Transition Planning for High School Students with Disabilities
Are you thinking about attending college?
On this page:
- Tips for creating an effective transition plan.
- Explanation of legal difference between secondary and post-secondary education.
- Recommendations for how to succeed in college.
- Link to information for parents and advocates.
- Links to online resources for transitioning to college.
Creating an effective transition plan
While students are in high school, they should work with teachers or a transition specialist to help plan the transition to college.
- Develop and practice self-advocacy skills.
- Learn about accessible technology that may be important for your success in college classes.
- Check Lane's website to learn about the programs of study the college offers.
- Review the Steps to Enroll for first time students. This will walk you through the process of enrolling at Lane Community College.
- Tour the college campus.
- Take the college placement tests, which focus on reading, writing, and math.
- Contact the Center for Accessible Resources (CAR) to learn about accommodations.
The transition from high school to college can be a complex time filled with growth opportunities for students and their parents. Changes include:
- Need for students to become independent and advocate for themselves.
- New confidentiality restrictions for students over 18.
- Parents learning how to support their son or daughter in making independent decisions. See CAR's Parents/Advocates page.
Legal differences between secondary and postsecondary education
| Description | Secondary education | Postsecondary education |
| Federal laws | Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act (504) of 1973, and the Americans with Disabilities Act (ADA) of 1990. | Section 504 of the Rehabilitation Act (504) of 1973 and the Americans with Disabilities Act (ADA) of 1990. |
| Change in reasons behind legislation | Ensures eligible students with disabilities have access to a free appropriate public education. This includes special education. Also, to ensure no qualified person with a disabilitiy be denied access to any program or activity provided by a public institution or entity, as per the ADA and 504. | To ensure no qualified person with a disability be denied access to any program or activity provided by a public institution or entity, as per the ADA and 504. |
| Eligibility | All persons 21 years or under with disabilities, as defined by state Administrative Rules and/or ADA, are eligible for special education services. | Those who meet the entry level-age criteria of the college and can document a disability as defined by 504 and ADA is eligible for disability services. |
| Documentation | School districts must provide trained personnel to assess a students eligibility. | Students must obtain disability documentation from an appropriate professional. |
| Receiving services | School districts must identify students with disabilities, design special instruction, and/or provide accommodations. | Students must seek services from offices like CAR, and must request accommodations for each class. There are no special education courses; instead, accommodations are provided so students can succeed in the regular learning environment. |
| Self-advocacy | Students learn about their disabilities and practice self-advocacy. | Students must be able to describe their disability, identify strengths and weaknesses, and assess and ask for accommodations. Students need to be their own advocate. |
Information in above table provided by Oregon State University's Disability Access Services.
Recommendations for success
- Begin the application process well in advance of the term you plan to start college. Please see CAR's Application Process page.
- Understand strengths, abilities, and areas of challenge.
- Learn about your disability and how it impacts you while in school and at work. Be able to describe your disability, your strengths, and challenging areas.
- Consider what strategies you have already used to be successful in school.
- Develop organization and time management skills.
- Consider starting out with just 2-3 classes while adjusting to college expectations.
- College can be fun, but it is also hard work. Plan 3-4 hours of studying outside of class for each hour spent in class.
- Take classes to help you learn how to study. Organize your schedule to get all of your homework done by the deadlines.
Communication and self-advocacy
- Develop and practice self-advocacy skills to ensure your needs are met.
- Talk with your instructors. Be sure each of them understands your needed accommodations; work out any details.
- Give yourself every chance possible to succeed. There are many resources available on campus. It’s okay to ask for help!
- Parents and students are welcome to contact CAR with questions or concerns.
Online resources for transitioning to college
- Going-to-College.org, a website for high school students with disabilities transitioning to college.
- A video called College:You can DO-IT! has students and staff sharing advice for transitioning to college.
- LD Online’s College and College Prep page for students with learning disabilities.
To request this information in an alternate format (Braille, digital, audio, or large print), please contact Center for Accessible Resources: (541) 463-5150 (voice); 711 (relay); Building 19, 231; or accessibleresources@lanecc.edu.