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Counseling Center - Special Education/Transition

Special Education/Transition to College

This page is designed to support students, families, and educators by providing helpful information and resources related to Special Education and post-high school transition planning. Here, you’ll find tools, links, and on topics such as scholarships opportunities, case manager information, and planning for life after graduation. Our goal is to ensure that every student has access to the information they need to navigate their high school experience and prepare for a successful future.

  • Michael Ausmus
    509-332-1551 Extension 1269
    mausmus@psd267.org

    Betty Klover
    509-332-1551 Extension 1241
    bklover@psd267.org

    Scott Thompson
    509-332-1551 Extension 1231
    sthompson@psd267.org

    Sam Fleener
    509-332-1551 Extension 1286
    sfleener@psd267.org

  • The DO-IT Center (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the participation of individuals with disabilities in challenging academic programs and careers.  There is no cost to families for DO-IT programs.  They are seeking students who

    • are sophomores or juniors in high school in Washington State;
    • have an aptitude for and interest in studying at a college;
    • have any type of disability recognized by the Americans with Disabilities Act, including both those with or without IEP or 504 plans; (documentation not required); and
    • are motivated to participate and interested in interacting with other students with a variety of disabilities

    DO-IT Scholars attend a live-in Summer Study program on the University of Washington Seattle campus, where they learn about college selection, challenging careers, self-advocacy and adaptive technology.  Phase I DO-IT Scholars attend a ten-day 2023 Summer Study, returning the following two summers, as Phase II Scholars (2024) and Ambassadors (2025), for further college and career preparation and an internship. DO-IT Scholars are loaned laptop computers and adaptive technology needed.

    For more information on the program please visit:  DO-IT Scholars Program or see the attached brochure:  DO-IT Scholars Brochure

    Please see the online application materials.

    If you would prefer to print the entire application packet and submit to DO-IT by postal mail, fax or email to:

    DO-IT
    University of Washington
    Box 354842
    Seattle, WA  98195-4842
    206-685-3648 (voice/TTY)
    888-972-3648 (voice/TTY)
    206-221-4171 (fax)
    509-328-9331 (voice/TTY) Spokane
    doit@uw.edu

    DO-IT Website

  • Use this chart to help prepare students for the differences between high school and college.

    Differences between high school and college
    Topic High School College
    Applicable Federal Laws
    • The IDEA
    • Section 504
    • The ADA
    • Section 504. Note, however, that unlike high schools, colleges are not required to provide FAPE. Rather, they must simply provide appropriate academic adjustments as necessary to ensure they don't discriminate on the basis of disability. OCR covers this in more detail in its pamphlet Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities.
    • The ADA
    Scheduling The school day is generally about seven hours long and highly structured. Students move directly from class to class. Students can plan their own class schedules. Schedules may vary from day to day. There may be large gaps of time between classes. 
    Class Environment Class size may be between 20 to 30 students. Class formats can be varied, from large lecture halls with hundreds of students to small group discussions, Brickley said. Students need to learn strategies for focusing during lengthy lectures, note-taking, and absorbing and retaining material, said Kathrynn Di Tommaso, an associate professor in the English department at Bronx (N.Y.) Community College.
    Assignments Grades may be determined by multiple homework assignments, quizzes, and exams. Teachers may remind students frequently of upcoming assignments. Grades may be determined by only a few assignments, such as a midterm exam, final exam, or paper. Students must make sure they are aware of upcoming assignments and manage their own schedule to complete assignments on time, Brickley said. Students must also know how to use reading and study strategies to prepare for exams on their own, Di Tommaso said. 
    Curriculum
    • Teachers usually follow the textbook and give exams based on content they've covered in class.
    • Academic requirements may be modified by the student's IEP
    		 Students need to gather ideas and materials from a variety of sources. Professors may give exams over content that was assigned in a reading but never discussed in class, Brickley said.
    Curriculum requirements are not changed due to a disability.
    Teacher Responsibilities Teachers may issue frequent reminders of upcoming assignment due dates and exams. Extra help may be built into the student's school day. Students are given a syllabus with assignments, due dates, and exam dates at the beginning of the semester. Professors have specific "office hours" and may not be as involved as high school teachers, Brickley said. If a student has a question about an assignment or exam, it's up to him to approach the professor and ask, she said.
    Getting Accommodations All teachers are informed of the student's IEP and disability. Accommodations are set forth in the IEP and are guaranteed. The student (not the parent) is responsible for disclosing his disability to the college if he wishes to request accommodations, Brickley said. Students must follow the college's procedures to request accommodations and may be required to provide documentation of their disability. Accommodations may not be the same as were granted in high school; colleges are not required to make academic adjustments that would "fundamentally alter the nature of a service, program, or activity, or that would result in an undue financial or administrative burden," according to OCR.
    Behavior The student's IEP team informs teachers about the student's social or behavioral difficulties. Misbehavior may not lead to suspension or other removals if it's determined to be due to the student's disability. No one is informed about the student's social or behavioral issues unless the student himself discloses them. Students must abide by the college's code of conduct and other policies to remain on campus.
    Grading/Passing Students pass a class and move on. Students must maintain a minimum GPA to remain enrolled in the college or their desired major.
     

  • Scholarships for students with disabilities - covers many different types. Includes students with hearing disabilities, ADD, ADHD, Psychiatric, Visual Impairments, Chronic Illnesses, Physical, and many other disorders. Click on link for list of available scholarships and various deadlines

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