Supporting Students with Disabilities As They Transition To College
Author: Serena Geokan | Academic Director at Level-Up Life
Students with disabilities face extra challenges when tasked with transitioning from high school to a college environment. This shift is a challenging time for any student but for those who face extra challenges in life due to disability it can become extra difficult. According to the National Center for Education Statistics eleven percent of undergraduate students identify as disabled (National Center for Education Statistics, 2016). Of those students, a third of those enrolled at four-year institutions and about forty percent of those enrolled at two year institutions receive a college degree (National Center for Education Statistics, 2016). This is far below the national graduation rate of sixty percent. For disabled citizens to obtain equity, and to have the same chance at achieving their hopes and dreams as their typically abled peers they must have access to higher education (Sesay, 2017). There are many contributing factors to helping disabled students obtain a college degree, in this blog we will focus on three major issues and discuss possible recommendations.
Issue one: Lack of realistic understanding of the differences between high school and college.
Many students see college as an extension of high school and don’t have an accurate picture of what day to day life is going to be like. This unrealistic view sets the students up for failure as they can quickly become overwhelmed by the demands of the college academic experience which can differ greatly from the high school classes. Class duration may increase, the amount of subjects covered may differ, and classes can move at an accelerated speed (Hamblet, 2017). College students must also develop skills in time management, finances, developing a social life, and maintaining a work life balance (Hamblet, 2017).
Issue Two: Lack of self advocacy skills.
Self advocacy is an essential soft skill for all people but is especially important for those with a disability. The lack of self advocacy is detrimental both to the academic environment and to the student’s emotional well being. Students with high self advocacy skills are able to be independent and empowered. Students need to understand their strengths and weakness in regards to learning and their abilities Students must have the capability and confidence to request the accommodations necessary for their academic success (Hamblet, 2017)
Issue Three: Inability to secure appropriate accommodations.
In learning self advocacy skills and becoming aware of their strengths and weaknesses students should also have a firm grasp on the accommodations they need to succeed in the college environment. Students need to take that knowledge and use it to secure said accommodations. They need to have an understanding of schools disability eligibility requirements, how to meet the requirements, the time frame for instilling accommodations and who to talk to if accommodations are falling short (Hamblet, 2017). When disabled students are not able to access the accommodations they need for academic success, they are in essence giving up the tools needed for them to have equal footing with their typically abled peers.
Recommendations:
If the student is on an IEP or a 504 meet with the student and the team to discuss the transition.
College accommodations can be modeled after previously used accommodations
If the student is not on an IEP or 504, meet with the student and their health care providers to discuss the transition.
Tour college campuses with the student.
Ask questions about layout of college
Average day
Average course load
Contact the colleges office of disability for accommodations request.
Inquire about mentorships programs at the college for support.
In all meetings leading up to the transition provide scaffolded support. Let the student start to led conversations with providers while slowly pulling back your support when applicable.
Review of tools that student needs to manage themselves.
Use a scaffolded approach with support of tools
Encourage student to build and maintain a support network of trusted friends and family.
Through thought, planning, and action the transition to college for students with disabilities need not be a time of distress but rather a time of excitement, knowing that they are capable and have the support structure needed to succeed.
References
(Hamblet, 2017) Hamblet, E. (2017). From high school to college: Steps to success for students with disabilities (Second ed.). United States: Sheridan.
Mader, J., & Butrymowicz, S. (2017). (National Center for Educational Statistics., 2018) The vast majority of students with disabilities don?t get a college degree. The Hechinger Report. Retrieved from https://hechingerreport.org/vast-majority-students-disabilities-dont-get-college-degree/
National Center for Education Statistics. (2016). Fast facts: Students with disabilities. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=60
National Center for Educational Statistics. . (2018). Undergraduate Retention and Graduation Rates . Retrieved from https://nces.ed.gov/programs/coe/indicator_ctr.asp
Sesay, Y. M. (2017). Students with disabilities: We want out fair chance at college. Diverse Education. Retrieved from https://diverseeducation.com/article/99029/
