Guide to Transition


Grossmont College Disabled Student Programs & Services



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Grossmont College
Disabled Student Programs & Services


8800 Grossmont College Drive

El Cajon, CA 92020

(619) 644-7112

TTY (619) 644-7119



Fax (619) 644-7980

Editors


Grossmont College

Carl Fielden, Jane Nolan

Palomar College

Suzann Norton

San Diego City College

Erika Higginbotham

San Diego Mesa College

Jill Jansen

Southwestern College

Patti Flores-Charter


Acknowledgements


Special thanks to Grossmont College, Disabled Student Programs & Services Staff, including Anna Marie Lear, for production of this guide, and to Will Pines, for making this guide available in alternate formats. In addition, thanks to Kathleen Daigle, Mendocino College, for her assistance in developing this transition concept.

Note: Editors give permission to copy and distribute this booklet in its entirety.


Table of Contents


Title Page

ii

Editors/Acknowledgements

iii

Table of Contents

iv

Differences Between K-12 Education and College

1

Laws that Protect the Rights of Adults with Disabilities

2

Educational Options After High School

4

Transition Goal Checklist

6

Verification of Disability

9

Self-Advocacy

10

Helpful Hints

11

Glossary

12

Community Resources

16

Helpful Websites

28


Difference Between K-12 Education and College

K-12
IDEA ’04

K-12
504 Plan

College
504, ADA and FERPA


Student records are accessible to student and parents

Student records are accessible to student and parents

Any enrolled college student’s records are only accessible to the student (not the parents)

Special consideration for behavior problem

Must follow high school behavior code

Must follow college code of conduct; no special consideration

District identifies disability

Parent provides documentation of disability

Student responsibility to provide documentation of disability and need for accommodation

Success more of a right

No guarantee for student success

No guarantee; student responsible for own success

Special education classes

Regular class curriculum with modification

No special education classes; disability support office’s role is to accommodate student in college level classes

Free evaluation of disability

Parent responsibility

Student responsibility

District develops Individual Education Plan (IEP)

Services determined by Plan

Student initiates requests for accommodation needs

District ensures that the IEP is implemented

District/parent/student responsible

Student responsible for own progress

Entitled to services identified on IEP

Services determined by Plan

College services not automatic; each college determines eligibility and services

Fundamental modifications to program of study permitted as identified on IEP

Fundamental modifications to program of study permitted as identified on 504 Plan

No fundamental modifications allowed:

Accommodations may not alter fundamental nature of course or impose an undue burden on an institution



Teacher advocate

Parent/student advocate

Student advocates for self

Personal services:

e.g., transportation, personal attendant, nurse



No personal services provided

No personal services provided





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