The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.
Preparing for College
Directors of the University Participant program at Western Carolina University have put together a list of the top ten things parents can do to help prepare their sons and daughters for college.
A list of twenty powerful strategies families can use to help support their sons and daughters to gain the skills necessary to be successful in college. Created by transition expert Dr. Karla Wade.
This resource is available in English and Spanish. Click here to view the Spanish language listing for this resource.
This handbook is part project by the Autism Self Advocacy Network Navigating College. It is an introduction to the college experience from people with disabilities who went to college. All the writers are Autistic adults. They give you the advice they wish they had when they went to college.
This checklist developed by a Disability Services office on a college campus provides questions that families and students should address when trying to decide on a college program for students with intellectual disabilities. Covers such areas as type of campus, residential options, accommodations, campus allies, funding options, and provides other questions to ask when contacting programs you may be interested in.
This article provides guiding principles for families wishing to support the dreams of their sons and daughters to have an inclusive college education.
This reader-friendly chapter introduces concepts, strategies, tools and resources to help parents ensure their son or daughter enjoys a meaningful life after high school. The author recommends preparing for transition during the youth's first year of high school, using a planning approach such as Person Centered Planning. The chapter presents an overview of youth's rights under section 504 of the Rehabilitation Act, defines accommodations, and provides examples of accommodations currently used in college settings. Included are descriptions of resources for income supports (e.g.
The Autism Speaks Transition Tool Kit was created to serve as a guide to assist families on the journey from adolescence to adulthood. Topic areas include: self-advocacy, community living, employment, postsecondary education opprtunities, legal matters, health, resources, and more.