Purpose: The Purpose Of This Assignment Is To Compare And Co

Purpose The Purpose Of This Assignment Is To Compare And Contrast Spe

The purpose of this assignment is to compare and contrast special considerations that should be addressed when working with families of students with special needs from high school to post-secondary school. Create a Venn diagram to compare and contrast these considerations, illustrating similarities and differences between the two educational transitions.

Paper For Above instruction

The transition from high school to post-secondary education presents unique challenges and considerations for families of students with special needs. Understanding these considerations is essential for educators, counselors, and families to facilitate a smooth transition and ensure continued support for students with disabilities. This essay explores the comparable and contrasting factors that families and educators need to address as students move from high school to post-secondary settings, highlighting the importance of collaboration, awareness of legal rights, and the development of self-advocacy skills.

In the high school setting, families are heavily involved in the development and implementation of Individualized Education Programs (IEPs). These legally binding documents detail specific educational accommodations and goals tailored to the student's needs. Teachers and school administrators work closely with families to ensure that the student's environment supports their learning. Families also play a significant role in emotional support and ensuring that students adhere to the plans established within the IEP. Legal frameworks like the Individuals with Disabilities Education Act (IDEA) mandate participation and collaboration, emphasizing the importance of family-school partnerships.

Transitioning to post-secondary education marks a significant change because of the shift from an IEP to accommodations under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Unlike the high school system, post-secondary institutions generally do not require ongoing parental involvement or direct participation in decision-making processes unless the student consents. The emphasis shifts to the student's self-determination and independence. Families need to prepare students to understand and manage their accommodations, fostering self-advocacy and responsible communication with college personnel.

Another crucial consideration involves awareness of legal rights and procedural differences. High schools actively involve families to ensure compliance with IDEA, which guarantees a free and appropriate public education (FAPE) for students with disabilities. Conversely, post-secondary institutions are responsible under laws like the ADA and Section 504, which mandate nondiscrimination but do not obligate the institution to provide an IEP or replicate the high school experience. Families must educate students about legal rights and empower them to navigate complex support systems independently.

The development of self-advocacy skills forms a core difference between high school and post-secondary education expectations. In high school, families often advocate on behalf of students and work with educators to modify learning environments, whereas in college or university, students are expected to take the lead in requesting accommodations, understanding institutional policies, and communicating their needs. Families can support this transition by encouraging independence early and providing guidance on self-advocacy strategies, such as effective communication and understanding the documentation required for accommodations.

Both settings require a collaborative approach, but the nature of this collaboration significantly changes. In high school, cooperation between families and educators is ongoing and structured around formal meetings. Transition planning, often beginning years before graduation, involves multiple stakeholders to align goals and accommodations. Post-secondary institutions expect students to take responsibility for their educational success, and families must adapt to providing support that fosters independence rather than direct intervention.

Special considerations for families also include emotional support during a potentially stressful transition period. High school may have more structured and predictable routines, with clear roles for families. Conversely, the less structured environment of college settings can evoke anxiety and uncertainty. Preparing students emotionally and providing ongoing support during this transition can be critical in promoting positive educational outcomes.

In addition, technological accommodations and accessible learning resources are essential considerations across both settings but differ in execution. High schools often integrate technology directly into classroom instruction, whereas colleges rely on students to access assistive technology and resources independently. Families should guide students in understanding and utilizing these tools effectively.

Overall, the transition from high school to post-secondary education involves significant shifts in legal, procedural, and social expectations. Recognizing these differences allows families and educators to prepare adequately, ensuring that students with special needs continue to receive the support necessary for academic success and personal growth. Effective communication, fostering independence, and understanding legal rights are central to making this transition as seamless and empowering as possible.

References

  • Barnard-Brak, L., Lan, W. Y., & Duncan, T. (2010). Accommodations and supports for college students with disabilities: Perspectives of college disability service providers. Learning Disability Quarterly, 33(2), 105-115.
  • Haber, J. (2012). Transition planning and services for youth with disabilities. In J. L. Epstein (Ed.), School, Family, and Community Collaboration: Preparing Educators and Improving Schools (pp. 227-242). Routledge.
  • Kettler, T., & Hénault, F. R. (2019). Transitioning students with disabilities to college: Legislation, accommodations, and best practices. Journal of Postsecondary Education & Disability, 32(1), 3-11.
  • Nicholas, S. E., Garceau, L. R., & Howard, S. M. (2013). Preparing students with disabilities for transition to postsecondary education. Journal of Postsecondary Education and Disability, 26(4), 301-312.
  • Wagner, M. (2012). The transition to college for students with disabilities. Pearson Higher Ed.
  • Wehmeyer, M. L., & Shogren, K. A. (2017). Self-determination and student-focused planning for college: A review of the literature. Journal of Disability Policy Studies, 27(2), 112-119.
  • Shaw, S. F., & McIntosh, K. (2019). Supporting students with disabilities in postsecondary education. Routledge.
  • Brown, T., & Taylor, S. (2014). Preparing parents and students for college: Challenges and opportunities. Journal of College Student Development, 55(3), 273-288.
  • Gajar, S., & Kuppuswamy, S. (2014). Legislation and legal rights of students with disabilities transitioning from high school to college. Indian Journal of Education and Library Science, 22, 45-53.
  • National Center on Educational Outcomes (NCEO). (2018). High school to college transition: Strategies for success. NCEO Briefs.

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