-identify and also for students who choose to identify later in their course of study. Understanding the process of identification at institutions that the student is interested in prior to arrival on campus will empower the student to move quickly through the process.

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">3. // **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //Documentation supporting eligibility and a request for accommodations at a postsecondary institution may require more than an IEP or SOP// **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">An IEP or SOP (Summary of Performance) may not be sufficient documentation for determining eligibility or appropriateness of accommodations (Madaus and Shaw, 2004). However, this information can always be submitted to the disability services office in addition to required documentation to provide historical information on effective accommodations and the impact on performance.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">According to the ADA AA, a person with a disability is defined as having a physical or mental impairment which substantially limits one or more major life activities, having a record of such impairment, or being regarded as having such an impairment ([]). Therefore, documentation submitted to a postsecondary institution must clearly establish a student’s eligibility as a person with a disability according to this definition.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">In order to be considered for accommodations in the postsecondary setting, most colleges or universities will require documentation of the disability – for learning disabilities, ADHD or psychological disabilities, this is often in the form of a psychoeducational evaluation report prepared by a qualified diagnostician. This report should include a diagnosis (not just a DSM IV code) that is determined by psychoeducational testing as well as qualitative information from the student. The report should identify functional limitations and how they impact the student academically. Often, evaluators will make recommendations for accommodations and strategies that will assist students in reaching their potential. Note that these recommendations will be reviewed by the postsecondary institution to determine appropriateness in that academic setting.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">There are several resources that can provide students with guidelines on what should be included in documentation intended to support requests for accommodation in the postsecondary setting. For instance, Educational Testing Service (ETS) provides excellent guidelines for documentation required for high stakes testing at []; meeting these guidelines necessary for high stakes testing (SAT’s) will more than likely also fulfill documentation requirements that postsecondary institutions have. Some colleges will also follow the AHEAD (Association on Higher Education and Disability) Best Practices for documentation guidelines, which can be found at: [].


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">For physical or sensory impairments, postsecondary institutions may require medical documentation to substantiate the disability and identify the functional impairments and necessary accommodations.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//4.// **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //Policies and procedures differ between Postsecondary Institutions// **

· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">While all postsecondary institutions are subject to the same laws, their policies and procedures designed to align with the institutional mission may differ. One difference may be how the office interprets what a “significant impairment” is as eligibility for accommodations is determined. Institutions may require differing levels and types of documentation (Shaw et. al, 2010), have different processes for accommodation notification, and different grievance procedures. It is important for a prospective student with a disability to understand the policies and procedures of each college that s/he is considering.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//5.// **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //Success versus Access// **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">For students with disabilities in the K-12 setting, a school district is required to identify an individual’s education needs and provide special education or related aids to make the student as successful as possible. This may include an Individual Education Plan (IEP) or a Response to Intervention (RTI) approach. In the postsecondary setting, however, institutions are only required to provide appropriate academic adjustments to ensure that the student is not discriminated against and has equal access to educational opportunities and programs. Access to programs and activities is required, but success is not guaranteed.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//6.// **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //A previous history of having received accommodations in High School does not// **
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 0.25in;">// automatically entitle you to receive accommodations in a post-secondary school. // **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">As postsecondary institutions are only required to provide accommodations that will allow access and prevent discrimination, some accommodations that students receive in K-12 may not be granted in college (Shaw, 2006). For instance, accommodations such as teacher notes, one-on-one coaching, open book assessments, highlighted texts, or visual cues may not be provided in the college arena. Explaining test questions, changing formats of test, unlimited time for exams or assignments, or use of a calculator may also not be considered reasonable or appropriate (Madaus, 2011).


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Higher education institutions do not provide special education; for instance, they do not provide specially designed instruction services.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">In K-12, the school system is responsible for identifying students who may have a disability. Although students with disabilities receive accommodations and perhaps an IEP (Individual Education Plan) in High School, they must self-identify at the post-secondary level in order to be considered for accommodations. The postsecondary institution is not responsible for identifying students with disabilities.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">In addition to self-identifying, students with disabilities must request the academic accommodations that they feel will provide equal access. Accommodations in an IEP or a psychoeducational evaluation will not necessarily be provided in the college setting (Kearns, 2008).


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">In college, the disability services personnel, in conjunction with the student, determine accommodations that are appropriate and effective at that institution while also considering the essential academic elements of the education. Therefore, the students must enter into the registration process and request accommodations, not just assume they will receive the same accommodations that they did previously. At many institutions, the registration process includes an interactive intake interview and an iterative process for determining accommodations. Students are typically required to present current disability documentation that provides a diagnosis as well as the functional impact of the disability. Shaw et. al (2010) states that, “Objective documentation is necessary to evaluate functional deficit to assist in determining appropriate accommodations.” The current impact of the disability and how it affects the student’s ability to function in the academic setting are factors considered in determination of reasonable and appropriate accommodations.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//7.// **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //Types of academic accommodations may differ in the Postsecondary setting// **

· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Postsecondary institutions can choose to provide an equivalent accommodation, not necessarily the requested accommodation. Students often have preferences for the types of accommodations that work best for them, but the institution can consider alternate accommodations that would produce the same desired outcome if the preferred accommodation would cause an undue burden. Postsecondary institutions are not required to provide personal care assistance. For example, assistance required to get to class, for personal hygiene, and to eat in the dining hall would not be accommodations provided by the institution. The Office for Civil Rights (OCR) states that postsecondary institutions, “need not provide attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature.”


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Auxiliary aids may also differ in the higher education arena. The Office for Civil Rights (OCR) explains that colleges are not required to provide the most sophisticated technology, but must provide non-personal care aids that will meet the needs of students. For more information from OCR on personal care or auxiliary items, visit: [].


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Testing accommodations in K-12 tend to be far more liberal than in higher education. Students should consider what accommodations they really need as they look at the variety of accommodations that they have become accustomed to. Some accommodations such as explaining test questions, changing formats of test, unlimited time for exams or assignments, or use of a calculator may not be granted in college (Madaus, 2011).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">· High School students should inquire about typically provided accommodations at the institutions that they are interested in, especially to confirm that essential accommodations can be provided.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">"Be aware that documentation does not necessarily guarantee accommodations if the disability does not substantially limit a major life activity, relative to the average person.” (ETS, 2007). This pertains to the difference in the law governing postsecondary education and is a change from the perspective held in K-12.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;">//8.// **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; tabstops: list .5in;"> //Responsibilities change in Postsecondary education – students become self-advocates// **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; tabstops: list 1.0in;">Students entering the postsecondary setting should be aware that the responsibility for identification, advocacy, planning, decision making, transitioning, and accommodation implementation now shifts from parents and educators to the student. While parents have been highly instrumental in the process of getting accommodations for their child in the K-12 years, they must now encourage their child to become a self-advocate in requesting and implementing accommodations for their disabilities.

// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">9. **<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">The financial responsibility for providing accommodations is held by the postsecondary institution, but the student must cover other costs. ** //


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">As in the K-12 setting the cost of academic accommodations is born by the educational institution. Because of this, the institution may choose to provide a less costly accommodation that gives equal access but may not be the preferred method of accommodation. In addition, any personal care accommodations, including personal care assistants, must be paid for by the student.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">The cost to obtain documentation (as required by the postsecondary institution) is paid by the student. This often requires psychoeducational testing analyzed in a report, which can be costly. In some cases, the student can request testing and a comprehensive report as part of their transition plan in High School, which would be funded by the secondary school district. If this is not possible, some insurance plans will cover at least part of the fee.

// 10. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**Some colleges or universities have requirements for particular courses such as foreign languages or math**  //


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Consider carefully course selections in High School as they may apply to admission at postsecondary institutions. Choosing course waivers in High School may create issues that would prohibit application to a postsecondary institution of choice or leave the student unprepared to meet the proficiency level required in a particular academic discipline in college.

//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">11. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Special programs or accommodations for students with disabilities are available at some postsecondary institutions //

· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Many institutions will offer resources for all students such as writing centers, tutoring, strategy and study skills centers, and group study sessions. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in;">However, students with disabilities that might require specialized settings or accommodations should explore specialized programs at institutions.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Some postsecondary institutions offer //summer orientation programs// designed to assist students in transitioning to college by offering study skills, independent and daily life skills, and introductory academic courses during high school or prior to beginning the first semester of college.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in;">__Penn State University__ offers a summer program for all students completing 10th through 12th grade that provides an introduction to college and focuses on study skills, time management as well as personal growth and self-confidence. To learn about this opportunity, visit: [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; tab-stops: 211.5pt; tabstops: 211.5pt;">__St. Ambrose University__ offers a four week summer transition program for students with learning disabilities designed to give students who have completed their junior year in high school a campus experience that teaches study and notetaking skills as well as textbook reading and exam preparation skills. More information is available at: []


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Some colleges offer //specific programs for certain types of disabilities//. Exploring the internet can reveal some interesting and encouraging opportunities for needed supports in the college setting. Listed below are a few suggested programs to consider.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in;">__Physical or Sensory Disabilities__:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">When visiting college campuses, students with sensory or mobility impairments might want to consider the climate, landscape of the college campus, and campus transportation options.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">For students with physical disabilities who need assistance with daily living activities, //The University of Illinois// provides a unique housing opportunity to meet those needs. Beckwith Residential Support Services provides students with physical disabilities the opportunity to hire and supervise their own Personal Assistants. Visit the website for more information: []. Note that the website also includes a High School mentoring program that features a planning guide for students beginning in middle school!


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">//University of California (Berkley)// provides a similar program for students with severe physical disabilities, but has also expanded to include students with Autism Spectrum Disorders that also require independent living skills. Visit [] for more information on this program.

__<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Psychological Disabilities __ :


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">For students with Asperger’s Syndrome, some colleges have special programs. (see ([])


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">//Marshall University// is well known for its services to students with Asperger’s Syndrome through its “Model College” program. For more information, visit: []


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">//Fairleigh Dickinson University// provides support for students with Asperger’s Syndrome during their first two years of college through its COMPASS (College-based support for Students with Asperger’s) program. Although this is a small program, it is individually tailored to support students academically and socially. To learn more about the program, visit: [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in;">__Learning Disabilities/ADHD__:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">//Landmark College// is one of the only accredited colleges in the US specifically designed for students with dyslexia, ADHD, and other learning disabilities. Landmark College provides a college setting where students “learn how to learn.” To learn if this college might be right for you or your child, visit: [].


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">//The University of Arizona at Tucson// offers a program called “Strategic Alternative Learning Techniques Center (SALT). Students in this program are assigned a Strategic Learning Specialist who creates an individualized learning plan for the student. For more information on the supports that this program can offer to students with learning or attention issues, visit the SALT program website at: [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in;">are links to college websites explaining their program.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">College-Scholarships.com can help streamline your search process for colleges that have programs for students with disabilities that go above and beyond the norm. Listed at []

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; margin: 0in 0in 10pt;">** Getting Started: Sooner rather than later! **

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">**//__ Transition Planning in High School __//**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;"> Preparing for a postsecondary goal of attending college begins with transition planning in secondary school. Transition planning must be a part of a student’s IEP no later than age 16 ( IDEA 2004) and is often discussed earlier than that. Below are some areas to consider in transition planning as well as some tools to assist in that process.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> 1. __ Self-determination __ and __Self-Advocacy__ are important skills that will be utilized in a postsecondary setting. Self-determination requires one to understand personal strengths and weaknesses and believe in oneself. The process of becoming self-determined leads to the ability to be self-disciplined, self-motivated, evaluate and make good choices, and be goal-oriented. A self-determined individual can use these characteristics to promote self-advocacy. In college, the student must advocate for himself/herself. Parents and School advisors no longer interact with college administrators; the student must navigate the process of requesting and implementing accommodations. In addition to disability needs, self-advocacy skills will enable the student to speak with college personnel about choices in majors, interact with professors about issues with courses, resolve roommate conflicts, etc.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt 0.5in;">How can you work on these skills in High School? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">accommodations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Work with your IEP team to take a greater role planning and leading your IEP meetings.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Speak with IEP team members about including opportunities or experiences that can strengthen your skills in your annual goals.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Learn to articulate your disability and your strengths and weaknesses; practice discussing your needs with teachers who will be providing your
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">Check out the Kids As Self Advocates website ([]). Look under “resources” for over 60 tip sheets covering things like advocating for yourself in middle and high school, how to get the most out of your IEP, going to college, funding college and so much more!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. __Student Centered Planning__ is an essential focus in the transition planning process in order to take into consideration student interests, preferences, and goals as IDEA 2004 requires this. A student who has become self-determined and has practiced self-advocacy will be able to find the voice to express desires and preferences when goals are being discussed in IEP meetings.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">What can you do to be at the center of your transition planning?


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt; text-indent: -0.25in;">Be active in deciding who should be in your circle of support. Think about important people in your life and those that can help you achieve your future goals to be involved in your planning process. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">A circle of support diagram can help you to identify people that can provide support and advice in planning for your future. A sample diagram can be found at: [|http://sketchajournal.com/wp-content/uploads/.../**Circle-of-Support**- **Diagram**.pdf].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o []
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt; text-indent: -0.25in;">Talk to your IEP team about using MAPS (Making Action Plans) or PATH (Planning Alternative Tomorrows with Hope) as the vehicle to bring together your interests and preferences to create a viable plan for accomplishing your goals for the future. Visit the following websites to get information on MAPS and PATH:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt; text-indent: -0.25in;">Talk to your IEP team about transition assessments that can help you to understand your strengths, aptitude for careers, potential college programs, etc. There are many tools that can be used over time to gage your abilities and interests in order to assist you in planning for your future.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o Holland Personality Type Survey: __[]__ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o Career matching assessment: [|http://www.careercruising.com] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;"> This website offers <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">a 30 day free trial of access to tools that assess your interests and abilities and matches them with <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">career options, gives occupational summaries, multimedia interviews with real people in each <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">occupation, information on potential colleges, financial aid and much more.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. There are some great websites to explore that can help you with some of the topics above. These sites are listed below with a limited amount of information; all are worth visiting as they contain a wealth of additional information.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o National Center on Secondary Education and Transition <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Website topics include: “IEP and Transition Planning,” “Self-determination for Middle and High <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">School Students,” “Self-determination for Postsecondary Students,” “Career Guidance and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Exploration,” “Postsecondary Education Supports and Accommodations,” and “Community <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Services." <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Also visit [] for transition planning with a life map and a personal journal.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o Going to College <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">This website provides great information on living at college with a disability. Using video clips, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">activities and additional resources as well as interviews with college students, high school students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">can get a picture of what college is like. The site is set up with modules that address understanding <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">learning styles and interests and advocacy. Modules also include understanding what college life is <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">like and how to access resources as well as practical information on applying to college, financial <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">aid, choosing a major

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o Think College <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Think Colleges uses interviews with actual students to personalize the information they provide. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">The site includes transition planning topics such as person centered planning, advocacy, taking <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">responsibility, and student’s rights.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt 1.5in; text-indent: -0.25in;">o The Heath Center <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">The Heath Center at George Washington University is an excellent resource for information on <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">policies and procedures, support services, and accessing colleges or technical schools. Also <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">included is information on financial assistance, scholarships, and materials that help students with <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">disabilities transition into postsecondary schools or other programs. The website features modules <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">for learning about topics related to transition as well as modules that give a picture of what college <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">will be like. Module topics include College Application Process, Awareness of Postsecondary <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">Options, Parent’s Guide to Transition, Campus Life/College Living, Financial Literacy, Students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in;">with Disabilities in the College Classroom, and Accommodations.

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">**//__ Exploring Postsecondary Education Institutions __//**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt;">For students with disabilities, researching and exploring college options may be more involved than the process is for other students. Below are some tips for getting started in that process as well as some helpful hints to prepare for interaction with disability services professionals.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> 1. __ Explore the internet __ for helpful tools. Being organized in your planning process and college search can reduce stress and anxiety. There are many excellent resources available; review those listed in previous sections and in the comprehensive resource list below.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">2. __Research__ information on potential college disability services, policies and procedures in addition to the academic and social opportunities. Most colleges or universities have an office designed to meet your needs as a student with a disability. They may be contacted to answer questions about services available which can assist students in determining if that school could possibly be a good fit. See information above on colleges with specific programs for students with disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">3. __Visit the campus__: Visiting the campus will enable you to get a sense of the atmosphere of the school as well as whether the college would meet your needs. For students with sensory or mobility impairments, ask questions and observe the physical accessibility on campus. For students with learning disabilities, a visit with disability services personnel while on campus can provide important information about school policies, but also give you a flavor of the administrators who would be serving you.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">4. __Understand your Rights and Responsibilities__: The US Department of Education’s Office of Civil Rights provides a pamphlet entitled, “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” (http://www.ed.gov/about/offices/list/ocr/transition.html). This pamphlet is a worthwhile resource for students considering post-secondary education. One of the most important sections to understand is one addressing the differences in your rights as a high school student versus a student in a post-secondary institution. There are several differences that you should be aware of so that your expectations of the college or university are in line with what the law allows.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">5. __Make sure that your testing or clinical documentation meets the criteria of the college or university__: Visit the institution’s website or contact the institution to make sure that you have a clear understanding of the requirements for documentation. It is especially important to relay this information to an evaluator if you plan to have updated or additional testing while in High School in order to meet currency requirements of postsecondary institutions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">6. __Know what your disability diagnosis is__ and how to articulate your strengths and weaknesses; know how you learn best. Know when it is appropriate to discuss your disability and when it is not. Be prepared to discuss accommodations that have worked for you and those that have not (National Joint Committee on Learning Disabilities, 2004).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">7. __If you have a physical or sensory impairment, contact the Disability Services Office as soon as you accept admission to the institution__. Some accommodations require significant planning and the earlier that the request is made, the easier it will be to provide the desired accommodations. Make sure to request any needed housing accommodations in addition to academic accommodations.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">8. __Be prepared for the use of technology in Higher Education__. Make sure that your technology skills include familiarity with word processing, spreadsheets, databases, web, e-mail, and multimedia applications (such as powerpoint). College courses will require that students employ many of these technologies in accessing course readings and assignment, completing projects and assignments, as well as communicating with instructors and peers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">9. __Consider medication adjustment needs__. Disabilities that require medication, such as ADHD, may be designed to maximize benefit during a secondary school schedule. Treatment or timing of medications may need to be adjusted as the schedule for students in college may be quite different. Locating a convenient pharmacy or setting up a mail order services for filling prescriptions at college should be done in advance. Making this adjustment prior to beginning college will make this transition seamless (Parker-Pope, 2007).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">10. __As postsecondary institutions are being explored, consider available majors and a career path that plays to your strengths, not your weaknesses__. As with all students, choosing a career path that employs strengths will make one more successful and the process will be more enjoyable. If a reduced course load or extended time to complete a program of study may be necessary, confirm that these options are available. It is especially important for students with disabilities to begin considering programmatic options as they look at postsecondary institutions.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; margin: 0in 0in 10pt;">** Launching the Leap: How can parents assist in the transition process? **


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt 72.3pt; text-indent: -0.25in;">Trusting a son or daughter with a disability to live independently truly takes a leap of faith! Taking that leap, however, can be a positive experience if parents assist in the process transitioning students from dependence to independence. By encouraging and directing their son/daughter, parents will gain confidence in acquired skills necessary to navigate the transition process and can then more easily let go. Parents need to find the middle ground in being involved in their child’s life to avoid becoming a hyper-involved parent – or “helicopter parent.” Margaret K. Nelson writes about “Helicopter moms, heading for a crash.” She cites a recent study of 300 college freshmen, conducted by Neil Montgomery, which found that students of “helicopter parents” were more dependent and less open than other students. Do you want to be a controlling helicopter parent or a supportive parent launching your child on the path to independence?


 * Parents can assist students in making the transition by working with school teachers and administrators to optimize opportunities for learning self-determination and self-advocacy as well as participation in IEP meetings and transition planning. Being aware of what is going on in the classroom and with special education case managers is imperative if these skills are to be encouraged and supported by parents.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 72.3pt; text-indent: -0.25in;">Parents need to become educated about the process of transitioning to postsecondary education. Many of the website resources mentioned previously and those below have excellent information for parents on understanding the new landscape in higher education and how to assist their children in the transition process.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">Disability.gov <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">The Parent Resource section of this site includes a great selection of transition planning resources for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">postsecondary education at: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">secondary_education. Many primary sources for information on transitioning can be found at this site.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">Association on Higher Education and Disability (AHEAD) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 72.3pt;">[|http://www.ahead.org] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 72.3pt;"> This association is the professional organization for individuals who are involved in providing services <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 72.3pt;">to individuals with disabilities in the higher education arena. Parents can keep up with current policies that <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt 72.3pt;">will impact their children in the postsecondary setting.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Think College <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">The Parent section addresses important topics such as the parents’ role, person- centered planning and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">a really great transition checklist. Some of the topics may help parents engage in conversation with their <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">children. For instance, the site helps parents understand how a college day would be structured <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">differently than a typical high school day by providing a sample weekly schedule which could foster <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">discussion on time management.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">National Dissemination Center for Children with Disabilities <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">This site provides information on disabilities in children and youth, programs and services for children and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">youth with disabilities, information on IDEA and No Child Left Behind. This is a leading source of <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">information for children of all ages with disabilities and can be viewed in Spanish.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; margin: 0in 0in 10pt;">** Looking and Leaping into the Future: You can be a success story **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt;">Considering a postsecondary education as a student with a disability may seem overwhelming as you navigate the process, but the benefits of completing a degree are enormous. Persistence and self-determination in achieving higher education goals can positively change the trajectory of your life. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 10pt;">There are many individuals with disabilities that have gone before you to prove that individuals with disabilities can lead successful productive lives. Follow in their footsteps and set your sites on becoming the next successful student with a disability!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">**Abraham Lincoln**- (February 12, 1809 - April 15, 1865) was the sixteenth President of the United States, serving from March 4, 1861 until his assassination. There have been reports that Abraham Lincoln may have suffered from what they then called melancholia, basically being today’s form of depression.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">**Billy Joel** - (May 9, 1949) is a singer, a pianist and a songwriter. Billy Joel has won 6 Grammys and is both in the songwriter's Hall of Fame and the Rock and Roll Hall of Fame. He battled many times against depression and has tried to commit suicide.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">** Albert Einstein ** - (March 14, 1879 - April 18, 1955) Being one of the most important great minds of his century Albert Einstein was then known to suffer from dyslexia mainly because of his bad memory and his constant failure to memorize the simplest of things. He may have never learned how to properly tie his shoelaces but his scientific contributions and theories still have a major effect on all of today’s current knowledge of science.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">**Alexander Graham Bell** - (3 March 1847 - 2 August 1922) Well known as the inventor of the telephone Alexander was actually attempting to find a way that could make deaf people hear. His mother was slowly becoming deaf when Alexander was only 12 years old making him extremely sensitive to disabilities. Once older he was constantly seeking a way to cure them through technology. He himself had dyslexia which would cause him problems at school, but he always kept his interest for science, especially biology.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">**Hans Christian Andersen** - (April 2 1805 - August 4 1875) Being an author of children's fantasy stories, he was known to suffer from dyslexia and showed the world that when you want something, nothing can stop you from obtaining it. The books that he wrote have been translated into hundreds of different languages and continue to be distributed even today in millions of copies. Hans wrote books such as "The Emperor's New Clothes", "The Princess and the Pea" "Thumbelina", "The Snow Queen", "The Ugly Duckling" and "The Little Mermaid".

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">**F.D. Roosevelt -** Franklin Delano Roosevelt (January 30, 1882 - April 12, 1945) was the 32nd President of the United States. Elected to four terms in office, he served from 1933 to 1945, and is the only U.S. president to have served more than two terms of office. In August 1921, while the Roosevelts were vacationing at Campobello Island, New Brunswick, Roosevelt contracted an illness, at the time believed to be polio, which resulted in Roosevelt's total and permanent paralysis from the waist down. Roosevelt refused to accept that he was permanently paralyzed. He tried a wide range of therapies, including hydrotherapy. Fitting his hips and legs with iron braces, he laboriously taught himself to walk a short distance by swiveling his torso while supporting himself with a cane. In private, he used a wheelchair, but he was careful never to be seen in it in public. In 2003, a peer-reviewed study found that it was more likely that Roosevelt's paralytic illness was actually Guillain-Barre syndrome, not poliomyelitis.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">** Stephen Hawking ** - Professor Stephen Hawking is a well-known example of a person with MND, and has lived for more than 40 years with the disease. The internationally renowned Physicist has defied time and doctor's pronouncements that he would not live beyond his 21 years of age when he was diagnosed with amyotrophic lateral sclerosis (ALS); also known as Lou Gehrig's disease. The symptoms are very similar to those of CP, Hawking cannot walk, talk, breathe easy, swallow and has difficulty in holding up his head.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">** Helen Keller ** - (1880 - 1968) was an American author, activist and lecturer. She was the first deaf/blind person to graduate from college. She was not born blind and deaf; it was not until nineteen months of age that she came down with an illness described by doctors as "an acute congestion of the stomach and the brain", which could have possibly been scarlet fever or meningitis. The illness did not last for a particularly long time, but it left her deaf and blind. Keller went on to become a world-famous speaker and author.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">** Stevie Wonder ** - (May 13, 1950) is an American singer-songwriter, multi-instrumentalist, and record producer. Blind from infancy, Wonder signed with Motown Records as a pre-adolescent at age twelve, and continues to perform and record for the label to this day.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 10pt;">** Claude Monet ** - (November 14, 1840 - December 5, 1926) was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting. By 1907 he had painted many well-known paintings, but by then he had his first problem with his eyesight. He started to go blind. He still painted, though his eyes got worse. He wouldn't stop painting until he was nearly blind. In the last decade of his life Monet, nearly blind, painted a group of large water lily murals (Nympheas) for the Musee de l'Orangerie in Paris.

<span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Note: the above summaries are taken from Disabled World at []

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 16pt; margin: 0in 0in 10pt;">** Resources: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> Americans with Disabilities Act ([] )– This website gives information on the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> law pertaining to individuals with disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">“Asperger Colleges” ([]) – This website gives <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in;">information about college for students with Asperger’s and includes the names of some colleges with <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in;">specialized programs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Association on Higher Education and Disability (AHEAD) ([]) – This website is the nationally <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">recognized professional organization for individuals working in the field of disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 1.5in; text-indent: -1.5in;">Career matching assessment: [|http://www.careercruising.com]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Circle of Support Diagram [|http://sketchajournal.com/wp-content/uploads/.../**Circle-of- Support**-**Diagram**.pdf].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">College-scholarships.com[] – This website can help identify colleges that have special programs for students with disabilities that reach beyond normal services.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Disability.gov [] - Great information on transition planning and much more!

�Experts� Choice List� <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> ( [] ) � This website lists a number of friendly colleges for students with Asperger�s.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Educational Testing Service. []. This is the agency <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">that administers high stakes testing and gives information on required documentation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">that would also be relevant for postsecondary educational institutions.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -0.5in;">Fairleigh Dickinson University [] – COMPASS program for students with <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -0.5in;">Asperger’s Syndrome.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -1in;">Going to College [] - This site gives great information on transitioning to college.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Heath Resource Center ([]) – This website gives modules <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">with a wealth of information ranging from the application process to college living to accommodations to career <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">education and even parent transition tips.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -1.5in;">Holland Personality Type Survey: __[]__

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Kids As Self-Advocates [] - Students can visit this website for over 60 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">tip sheets on topics ranging from working with your IEP to college transitioning and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">funding.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Landmark College [] - College devoted to serving only students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">with dyslexia, attention disorders and other specialized learning disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -1.5in;">MAPS and PATH tools [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -1.5in;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Marshall University [] - Model College <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">program for students with Asperger’s Syndrome.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">National Center for Learning Disabilities 2009 Report: The State of Learning Disabilities 2009 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">([|www.ncld.org/stateofld] ) – Informative report on the state of learning disabilities plus <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0.5in;">information on legal protections for individuals with disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">National Center on Secondary Education and Transition ([]) – This website <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">contains a wealth of information and resources for students on secondary education and transition to <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">postsecondary.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">National Dissemination Center for Children with Disabilities [] - Information <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: -0.5in;">on children with disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">The Office for Civil Rights (OCR) ([]) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: 2.25pt;">OCR presents information on auxiliary aids and personal aids and services that are provided or not provided <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: 2.25pt;">postsecondary education on this page of their website.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -1in;">Penn State University [] - Summer <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -1in;">transition program.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Policy Notes (ETS) [] - This <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Publication available on the ETS website provides highlights from an Achievement Gap Symposium Co- <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Sponsored by ETS and the National Center for Learning Disabilities. This report included a wealth of <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">information for students considering the transition to postsecondary. It identifies concerns and reasons that <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">students with disabilities have had difficulty transitioning and accessing higher education, touches on students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">and parents roles, state law, documentation and much more.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -1in;">St. Ambrose University [] - Summer <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt; text-indent: -1in;">transition program.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Think College! ([]) This website gives helpful information and tips <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">from students.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">University of Arizona (Tucson) [] - College program for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">students with learning or attention issues.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">University of California Berkeley ([]) This website gives an <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt; text-indent: 0.5in;">example of a college transition program; called “Disabled students residence program.�

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">University of Illinois [] - College program for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">students with physical disabilities.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">U.S. Department of Education Office for Civil Rights <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">([]) Students with Disabilities Preparing for <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> Postsecondary Education: Know Your Rights and Responsibilities. This website also contains information <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> about the law pertaining to individuals with disabilities.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">** References: **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 14.4pt; margin: 0in 0in 0pt;">Carnevale, Anthony P. & Frye, Richard A. (2000) Crossing the Great Divide: Can We Achieve Equity When Generation Y Goes to College? ETS Leadership 2000 Series. [] reat%20Divide%20ETS.pdf

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Disabled World. []

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Educational Testing Services. (2007). Policy Notes. (Vol. 15, No. 2). Retrieved December 2, 2010 from [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 115%; margin: 0in 0in 0pt;">Heath Resource Center. (n.d.). Awareness of postsecondary options. Retrieved December 1, 2010, from [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Henderson State University. (n.d.) Legal Rights and Responsibilities. Retrieved December 1, 2010, from [].

<span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 14pt; margin: 0in 0in 0pt;">Individuals with Disabilities Education Improvement Act (IDEA) of 2004, 20 U.S.C. 1400 et seq. (2004) (reauthorization of the Individuals with Disabilities Education Act of 1990). Retrieved on April 23, 2011 from [].

<span style="color: windowtext; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: 14pt; margin: 0in 0in 0pt;">Kearns, Tori (2008). //Making the call: Determining Who Qualifies as Learning Disabled in Higher Education//. New York: LRP Publications.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Kincaid, Jeanne M. (April 2006). //Meaningful Transitions or is there life after high school?//. PowerPoint presentation at Rutgers, the State University.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Madaus, Joseph W. (2011). UConn EPSY 329 Module 12 powerpoint.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Madaus, Joseph W. and Shaw, Stanley S. (November 2004). Section 504: Differences in Regulations for Secondary and Postsecondary Education. //Intervention in School and Clinic, Vol 40, No2, 81-87////.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">National Center for Learning Disabilities (2009). //The State of Learning Disabilities 2009//. Retrieved December 6, 2010, from [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">National Joint Committee on Learning Disabilities. (2004) Secondary to Postsecondary Education Transition Planning for Students with Learning Disabilities. Retrieved December 2, 2010, from [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Nelson, Margaret K. (2010). Helicopter moms, heading for a crash. The Washington Post.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; line-height: normal; margin: 0in 0in 0pt;">Newman, Lynn (2005). National Longitudinal Transition Study-2. Postsecondary Education Participation of Youth with Disabilities. //After College// (Chapter 4).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Office for Civil Rights. (September 2007). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved December 1, 2010, from [].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Parker-Pope, Tara. (April 2009). Stepping Up to the Challenge. The New York Times. Retrieved December 3, 2010, from <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">[].

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Shaw, Stan F. (2006). Legal and policy perspectives on transition assessment and documentation. //Career Development for Exceptional Individuals//, 20, 108-113.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Shaw, Stan. (April 2006). //Planning for Effective Transition to College//. PowerPoint presentation at Rutgers, the State University.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">Shaw, Stan F., Keenan, Walter R., Madaus, Joseph W., Banerjee, Manju (2010). Disability Documentation, the Americans with Disabilities Act Amendments Act, and the Summary of Performance: How are they linked? //Journal of Postsecondary Education and Disability (//Vol 22, No. 3).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">U.S. Department of Education Office for Civil Rights. []. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;">

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;">Project by: Liz Erickson <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt; margin: 0in 0in 0pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;"> EPSY 5140 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;"> April 29, 2011