This is always an exciting time of year in higher education. Summer is winding down, early arrivals like residence assistants and student athletes are preparing to return to campus in just a couple of weeks, and campus staff are putting the finishing touches on all the beginning-of-the-year programs designed to make students feel excited and welcomed as we get ready to start the new academic year. For those of us who work in disability services, this is also the time of year when we see a significant increase in the number of meetings with students who are requesting accommodations for the first time in college.
Previously, I discussed tips for navigating the K-12 transition and the differences between accommodations in K-12 and higher education. Today, I want to focus on a specific part of this transition process: your child’s meeting with a disability services professional to discuss accommodations. We’ll assume that your child has already gone through the application process, submitted appropriate documentation, and now has a meeting scheduled to speak with their college’s disability services office. How can you help them make the most out of this meeting so that they can start their college experience with the right supports in place?
Preparing for the Meeting
Parents and students, this next part is crucial! For many students and their families, the K-12 special education process was primarily handled between the student’s parents and teachers. While students may have participated in IEP or 504 plan meetings, few that I have worked with took an active leadership role, which can make the college accommodation process feel like a big leap. Specifically, during the initial meeting, students who haven’t been active participants in special education planning often struggle to articulate their needs. Since colleges aren’t obligated to involve parents in these meetings, preparation is essential for securing the right accommodations. Although parental involvement varies by college, the student should ultimately be the primary voice. This isn’t because the college doesn’t value the knowledge you have about your child and their disability. It’s because, in just a couple short years, the student will need to be out on their own and they have to be able to have these discussions independently. Can you image a meeting with a human resources manager where an employee’s parent was demanding accommodations!?
So, what can you do?
Helping Your Child Understand Their Disability
Let’s start with a basic question: Does your child understand their disability? Many students know they had IEPs or 504 plans, or at least that they received some accommodations in high school, but a surprisingly large number of students are unaware of the underlying disability. While it can be challenging to discuss these things with younger children, by high school it’s important for students to understand their disability and its impact on their education and life. The Americans with Disabilities Act (ADA) requires individuals to self-disclose a disability when requesting accommodations. Without this understanding, your child can’t take that crucial first step.
Assuming your child knows about their disability, how well can they articulate its impact, especially in an academic setting? For example, if a student says, “I have trouble focusing,” it’s hard to pinpoint specific challenges, or the right accommodations to address the difficulties. However, a student who says, “I struggle to concentrate during lectures. It’s hard to follow the PowerPoint, listen to the teacher, and take notes all at once, which leaves me feeling overwhelmed,” has given their disability services provider a lot of rich information to help identify the right accommodations. Also, make sure your child avoids falling into the trap of simply listing the accommodations they received in high school. The purpose and nature of accommodations is different in higher education, so have your child describe the impact of their disability first, and then they can share the things that have helped address that impact in the past.
Practicing the Conversation
Discussing personal challenges with a stranger can be intimidating. Practice asking your child questions they might encounter from a disability services provider and offer feedback on their responses. Share your perspectives and encourage their input. This preparation will boost their confidence for the initial meeting and will make future conversations with medical and/or support providers of any type much easier. Here are some common questions that I ask during these initial intake meetings:
- How did your disability impact you in high school?
- Did your disability affect you differently in different classes?
- Have you received accommodations in the past? If so, what were they?
- Which accommodations were most effective, and why?
- Do you anticipate any challenges in college that might differ from high school?
Provide feedback, help your child prepare notes, and ensure they feel confident and ready for a productive conversation.
During the Meeting
As I mentioned above, the disability services provider at your child’s college may or may not allow you to attend the initial meeting. If you can attend, remember your role will likely be more passive than in K-12. Ensure your child understands this to avoid surprises. Encourage them to contact the disability services provider with questions about the meeting, including your potential involvement. When I meet with students, I welcome parental attendance at the student’s request; however, I’m upfront that the conversation will primarily be between the student and me. I offer parents a chance to share additional information or ask clarifying questions before the meeting concludes, but otherwise share that the parent’s primary role is moral support and encouragement.
After the meeting, the provider will likely summarize your child’s approved accommodations and outline any next steps for requesting or utilizing their accommodations. Have your child gather specific details about the request process and help work with them child to set reminders, establish a system for maintaining important documents, etc. Encourage your child to ask for a meeting summary and inquire about available resources like guides or handbooks. If you have questions, this is the time to ask. If you weren’t present, ask your child to recap the meeting and share any materials they received. If they have lingering questions, advise them to contact the provider for clarification. Remember, your role has shifted from their primary advocate to a supportive coach. Empowering your child to confidently discuss and utilize their accommodations will only serve to increase their independence and ability to take full advantage of the supports available to them.
Checklist for Supporting Your Child in the College Accommodation Process
- Help your child understand their disability: Ensure they know their diagnosis and can articulate its impact on their academic performance.
- Practice answering potential questions: Prepare your child for common questions they might encounter during the accommodation meeting.
- Encourage independence: Emphasize that the student should be the primary voice in the accommodation process.
- Provide moral support: Be available to offer encouragement and guidance throughout the process.
- Gather information: Help your child collect details about the accommodation request process and available resources.
- Shift your role: Transition from primary advocate to supportive coach, empowering your child to manage their accommodations independently.
Do you have any questions as you and your child prepare for the start of the fall semester? Feel free to join our community on Facebook – IEP & 504 Transition Supports: Planning for College & Beyond.