High School Students

​​Table of Contents

• ACCUPLACER Testing
• Transitioning to College
• Links to Important Transition Information
• How is College Different from High School?
• Differences Between Services in High School vs. College

ACCUPLACER Testing

The ACCUPLACER test is used to assist with course selection and course schedule planning. Students have unlimited time to complete the ACCUPLACER test and may break the test into separate days, if needed. To learn more information about the ACCUPLACER test, visit the Testing Center website.

If you have questions about accommodations for the ACCUPLACER test, contact the Disability Services Coordinator at 515-964-6850.

Transitioning to College

1. Learn about your disability.

Once you enter the post-secondary education environment, you’ll want to share information about your disability to ensure you have the appropriate accommodations. How does your diagnosis impact your education, for example: testing, studying, and reading? In addition, what accommodations have worked well for you in the past

2. Attend your annual IEP meetings.

You may have the opportunity to attend your annual IEP meetings at your high school. We encourage prospective college students to attend these meetings and be familiar with your annual IEP goals. This approach will better equip you to talk about your disability and the accommodations that you may need in a college setting.

3. Advocate for yourself.

K–12 education and post-secondary education have different structures and supports. In college, you may not receive the same level of support as you did before, but you will have access to accommodations and helpful campus resources. As a college student, you’ll play an active role in communicating your needs, connecting with staff and faculty, and seeking support when you need it. We’re here to empower you as you build these self-advocacy skills and navigate this new environment.

4. Understand your right to confidentiality as a college student.

Family Educational Rights and Privacy Act (FERPA) ensures that college students' records are confidential and prevents the release of any personal information. Staff and faculty are not allowed to release information about grades and attendance unless you have a signed consent to release information, which is completely optional to you. You can read more about your FERPA rights on DMACC’s Student Educational Records Page.

5. Make sure your IEP's and other documents are current and address your needs.

At the post-secondary level of education, you will be asked to provide documentation that determines your eligibility for accommodations. Documentation refers to written, professional evaluation, which identifies a mental health, physical, or learning disability. Best practice is to provide current documentation that reflects your current accommodation needs. Examples of documentation may include the most recent copy of an IEP or 504 plan, a Support for Accommodation Request (SAR) form, a statement from a treating physician, a psychological evaluation, or paperwork from Iowa Vocational Rehabilitation Service (IVRS). Other documentation will be considered.

6. Take college tours early.

Many colleges give group tours or individual tours of their campus. Set up appointments to meet with those individuals on campus that can offer support. Make sure the college and you are a good fit!

7. Complete your applications early.

If you are planning to begin college in the fall semester, then you should apply for admission during your senior year. At DMACC, applications for admission can be found online on DMACC’s homepage. You may want to schedule an appointment with the Disability Services Coordinator to ensure that accommodations are determined before the semester begins.

8. Be realistic about expectations.

Evaluate how best to schedule classes in your first semester. Deciding whether to enroll as part-time or full-time is an important decision. Some students start as part-time, and once they are more familiar with the demands and expectations, will increase their course load to full time. It may be helpful to plan and review a time management schedule to determine how part-time or full-time classes best fit your needs.

If you are less confident with a particular area of learning, consider scheduling only one course in that subject each semester. It is a good idea to meet with an advisor to learn more information about specific courses, as well as degree requirements.

9. If needed, enroll in preparatory courses before you begin your degree requirements.

If you are less confident with reading, writing, and/or math, DMACC offers preparatory courses to help students develop skills in these subjects. “Study Strategies” and “The College Experience” are extremely beneficial introductory courses.

Links to Important Transition Information

DO-IT serves to increase the participation of individuals with disabilities in challenging academic programs and careers. It promotes the use of computer and networking technologies to increase independence, productivity, and participation in education and employment. DMACC has a partnership with DO-IT at the University of Washington and the following links provide excellent articles for students with disabilities preparing for college:

• Preparing for College: An Online Tutorial
• College Survival Skills
• College: You Can Do It!
• Obtaining Accommodations in Higher Education

Guidelines from the U.S. Department of Education about responsibilities for students with disabilities in post-secondary education:

• Students with Disabilities Preparing for Postsecondary Education