Transitioning from high school to college is a thrilling ride filled with new experiences, challenges, and opportunities. It’s a pivotal time when teens begin to spread their wings and explore the world beyond the comforts of home. But what if your teen is making this leap with a disability? Perhaps they have an IEP or 504 Plan. This can add a layer of complexity to an already challenging journey of accessing supports, understanding FERPA, and parent access to student records. However, with the right preparation, guidance, and a dash of optimism, this transition can become an empowering experience for your teen.
Let’s explore the changes to laws, eligibility, and academic adjustments that will translate into your teens’ new roles and expectations. This journey is a marathon, not a sprint. Before we embark on the transition, let’s discuss the biggest legal change impacting teens and parents.
FERPA
The Family Educational Rights and Privacy Act (FERPA) of 1974 helps protect the privacy of student education records. It provides eligible students the right to review and inspect education records, seeks to amend those records, and limits the disclosure of information. The function of FERPA is to protect the rights of students and ensure the privacy and accuracy of education records. FERPA applies to all institutions that receive federal aid administered by the United States Secretary of Education.
Parochial and private schools at the elementary and secondary levels generally do not receive such funding and are, therefore, not subject to FERPA. However, Private post-secondary colleges generally receive such funding and are subject to FERPA.
Eligible Students
Once students reach 18 years old OR attend college, they become “eligible students.” All rights previously given to parents under FERPA transfer to the student when they become adults. Eligible students can access their educational records, amend them, control disclosing personally identifiable information (except in certain circumstances), and file a complaint.
What this means
Parents cannot access educational records unless eligible students sign a FERPA waiver through their post-secondary institution authorizing the release. Unfortunately, this often comes as a shock to parents during the college application and enrollment process. To understand the complete picture, here are the top 15 areas parents can no longer access without a signed waiver:
- Transcripts
- Grades
- Educational progress
- Tuition
- Meal plans
- Financial aid
- Communication with post-secondary admins and professors
- Graduation status
- Class and college withdrawal
- Graduation Status
- Course scheduling
- Mental/reproductive health records
- Office visits and appointment-related inquiries
- Hospital admissions/records and test results
- Medication and prescription refills
Luckily, students and parents can talk about these options before they happen. This is why it’s imperative to inform families of the many changes before the transition starts.
Changes to the Law
In addition to FERPA, the laws in post-secondary institutions are different. In preschool through high school, the Individuals with Disabilities Education Act (IDEA), Americans with Disabilities Act (ADA), and Section 504 are at play. In post-secondary institutions, only Section 504 and ADA remain. Knowing students 18 and older are entirely in charge of their education plan, students must transition into the advocacy role for college and beyond.
Changes to Eligibility
For preschool through high school, a student is eligible for Section 504 if they have an actual, suspected, or record of a physical/mental impairment that substantially limits one or more “major life activities.” For an Individual Education Plan/Program (IEP), students are eligible if they have a qualifying condition that adversely impacts their academic performance AND require special education services to access the core curriculum. Additional state and local eligibility requirements may apply to IEPs and 504 Plans. Both involve a Free and Appropriate Public Education (FAPE).
At post-secondary institutions, eligibility does not transfer as FAPE no longer applies. With IDEA no longer in effect, a child’s IEP essentially “expires” after they receive a high school diploma, certificate of completion, or age out of services. Colleges are not required to “Search and Serve” (e.g., Child Find) by locating, identifying, and evaluating post-secondary students. Adult students must disclose their disability, provide documentation to evidence the need for support and apply for services. In essence, students become their own self-advocate.
Service Plans
Under preK12 IDEA support, schools are required to provide FAPE through Specially Designed Instruction (SDIs). Service plans could include education in regular classrooms, regular classes with supplementary services, and/or special education and related services such as transportation. Facilities must be comparable, and appropriate materials/equipment must be available.
Post-secondary institutions are different. They offer students with appropriate academic adjustments and auxiliary aids IF a student applies AND is accepted through their designated disability office. Through Section 504 and ADA, service plans provide the necessary support to afford an individual equal opportunity to participate in a school’s program. Disability services in college function to “level the playing field” vs. adapt/modify the curriculum. College recipients are not required to make adjustments or provide aids/services that would fundamentally alter a recipient’s program or impose an undue burden.
Levels of Support
Unlike K12 options, colleges and universities have the option to offer different levels of disability support. In a nutshell, there are three levels of support at most post-secondary institutions:
- Basic accommodations
- Enhanced services
- Fee-for-service programs
With thousands of colleges and universities nationwide, there are endless options and choices regarding disability support. This means students have great flexibility when it comes to choosing the right school for their unique learning needs.
Changing Roles
Since eligible students are completely in charge of their education, parents must modify their role. They transition from actively supporting, planning, and monitoring to mentoring and guiding. What does this look like? Actively listen when your child calls home. Let your teen do the talking while you reflect on their ideas. You are now more of an assistant coach and no longer call the shots. Support your child, regardless of the outcome. Making mistakes and having setbacks is part of growing up.
Student Expectations
Students are expected to come to college ready to learn. Professors and school staff anticipate students will solve their challenges without having an email or phone call from home. Teens will learn to balance academic expectations with college life. They’ll be responsible for their academic schedule, studying for tests, and taking all necessary coursework. College life involves changes to housing, roommates, and a host of social experiences. Let your teen take the lead when they don’t feel well, need to see the doctor, or get medication.
Your Next Steps…
Now that we’ve explored the changes and expectations, let’s consider where we go from here. Take a breath. Your child WILL get there. After all, you’ve been there too. To simplify things, we’ve compiled a Top 10 Checklist to organize your next steps.
Begin with the End in Mind
Visualize what your teen needs in college. What tools and strategies will they need? Start with the end in mind and work your way back. Make small incremental goals little by little. Have your teen craft a vision plan to guide them to their goals. Just like a GPS, their vision plan will show them the way. Like any vision plan, they can make needed changes along the way.
Increase Home Expectations
Encourage your teen to take on more responsibilities at home. Shopping for groceries, washing clothes, making appointments, and paying bills will instill a sense of independence and responsibility. Little by little, increase the responsibility while you get time to readjust to each change.
Boost School Expectations and Communication
Have your teen check school and personal emails. They can take the lead on setting up teacher conferences if challenges arise. Stay in a supportive role and let them navigate decisions. Putting these expectations into play now will enhance future communication and problem-solving for college.
Gradually Increase Student Involvement in Decision-Making
During 504s/IEPs, slowly transition to a supportive role. Let your teen take the lead on looking at paperwork and negotiating at meetings. Teachers speak directly to teens about their plans to facilitate student-led meetings. Actively involving teens in meetings can start early (e.g., in elementary school). Empowered students will be more inclined to ask for help, understand their needs, and successfully self-advocate in college.
Model and Teach Positive Negotiation
Equip your teen with negotiation skills to advocate for themselves. When a difficulty arises at the grocery store, with a friend, or teacher, encourage teens to resolve the difficulties themselves. This will serve them well in college and beyond. Each challenge presents a unique opportunity for change.
Scale Back High School Accommodations
This may feel strange, but scaling back supports to the essentials is key. College disability supports aim to level the playing field, so peeling back the supports is necessary. During each IEP or 504 meeting, consider removing 1 or 2 supports that are not essential. If your child has pull-out support for speech, consider transitioning to push-in services. Little by little, year by year, align supports to what’s essential to college. Decreasing support now also increases the likelihood that accommodations teens applied for in college will get approved.
Educate and Empower
Your teen has tons of strengths and skill sets. Having a disability doesn’t define them or describe all of their unique learning needs. Educate and empower teens to embrace who they are. Encourage them to learn more about their disability and listen to empowering and inspirational voices from the disability community. A holistic approach to advocacy will be key to their success in college and beyond.
Work Together During the Disability Application Process
Give your teen a head start with access to their educational and medical records. Have your teen set up a Drive or Dropbox account with IEPs/504 Plans and assessment reports. Therapist or doctor reports can be added as needed. Go through the documents with your teen. This is the time to answer questions and explore their needs. Demystifying the paperwork and empowering students to take ownership of their needs.
Apply for Services Early
Get disability support in place right from the start. If your child actively uses their IEP in high school, there’s no reason to abandon college support. Students can apply for disability services when they are accepted into college. Setting up support from the start can align with housing applications and class schedules. Let your teen hit the ground running. Students aren’t required to use accommodations in college. Give them the gift of access to disability support.
Research Disability Centers and Support Services
When exploring potential colleges, look into what’s available at each school you explore. Having the right type of support is just as if not more important, than the college’s name or reputation. Remember, every college is different, with varied levels of support. When you tour campus, check out the disability center or drop by. Add support services to your deciding factors during the application process.
Let the Adventure Begin!
Embarking on this journey might feel like navigating uncharted waters. But remember, every great adventure begins with a single step. With these strategies in hand, you’re already on the path to success.
Be patient, stay positive, and celebrate each milestone along the way. These steps are just the beginning of a journey filled with growth, discovery, and empowerment.
Each student’s path is unique, and it’s essential to tailor the preparation process to their specific needs. Open communication, proactive planning, and collaboration between parents, educators, and the student themselves will contribute to a successful transition to college for your teen with a disability.
We’re here to help
You and your teen are not alone. There’s a wealth of disability resources available to guide everyone through the transition to secondary education.
The journey may seem overwhelming, but with persistence, resilience, and the right support, your teen can overcome the obstacles that come their way.
Check out our, Preparing for College with an IEP or 504 Guide and enter code LSA10 at checkout for 10% off.