Section 2: Supporting students to learn foundational and self-determination skills in high school.

Learners will:

  1. Describe the relevance and importance of students with IDD learning how to self-disclose their disability and its impact on their learning.
  2. Identify a minimum of three strategies or resources school staff can use to help students learn about their disability and how it impacts their learning.
  3. List a minimum of five typical college activities where foundational and self-determination skills learned in high school will be useful.
  4. Be able to orient parents to the expectations and responsibilities that are required of college students to advocate and communicate for themselves.
  5. Describe three strategies students can use to communicate their learning needs and accommodations to college disability services staff and course instructors.
  6. List a minimum of two accommodations each, for students in K–12 settings, to a) complete reading assignments, b) complete writing assignments, and c) use study skills.

College students, including those with IDD, are expected to speak up for themselves in postsecondary education. This means self-disclosure; knowing what accommodations they need, requesting them from college disability services offices, and using them; communicating with instructors; and managing schedules. College students are also expected to make choices and decisions, take responsibility for the outcomes of those decisions, and solve problems. These skills require significant practice for students with IDD in the high school, home, and community settings.

Practice 1: Develop foundational and self-determination skills in naturally occurring settings.

Learning to apply self-determination and self-advocacy skills in high school and in the community will help students to engage in college and career development activities. Identifying opportunities to help students communicate their choices and preferences will benefit their future college and career participation.

Instruction and coaching in self-determination and foundational skills helps students to improve their academic and career habits. Having these skills also prepares students to successfully juggle multiple roles—a key responsibility of college students. Teachers and family members are in a great position to support the development of foundational skills. These skills can be taught and practiced at home and in the community, as well as at school:

Foundational Skills for College and Career Achievement (Adapted with permission. Hart et al., 2018)

Domain Description Sub-Skills Example Characteristics
Academic and Career Habits Knowing and using strategies for approaching school- and work-related learning. Understanding what is expected of them and the steps needed to persist and complete their studies or continued learning in a profession. Attendance and punctuality Maintains current course and work schedules; gets to class and work on time.
Use of resources Aware of educational supports (e.g., guidance counseling, library); seeks out and uses tutoring, coaching, mentoring, and other services as needed.
Communication Communicates clearly, enabling others to understand their meaning; checks for understanding such as asking clarifying questions; communicates with teachers, supervisors, co-workers.
Quality of work Plans ahead to manage assignments; takes class notes or accesses them through a peer tutor; organizes class or work materials; maintains good study or work habits such as completing assignments and seeking help when needed.
Acceptance of direction and constructive criticism Listens to and evaluates feedback from a variety of sources; changes behavior as a result of assessments or feedback, if necessary; accepts (or understands) work performance assessments.
Technological know-how Uses a computer; uses office software (e.g., word processing and spreadsheets); uses cell phone to make calls; uses mobile device to text peers, co-workers, family as appropriate; uses mobile device to manage and monitor calendar and assignments; maintains social media accounts; uses mobile device for compensatory strategies (e.g., alarm, text-to-speech, speech-to-text).
Cultural Know-How Understanding the importance of the institutional culture, expected etiquette, and climate of a learning or work environment and matching it. Applying that information to different education and work settings. Commitment Attends class, job, and social activities; follows through on assigned tasks to completion.
Respect Adheres to context-specific rules and expectations; demonstrates respect (as defined by culture/community); manages conflict.
Flexible attitude (or flexible thinking) Adapts to new and different perspectives and environments; creates and seeks approaches to problems; generates alternatives and considers options.
Responsible risk-taking Considers ethical, safety, and societal factors in making decisions; applies decision-making skills to deal responsibly with daily academic, employment, and social situations.
Interpersonal skills Maintains reciprocal relationships with friends and peers; manages respectful interactions with teachers and employers.
Curiosity Asks questions; seeks out new information appropriate to the environment.
Balancing Multiple Roles Balancing personal independence with growing demands on an individual’s time associated with the multiple roles as student, classmate, employee, volunteer, study partner, team member, and friend. Persistence Participates fully in academic task or project from initiation to completion; identifies and problem-solves barriers.
Responsibility Establishes and follows daily/weekly schedule; discovers key productivity places and times.
Collaboration Coordinates with study/class/work partners; contributes to group assignments; performs a variety of roles within a group.
Independence Completes familiar tasks at school or work without assistance; navigates resources; navigates use of compensatory technologies.
Engagement Participates in a variety of organizations and groups related to interests; motivated to learn; demonstrates initiative in learning; demonstrates initiative in getting involved in activities.
Self-Direction Having a sense of agency, decision-making, and self-determination. Knowing when, where, and how to seek help. Communicates needs Asks for help and clarification; uses school and community resources.
Anticipates needs Recognizes personal support needs; uses external and compensatory supports; learns from experiences; anticipates problems and challenges; takes initiative to solve problems.
Advocates for own needs Knows of and uses school and workplace resources; self-advocates; expresses desires; articulates accommodation needs; requests accommodations when necessary.
Identifies need for and accesses health care Schedules preventative and emergency appointments; manages prescription medication; accesses school and fitness facilities.
Manages finances CDeposits and withdraws money (ATM, checking account); pays bills on time; budgets funds effectively.

Hart, D., Boyle, M. & Jones, M. (2018). Foundational skills for college and career success. In M. Grigal, J. Madaus, L.L. Dukes III, & D. Hart, Navigating the Transition from High School to College for Students with Disabilities. New York, NY: Rutledge.

To determine which skills merit development, students, families, and teachers should use the table as a guide. In collaboration with IEP team members, these skills can be addressed as annual goals in the Transition IEP.

Practice 2: Prepare for accommodations versus modifications.

Although students with IDD are often provided modified instruction in secondary settings, that may not be the case in college. Students must know and be able to use accommodations that enable them to access course information and complete assignments. To prepare, students should be taught about various accommodations and to choose which ones best support their learning.

Students should practice planning for and choosing accommodations during high school IEP meetings. This can include identifying ways for students to use accommodations in one or two classes (e.g., smart pen, untimed tests, access to teacher PowerPoints and/or summary notes) and using Text help software to complete homework (e.g., Read Write Gold).

Of note:In Florida, some institutes of higher education have made exceptions for students having modified instruction or assignments when they are auditing a typical college course.

At TIEP meetings, some parents may suggest goals that give students an opportunity to use accommodations such as:

  • Use text-to-speech software to complete reading assignments
  • Complete writing assignments using a graphic organizer
  • Take untimed tests that have not been modified
  • Use a smart pen to take notes
  • Use teachers’ PowerPoint slides for study
  • Use a peer’s class notes (with permission)

Recommendations and Resources: Review a typical accommodations list with a student, parent, and other IEP team members to practice using various accommodations and identifying which the student feels best fits the need for each course. Next, incorporate the most useful accommodation options into the student’s IEP to prepare for similar accommodation choices in college. Help students rehearse discussing and requesting accommodations with a number of teachers using short scripts. For educators and parents, Understood.org offers resources on understanding the differences between modifications and accommodations.

Practice 3: Facilitate disability awareness and disclosure.

As more students lead their own IEP meetings, they gain more opportunities to discuss their progress and academic challenges. This is also a chance for teachers and transition specialists to work with students to review their IEPs, especially as they learn how to discuss their disability with others and to describe how their disability impacts their learning.

This is information students will need to share at intake meetings with college disability services staff to request accommodations. They will be asked to share 1) what their disability is, 2) how it impacts their learning, and 3) what accommodations have been helpful for them and which ones they wish to request. It is also important to help students understand when and under what circumstances to disclose their disability.

Recommendations and Resources: Two helpful resources for addressing disability awareness and disability disclosure with students are Project 10’s resource page on Disability Disclosure and the National Collaborative on Workforce and Disability for Youth’s 411 on Disability Disclosure: A Workbook for Families, Educators, Youth Service Providers and Adult Allies Who Care About Youth with Disabilities.

Practice 4: Prepare Students to Communicate with Instructors and College Personnel.

Staff can support students’ development of self-advocacy skills in high school that will also benefit them later in college. Teachers and staff can create an environment in high school where students learn how to request accommodations every semester and discuss their use of accommodations and any academic concerns directly with their teachers regularly during the year and prior to the IEP meeting.

Learning how to ask instructors questions, confirm homework assignments and due dates, and request accommodations are three great ways to help students practice the self-determination skills they will need in their college classes.

Recommendations and Resources: Review Learning Essential’s Teaching Self Advocacy in the Classroom to learn more about how to prepare students to develop self-advocacy skills. These include active listening skills, self-assessment and reflection, and using multiple methods to uplift their voice.

Practice 5: Learn accommodations.

Many college instructors are encouraged to design accessible syllabi, select readings, and create assignments that are accessible to the range of students in their courses. Some students may be eligible for additional learning accommodations, as determined by the college’s disability services office.

Secondary IEP teams must plan for the change from using curricular modifications in high school to using only accommodations in college, exept in programs and courses where modifications are permitted.

Preparing for the Transition from Modifications to Accommodations
High School Learning Activity Possible Modification for High School Accommodations for College Notes
Reading Modified version of text used; study guide only. Screen reader software, audio format (e.g., Kurzweil, Read Write Gold, Daisy Book Player) Replace lower expectations with reading accommodation; extended time to complete.
Writing Abbreviated assignment; alternate assignment that does not require writing. Graphic organizers, speech-to-text software (Kurzweil, Read Write Gold) Use prep time to organize graphic organizers that help students compose essays, papers.
Notetaking Peer mentor writes modified notes. Request that instructor posts notes online; smart pen (e.g., Livescribe) Use instructor notes to review/highlight key points instructor made in class.
Class discussions Modified expectations that student will speak in class. Create digital notecards with points from readings to prepare for class Assist student to prepare notes so they can contribute to discussions.
Assignments No final assignment, or modified assignment. Meet with instructor to discuss possible ways to demonstrate learning objectives Read assignment description and rubric. Be prepared to propose alternatives that meet expectations.
Tests Modified test questions; limited number of questions or answer choices. Untimed tests; digital software to read questions/write answers Work with instructor to complete tests or quizzes in different room or alternate format.

Check for understanding