Guide to Transition
Grossmont College Disabled Student Programs & Services
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- Navigate this page:
- Editors
- Acknowledgements
- Table of Contents
- Difference Between K-12 Education and College
- College 504, ADA and FERPA
Grossmont College
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Editors | |
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Grossmont College |
Carl Fielden, Jane Nolan |
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Palomar College |
Suzann Norton |
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San Diego City College |
Erika Higginbotham |
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San Diego Mesa College |
Jill Jansen |
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Southwestern College |
Patti Flores-Charter |
AcknowledgementsSpecial 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
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Title Page |
ii |
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Editors/Acknowledgements |
iii |
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Table of Contents |
iv |
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Differences Between K-12 Education and College |
1 |
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Laws that Protect the Rights of Adults with Disabilities |
2 |
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Educational Options After High School |
4 |
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Transition Goal Checklist |
6 |
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Verification of Disability |
9 |
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Self-Advocacy |
10 |
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Helpful Hints |
11 |
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Glossary |
12 |
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Community Resources |
16 |
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Helpful Websites |
28 |
Difference Between K-12 Education and College
K-12
| K-12
| College
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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) |
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Special consideration for behavior problem |
Must follow high school behavior code |
Must follow college code of conduct; no special consideration |
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District identifies disability |
Parent provides documentation of disability |
Student responsibility to provide documentation of disability and need for accommodation |
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Success more of a right |
No guarantee for student success |
No guarantee; student responsible for own success |
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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 |
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Free evaluation of disability |
Parent responsibility |
Student responsibility |
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District develops Individual Education Plan (IEP) |
Services determined by Plan |
Student initiates requests for accommodation needs |
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District ensures that the IEP is implemented |
District/parent/student responsible |
Student responsible for own progress |
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Entitled to services identified on IEP |
Services determined by Plan |
College services not automatic; each college determines eligibility and services |
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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 |
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Teacher advocate |
Parent/student advocate |
Student advocates for self |
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Personal services: e.g., transportation, personal attendant, nurse |
No personal services provided |
No personal services provided |
Directory: student-services -> offices-and-services -> dsps -> files
student-services -> Scholars for a Healthy Oregon Initiative Application – Student Resource
student-services -> MS/hs bullying Social Skills Packet
student-services -> Test Taking Strategies
student-services -> Scholarship and Financial Aid Websites Packet Scholarship and financial aid Websites Scholarship Websites
offices-and-services -> Guide to Transition
student-services -> Scholars for a Healthy Oregon Initiative Application – Student Resource
student-services -> MS/hs bullying Social Skills Packet
student-services -> Test Taking Strategies
student-services -> Scholarship and Financial Aid Websites Packet Scholarship and financial aid Websites Scholarship Websites
offices-and-services -> Guide to Transition
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