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Disability
Services - College Survival Tips
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Additional tips can be viewed on the DO-IT
website.
- In order to be successful in post-secondary
education or training, the student with disabilities needs to
learn which communication, study, organizational, daily living
and social skills promote success and then practice these skills
while still in high school. The student needs to apply
these skills independently in post-secondary settings.
- Students with disabilities need guidance in
selecting realistic goals that are appropriate, taking into
consideration their individual strengths and weaknesses,
preferences and interests.
- Take challenging courses in high school.
- Besides academic courses, there are some
community-based experiences and activities to consider
implementing as part of the transition process.
Participation in these activities can provide opportunities for
the student to learn self-awareness, self-esteem and social
skills necessary in adult life. These might include
job-shadowing, touring college campuses and disability service
offices and taking summer courses at a community college.
All of the above could be included in the IEP as goals and
objectives or as part of goals and objectives.
- Students should understand their disability and
be able to explain their need for accommodation to others.
- The student should understand that s/he is the
responsible party for negotiating any reasonable accommodations
that might be necessary to insure equal access of programs and
services at the post-secondary level.
- The student should understand that
accommodations are granted based on documentation information.
- Knowledge and use of assistive technology
should be developed during secondary education (taped texts,
computer programs, etc.).
- Students should understand the differences
between accommodations often provided at the secondary level v.
those considered to be reasonable accommodations at the
post-secondary level.
- Students should have ample opportunity to
rehearse procedures that would allow him/her to:
- Practice self-disclosure.
- Identify needed, reasonable accommodations.
- Request the needed accommodations.
- Negotiate/justify the needed accommodations
(per the documentation and the academic and technical standards
of the program).
- Assist with arrangements for the needed
accommodations.
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