Empowering Student Success in their Abilities to Thrive in College with the Right Accommodations

Helping Students Adapt, Advocate, and Achieve in Post-Secondary Education

Introduction

Transitioning from high school to college is an exciting yet challenging journey for any student, especially those who have previously received accommodations or have been out of school for a while. The shift from a structured high school environment to college's more independent, self-driven nature requires adjustments. Students must learn to navigate a new landscape where advocating for their needs falls largely on their shoulders. However, with the right strategies, support, and self-advocacy skills, students can adapt and thrive in their college experience.

Understanding the Differences in Accommodations

One of the key differences between high school and college accommodations is how they are implemented. In high school, educators and parents often take the lead in ensuring accommodations are in place and consistently applied. However, in college, the onus is on students to communicate their needs to the appropriate office, often the Disability Services or Academic Support Services. This shift can be daunting, but it also empowers students to take control of their learning experience.

"Education is the most powerful weapon which you can use to change the world." – Nelson Mandela.

Encourage students to see this transition as an opportunity to develop life-long self-advocacy skills. Engaging in open conversations about their needs and understanding the specific processes in place at their college are critical first steps. For instance, unlike in high school, where a formal IEP (Individualized Education Plan) may dictate accommodations, college students typically work with disability support services to establish an accommodations plan, which they then share with their professors (Dukes et al., 2017).

Strategies for Adjusting and Thriving in College

Students entering college after receiving accommodations in high school or returning after a break can benefit from a few key strategies:

1. Build a Support Network: Encourage students to connect with their college's Disability Services Office early. Forming relationships with academic advisors, professors, and peers can create a strong support system that smoother the transition.
2. Develop Self-Advocacy Skills: Students should practice articulating their needs clearly and confidently. This might involve scheduling meetings with professors to discuss accommodations at the start of the semester or reaching out to the Disability Services Office when challenges arise. Self-advocacy is not just about asking for help but about understanding their rights and responsibilities in the college setting (Journal of Postsecondary Education and Disability, 2017).
3. Time Management and Organizational Skills: College demands more independence, making time management and organization essential. Tools like planners, digital calendars, and task management apps can help students keep track of assignments, exams, and other responsibilities. Encourage students to break down larger tasks into manageable steps, which can reduce feelings of overwhelm (Journal of University Teaching & Learning Practice, 2021).
4. Utilize Campus Resources: Colleges offer a variety of resources designed to support student success. These include tutoring centers, writing labs, and study groups. Students should be encouraged to take full advantage of these services. Remind them that asking for help is a sign of strength, not weakness and that these resources are there to help them succeed.
5. Practice Self-Care: Transitioning to college can be stressful, making self-care practices crucial. Please encourage students to balance their academic responsibilities and personal well-being. This might include regular physical activity, maintaining a healthy diet, and ensuring they get enough rest. Mental health resources, such as counseling services, should also be highlighted as valuable tools for maintaining overall well-being (Bickham, 2022).

Supporting Students as Educators and Staff

As educators and support staff, it is essential to create an environment where students feel comfortable and supported in their transition to college. Here are some strategies to consider:

• Open the Lines of Communication: Start conversations by asking open-ended questions like, "How can we best support you in your academic journey?" or "What has worked well for you in the past?" These questions show that you care and help students articulate their needs more clearly.
• Encourage Independence: While it is important to offer support, it is equally important to encourage students to take ownership of their educational experience. Help them see challenges as opportunities to develop resilience and problem-solving skills.
• Be Flexible and Understanding: Understand that each student's transition is unique. Flexibility with deadlines, offering alternative ways to demonstrate understanding, and being open to adjustments can significantly impact a student's success.
• Promote a Growth Mindset: Encourage students to adopt a growth mindset by reminding them that challenges are a part of learning. Reinforce that their abilities and intelligence can be developed with effort, learning from mistakes, and persistence (Dweck, 2016).

"Success is not final, failure is not fatal: It is the courage to continue that counts." – Winston Churchill

Transitioning to college life is a significant milestone that comes with its own set of challenges, especially for students who have previously received accommodations or are returning to education after a hiatus. Students can successfully navigate this transition by fostering self-advocacy, time management, and organizational skills, and making the most of available resources. As educators and support staff, we guide and encourage them to take control of their educational journey, empowering them to achieve their full potential. Together, we can create an inclusive environment where every student has the opportunity to thrive.

References

Bickham, N. (2022).?The Importance of Self-Care for College Students.

Dukes, L. L., III, Shaw, S. F., & Madaus, J. W. (2017).?The transition to postsecondary education for students with disabilities. Disability Services Quarterly, 40(1), 35-42.

Dweck, C. S. (2016).?Mindset: The new psychology of success. Ballantine Books.

Journal of University Teaching & Learning Practice. (2021).?Improving students' performance with time management skills.

Journal of Postsecondary Education and Disability. (2019).?Special Issue: Accommodations (Vol. 32, Issue 3, pp. 213-335). AHEAD - Association on Higher Education And Disability.

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