Empowering Young Adults in Post-Secondary Settings: Embracing the Journey to Independence

Transitioning from high school to post-secondary education represents a pivotal moment in a young adult’s life, characterized by new opportunities, challenges, and increased independence. This transition can be overwhelming for students who have relied on an Individualized Education Program (IEP) or a 504 Plan during their K-12 education. The accommodations and supports integral to their success may not automatically transfer to their new educational environment. However, this period of change should be embraced as a vital opportunity to cultivate essential life skills, such as self-advocacy, self-regulation, and independent learning strategies, which will serve them well beyond the classroom (Rahajeng & Hendriani, 2022; West et al., 2022).

Understanding Post-Secondary Accommodations: Navigating New Terrain

One of the primary challenges students encounter during this transition is that the regulations governing post-secondary institutions differ significantly from those in public schools. High schools operate under the Individuals with Disabilities Education Act (IDEA), which mandates that schools proactively identify and provide necessary support. Conversely, colleges and vocational schools are governed by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which require students to request and justify their need for accommodations (West et al., 2022; Freedman, 2024). Examples of reasonable accommodations in post-secondary settings include extended time on exams, which is crucial for students with processing speed challenges. However, the duration may be less generous than high school (Malaquias, 2022). Note-taking help, whether through peer note-takers or access to lecture notes, enables students to focus on understanding the material rather than the stress of capturing every detail (Holzberg et al., 2018).

Accessible formats for materials, such as digital textbooks or screen reader compatibility, ensure all students have equal access to content (Suprihatiningrum, 2023). Students need to recognize that some supports, such as reduced homework or simplified tests, may not be available in college. More importantly, such modifications might impede their ability to develop the skills for success in academic and professional environments (Gruber & Martin, 2019).

The Importance of Self-Advocacy: Taking Charge of Your Success

In a post-secondary environment, self-advocacy is not merely a helpful skill but essential for success. Unlike high school, where teachers, counselors, and parents often play significant roles in managing a student’s accommodations, the responsibility in college shifts to the student. This transition causes a clear understanding of their own needs, effective communication with Disability Support Services (DSS), and a proactive approach to seeking help (Шевчук et al., 2020).

Examples of self-advocacy statements and questions include:

• I perform best in exams when taking them to a quiet room.
• What options are available for me to take exams in a reduced-distraction environment?
• Could you guide me in requesting accessible materials for my courses?
• What is the process, and how far in advance should I make my requests?

These inquiries reflect a student’s active role in their educational journey, showcasing their commitment to success and willingness to engage in necessary conversations to secure the support they need (Raley et al., 2021; Karpicz, 2020).

Confidentiality and FERPA: Your Rights and Responsibilities

Understanding the importance of confidentiality is crucial to navigating accommodations in a post-secondary setting. Under the Family Educational Rights and Privacy Act (FERPA), students’ educational records, including any disability-related information, are kept private. Unlike in high school, where parents could access these records and advocate on their child’s behalf, in college, this information is strictly confidential (Sunandar et al., 2022). Students must take charge of their educational experience by directly communicating with their instructors and support services. This shift in responsibility underscores the need for students to seek out and manage their accommodations. It also emphasizes the importance of understanding their rights under FERPA, which protects the privacy of their educational records and ensures that they have control over who can access their information (Amnesty, 2023).

Finding the Right Balance: Accommodations That Support, Not Hinder

While accommodations level the playing field, it is equally important for students to recognize when certain supports might inadvertently hold them back. For instance, while extended time on exams can be beneficial, over-reliance on this accommodation might prevent students from developing essential time management skills—crucial in academic and professional settings (Lammens et al., 2023; Han et al., 2023). Key Takeaway: Post-secondary education is about more than academics; it is a time to develop life skills that will serve students well into the future. Learning to manage time, seeking help when needed, and advocating for oneself are all integral components of this developmental process (Phillippe et al., 2020).

Conclusion: Embrace the Challenge and Thrive

The transition to post-secondary education is a time of immense growth and learning. Students can confidently navigate this new chapter by understanding the differences in accommodations, developing strong self-advocacy skills, and recognizing the importance of confidentiality. This is not just an opportunity to succeed academically but to prepare for a fulfilling future, regardless of their chosen path. Remember, this is your journey. Take charge of it, seek your needed support, and ask questions. The skills you develop now—self-advocacy, time management, and self-regulation—will serve you well throughout your life, both in and out of the classroom. Embrace this challenge and thrive in this new educational and personal development chapter.

References

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