Joy LaRusic To effectively support high school students with disabilities transitioning to post-secondary education, early and individualized planning is key. For example, starting transition discussions as early as 9th grade can help identify a student's strengths, interests, and areas where they need support. Schools can work closely with students to set specific academic and career goals while introducing them to self-advocacy skills.

Take Sarah, a student with dyslexia. Her high school transition plan includes regular meetings with a counselor to learn how to access accommodations, such as extended exam time and assistive reading technology, that she’ll need in college. Her teachers also ensure she practices using these tools so she's confident by the time she enters higher education.

Another critical practice is connecting students with mentors or peer groups who’ve successfully made the transition. For instance, universities can offer mentorship programs where current students with disabilities guide incoming freshmen through the process of applying for accommodations, navigating campus life, and managing workload.

Lastly, collaboration between high schools and colleges is crucial. High school staff should ensure that students are aware of services available at their future colleges. Colleges can facilitate this by hosting transition workshops or virtual tours that familiarize students with disability services before they even set foot on campus.

These steps build confidence and prepare students for success beyond high school, ensuring a smoother, more supported transition into the next phase of their education.