Section 4: Preparation                                                                                                                                          MO-AHEAD > Table of Contents > Section 4.1

What Parents Can Do To Help Students With Disabilities
Prepare for Postsecondary Education

• Help student realistically examine whether postsecondary education is a suitable option.
   

• Begin the process of exploring and choosing postsecondary options with a comprehensive educational and vocational assessment of students abilities and limitations.
   

• Assist student in completing the activities listed in "What Students Can Do To Prepare for Postsecondary Education." (see next section)
   

• Become aware of the transition components of the IEP.
   

• Promote development of student responsibility and control by increasing opportunities for student to advocate for self
   

• Provide opportunities for student to practice making decisions.
   

• Foster student independence through increased  responsibility and opportunity for self-management.
   

• Determine financial requirements and ensure that financial aid deadlines are met.
   

• Collect packet of materials to document student's secondary school program and to facilitate service delivery in the postsecondary setting. This packet should include a copy of most recent diagnostic evaluation and IEP and all other testing/evaluations. This should go into the student's college portfolio.
   

• Help student select and apply to postsecondary institutions that will offer both the curriculum and the necessary level of disability related support services.
   

• Make sure the student will meet the entrance requirements for the institution they plan to attend.
   

• Make sure the Resource or Special Education teacher fills out the "Postsecondary Transition Referral Form" included in this guide. The student should keep this in his/her college portfolio.
   

• Assist student in selecting appropriate campus housing, if planning to live away from home. A small residence hall may be more conducive to studying and developing friendships than a large residence hall or apartment.
   

• Encourage student to ask questions, register with the Disability Support Services office early to arrange for accommodations.
   

• Provide as much support as needed for student during the adjustment phase.
   

• Communicate confidence in student's ability to be successful in a postsecondary setting.
   

• Encourage student to develop maximum independence in learning, study, and living skills critical to success in postsecondary settings.
   

• Assist student in linking up with support services such as Division of Vocational Rehabilitation, Recordings for the Blind and Dyslexic, and other adult service agencies.
   

• Help student be proactive in developing a support network and seeking help and guidance when needed. Caution student to resist becoming overly dependent on support systems.
   

• Prepare student to meet the variety of challenges at the postsecondary level such as:
     * less teacher contact and time in class;
     * more time studying independently;
     * fewer tests covering a broader base of knowledge, making it more difficult for student and teacher to
       monitor progress;
     * increased freedom, requiring self-discipline and self-management (e.g. going to class, completing
       assignments, scheduling time);
     * adjustment to new social expectations and a different personal support network.
   

• Plan for personal care, transportation, mobility, print access, and technology needs.
   

• Request a full diagnostic evaluation to be completed during junior or senior year. This evaluation should use tests that are based on adult norms. Under IDEA, parents and students can access this service by asking for "an evaluation to determine if a disability still exists."

Secondary to Postsecondary Education Transition Planning for Students with Learning Disabilities. A technical report prepared by the National Joint Committee on Learning Disabilities. Jan. 1994, published in LDA Newsbriefs, March/April, 1994.
Gregory, M., Graham, J., Hughes, C., (Spring 1995). Preparing Student with Learning Disabilities for Success in Postsecondary Education, TransitionLinc.
Virginia Department of Education. (June, 1993). A College Selection Guidebook for Student with Disabilities, Their Parents and High School Staff;
Western Carolina University. (1989). The Postsecondary Learning Disability Primer, Learning Disabilities Training Project.
Wren, C., Adelman, P., Pike, M.B., and Wilson, J.L. (1987). College and the High School Student with Learning Disabilities: The Student's Perspective. Chicago, DePaul University.
Shaw, S.F., Brinckerhoff, L.C., Kistler, J., & McGuire, J.M. (1991). Preparing Students with Learning Disabilities for Postsecondary Education: Issues and Future Needs.
Learning Disabilities: A Multidisciplinary Journal, 2, 21-26.

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