Charting the Course: Post Secondary Planning for Students with Dyslexia
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Charting the Course: Post-Secondary Planning for Students with Dyslexia
The transition from high school to post-secondary education is a significant milestone for any student. For students with dyslexia, this journey requires careful planning and a proactive approach to ensure a successful transition. With the right preparation, students with dyslexia can thrive in college and beyond. This guide, informed by resources from the International Dyslexia Association (IDA), outlines key steps and considerations for post-secondary planning.
The Shift in Responsibility
One of the most significant changes from high school to college is the shift in responsibility for accessing accommodations and support. In the K-12 system, the school is responsible for identifying students with disabilities and providing services through an Individualized Education Program (IEP) or a 504 plan. In college, the student must take the lead.
"At the college level, it is the student’s responsibility, rather than the school’s, to initiate the process for services and accommodations, and accommodations are not retroactive. For these reasons, it is wise to secure accommodations well before the first day of class of the freshman year." - International Dyslexia Association [1]
This means students must self-identify to the college's disability services office, provide current documentation of their disability, and formally request accommodations. This is a critical step that requires self-advocacy skills, which should be developed throughout high school.
A Timeline for Transition
Transition planning is a multi-year process. Starting early allows students and families to explore options, understand requirements, and build necessary skills. Here is a general timeline of activities:
| Grade Level | Key Activities |
|---|---|
| Ninth & Tenth Grade | - Discuss post-high school options (e.g., four-year university, community college, vocational school, gap year).<br>- Develop self-advocacy skills; students should be able to articulate their learning strengths and challenges.<br>- Actively participate in IEP/504 meetings.<br>- Begin preparing for standardized tests like the SAT or ACT, including requesting accommodations. |
| Eleventh Grade | - Research colleges and their disability support services.<br>- Contact the disability services office at prospective colleges to understand their services and documentation requirements.<br>- Visit college campuses and meet with disability services staff.<br>- Take the SAT/ACT with accommodations. |
| Twelfth Grade | - Apply to colleges.<br>- Once accepted, submit documentation to the disability services office and formally request accommodations.<br>- Ensure all necessary assistive technology is in place.<br>- Continue to refine self-advocacy and time management skills. |
Key Differences in Support
While both high school and college provide support for students with dyslexia, the nature of that support differs significantly. In high school, services are governed by the Individuals with Disabilities Education Act (IDEA), which focuses on ensuring a Free Appropriate Public Education (FAPE). In college, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act apply, which focus on ensuring equal access.
| Aspect | High School (IDEA) | College (ADA/Section 504) |
|---|---|---|
| Identification | School is responsible for identifying students. | Student must self-identify to the disability services office. |
| Services | Specialized instruction and related services are provided. | Accommodations are provided to ensure equal access. |
| Parent Role | Parents are active participants in the IEP/504 process. | The student is the primary advocate; parent involvement is limited without the student's consent. |
| Documentation | School conducts evaluations. | Student is responsible for providing current documentation. |
The Path to Success
Post-secondary education is an achievable goal for students with dyslexia. The key is to start planning early, develop strong self-advocacy skills, and understand the shift in responsibility that comes with the transition to college. By taking a proactive approach, students can ensure they have the tools and support they need to succeed in their academic and future careers.
References
[1] International Dyslexia Association. (n.d.). Transitioning from High School to College. Retrieved from https://dyslexiaida.org/transitioning-from-high-school-to-college/ '''
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