Postsecondary Education Options

This is the seventh blog in a series of blog posts on secondary transition from the Office of Special Education and Rehabilitative Services (OSERS).

Expect, Engage, and Empower: Successful Transitions for All!
Blog Post #7

Some students are completing their applications for colleges they are interested in attending. They are also about to begin their senior year of high school and thinking beyond graduation next spring!

Graduating from high school is a major milestone, as it signifies the transition from youth to adulthood. It is a time marked by new opportunities and independence.

The successful transition from high school to postsecondary education for all students — especially for students with disabilities — requires early planning and collaborative efforts between educators, students and families.

The Individuals with Disabilities Education Act (IDEA) requires transition planning to begin at age 16. However, waiting until their 16th birthday may hinder students with disabilities from achieving the skills and preparation necessary for a successful transition from high school to postsecondary education settings.

Discussing and exploring postsecondary education options should begin well before a student’s high school career. To ensure proper planning and coursework, these efforts should take into consideration each student’s strengths, preferences and interests.

Secondary Transition Planning

Effective secondary transition planning requires a collaborative effort.

The student, parents or guardians, school personnel, postsecondary personnel, and vocational rehabilitation (VR) professionals, all of whom are potential members of the individualized education program (IEP) team, share responsibilities for the development and implementation of an effective individual transition plan.

Collaboration requires that team members invest the time necessary to generate opportunities and design strategies for implementation of the activities and services devised in the individualized transition plan. Working together will increase the likelihood of an IEP that readies the student to achieve a successful transition from high school to postsecondary life.

One often overlooked support for youth with disabilities and their families is access to VR services and programs. VR professionals can participate in transition planning to coordinate activities and provide consultation to ensure seamless access to the VR program.

Additionally, VR professionals provide career counseling and referral services to support the transition from high school to postsecondary education opportunities.

Lastly, early engagement in pre-employment transition services can help identify coursework and inform future decisions around postsecondary education opportunities.

Preparing for College

Whether in middle or high school, if an IDEA-eligible student is planning to attend college, there are critical steps necessary to become college-ready. Early in the transition process, a student is encouraged to:

• Be an active participant during IEP meetings and develop the strong self-advocacy skills they need to receive appropriate accommodations in postsecondary education settings.

• Meet with school guidance counselors to discuss career goals, such as vocational and educational goals, programs of study, and college requirements, including the admissions process and any standardized tests required for admission.

• Access rigorous coursework, career and technical education, and vocational rehabilitation to explore career interests and to inform IEPs and transition planning; and

• Be involved in school and community-based activities that allow exploration of career interests, including work-based learning or internship opportunities.

Students with disabilities and their families who are interested in higher education are encouraged to consider the college environment that provides the best educational program and support services to assist students with meeting their needs and career goals.

Choosing the Right College

College is a big investment in time, money, and effort. Therefore, it is important to research and understand the types of schools, tuition and fees, programs offered, enrollment size, and a variety of other important factors when choosing the right school.

When researching potential college programs, students and their families should work closely with the Disability Support Services (DSS) office on campuses to discuss disability-related concerns and needs, and the disability-related support services available to students at that postsecondary institution.

Many DSS offices empower, support and advocate for students with disabilities to achieve their goals. DSS office provide access to education and other programs through the coordination of appropriate accommodations and academic adjustments, assistive technology, alternative formats and other support.

These supports and services, including academic adjustments and auxiliary aids, are provided in compliance with Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA).

As explained below, Title II of the ADA applies to public postsecondary institutions, and Title III of the ADA applies to certain private postsecondary institutions.

Information about the DSS office may be found at the postsecondary institution’s website. The U.S. Department of Education publication College Scorecard also provides data on outcomes and affordability to help select the right college.

For students with intellectual disabilities, Think College can help families explore colleges and provides a wealth of other resources to consider.

Paying for College

The Office of Federal Student Aid (FSA) in the U.S. Department of Education plays a central role in the nation’s postsecondary education arena.

Through the FSA, the Department awards about $150 billion a year in grants, work-study funds, and low-interest loans to approximately 13 million students to participate in postsecondary education.

There are three types of Federal student aid possibilities:

• Grants and Scholarships: Financial aid that does not have to be repaid, including the Federal Pell grant for low-income students;

• Work-Study: A program that allows students to earn money for their education; and

• Low Interest Loans: Aid that allows students to borrow money for their education; loans must be repaid with interest.

Students who participate in comprehensive transition programs (CTPs) are also eligible for federal student financial aid. Students enrolled in CTPs who are maintaining satisfactory academic progress in their programs may receive federal student financial aid under the Federal Pell Grant, Federal Supplemental Educational Opportunity Grant or Federal Work-Study programs.

Transfer of Responsibility

Students with disabilities should be well informed about their rights and responsibilities, as well as the responsibilities of postsecondary schools. Being informed about their rights and responsibilities will help ensure that students have a full opportunity to enjoy the benefits of the postsecondary education experience without disruption or delay.

Section 504 and Title II of the ADA require that the postsecondary educational institution provide students with disabilities with accommodations that are necessary to afford an individual with a disability an equal opportunity to participate in a school’s program. Accommodations can include appropriate academic adjustments and auxiliary aids and services.

To receive these supports, a student with a disability must inform the college that he or she has a disability and needs one or more accommodations. The college is not required to identify the student as having a disability or assess the student’s needs prior to receiving a request for an accommodation.

Colleges may set reasonable requirements for documentation that students must provide when requesting accommodations. While an IEP or Section 504 plan from high school may be helpful in identifying services that have been effective for the student, such a plan will generally not be sufficient documentation by itself. This is why teaching self-advocacy skills early is critical in ensuring access to the appropriate accommodations needed in this new setting.

Fulfilling the Dream

Graduating from high school and going off to college are major milestones.

Together, we can raise expectations by supporting the pursuit of these achievements. To do so requires that we authentically engage families and youth early in each child’s educational journey.

Join us in ensuring all postsecondary options are available to all students — especially to those with disabilities.

Resources

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

• What is Think College? | Think College

• Promoting Meaningful and Sustained Engagement of Individuals with Disabilities in the State Vocational Rehabilitation Services Program

Thank you!

Valerie C. Williams

Director

Office of Special Education Program

Danté Allen

Commissioner

Rehabilitation Services Administration

Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

Updated September 23, 2024. 

 https://sites.ed.gov/osers/2024/08/postsecondary-education-options/#more-6425