Special Learning Needs

Students with disabilities or special learning needs have the same options available to continue their education after high school as their classmates.


Careful preparation and a diligent college search will result in finding a college or training program match that meets the student’s educational interests, and provides the right kind of supports that the student needs to be successful.

 Setting Goals for After High School

There are several steps that students and parents can begin to take early in high school to set goals for after graduation. All students at Fairview participate in the ICAP (Individual Career and Academic Planning) process through a series of lessons coordinated by the school counselors, which actually begin on the first day of freshman year! These lessons help students identify their learning styles, interests, and personality characteristics, and then possible career paths that fit these characteristics. Students are guided in using this information to identify careers that interest them, learn about the education and training they will need after high school, and then develop an academic plan to reach their post-graduation goals. (Parents can view the portions of their student’s ICAP activities by logging into Naviance. Don’t have a login yet? Contact the counseling office to get your login now!)


In addition to the ICAP lessons, students with disabilities are doing concurrent planning as part of their IEP. Under the IDEA (Individuals with Disabilities Education Act), transition planning for post-secondary goals must be included in the first IEP completed after the student turns 16, and then reviewed at least annually. As part of this transition planning, students with IEPs can participate in assessments appropriate to their age, interests, and skill levels that help the student and their families determine possible post-secondary education and career paths. This information is then used to identify the transition services and courses of study the student needs in high school to reach his/her post-secondary goals. Thus, if the student has a post-secondary goal of going to college, the IEP should reflect the shorter-term goals the student needs to meet in order to be prepared for that goal including coursework, academic skills that may need additional focus, and also skills related to planning, organization, and studying. In addition, the transition goals of the IEP should include the development of self-advocacy skills that will be needed in college and training program settings.

The Difference Between High  School and College Learning Environments

There are many differences between high school and college that apply to all students making the transition into post-secondary education. Students in college are in class much less time each week than in high school, have more reading and study time requirements, and have significantly more freedom and responsibility to decide how they use their time.


For students with disabilities, there is also a shift in the way support services are provided at colleges and training programs compared to the services they received during high school. The most significant difference is that the student is required to self-advocate, and assist with obtaining, the support services he/she needs. Students are not required to disclose to the college or training program if they have a disability, however, if the student does want to use the college or training program’s disability support services, the student must provide documentation for the disability, and work with the staff to set up the accommodations and access the supports they need to be successful. 


Two federal laws: Section 504 of the Rehabilitation Act of 1973, often referred to as”504”, and Title II of the Americans with Disabilities Act of 1990 (referred to as “ADA”), provide protection for students with disabilities. Students are admitted to colleges or training programs using the same admissions requirements. Once admitted, these laws insure that students are not discriminated against because of their disability, and students have access to the same opportunities to learn and to demonstrate their learning as students without disabilities. Note that under these laws, colleges and training programs are required to provide “appropriate academic adjustments” to insure that a student is not being discriminated against because of his/her disability. These accommodations might include having a note-taker, receiving extended time to complete exams, using audible books, or using a dictation program. Colleges that provide housing to students must provide comparable and accessible housing at the same cost to students with disabilities. It is helpful to be very knowledgeable about these two laws and the protections and support they provide. Q&A- Rights & Responsibilities PACER

How to Look for a College or Training Program with the Right Support Services

The process of finding the “right” college begins with the same list of factors and research that most students consider. Other articles under “College and Alternatives” on this website provide information about how to identify potential colleges or training programs based on factors of size, geographical location, types of academic programs, costs and financial aid, and housing and social opportunities. Choosing a College


Once the student begins to assemble a list of possible colleges, he/she will want to dig deeper to learn more about the support services that are available. Although all campuses provide some type of support to students with disabilities, these programs vary in terms of the extent of support available. One place to begin is to search for “disability services,” or “academic support services,” or “learning support services” on the website for the college or training program. This search should bring up information about the services available, including what is offered and how “organized” the program appears to be. The student, a parent, or a teacher can follow up with an email or phone call to one of the professionals listed on the website to ask questions about how services are provided. It is important to visit the campus to actually see the facilities in operation, make an appointment to meet with one of the professionals, and also ask to meet with one or more students who have used the support services. Parents and students should never feel shy about asking questions to get the information they need to make a good decision.


Many references are available to help guide the search process. Please view our webpage Resources - Books for a few recommended titles. There are also many resources available at the Fairview College/Career Center.


In sum, it is important to remember that 1) colleges cannot deny a student admission just because of a disability, but that students with disabilities must meet the same admission requirements as other applicants; 2) colleges must provide accommodations so that students with disabilities have the same opportunities to learn and be successful as their classmates, and 3) students, you must become your own advocate to obtain the support that you need.