High School Students

​​Table of Contents

• ACCUPLACER Testing
• Transitioning to College
• Links to Important Transition Information
• Understanding the Transition from High School to 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

Understanding the Transition from High School to College

Topic	K-12	Higher Education
Students with Disabilities	Special Education services are available for students who qualify as defined under the Iowa Disability and Education Act (IDEA).	Students apply for accommodations under the Americans with Disabilities Act (ADA).
Identification of Disability	High Schools may assist in identifying students with disabilities.	Students must self-identify as having a disability and provide documentation of their disability. An IEP or 504 from High School may be used as part of that documentation.
Documentation of Disability	As part of a team process, an IEP or 504 Plan may be developed on behalf of the student. An IEP or 504 Plan does not automatically transfer to DMACC. An application for accommodation needs to be completed and documentation provided.	Documentation is a written professional evaluation, which identifies a disability that substantially limits a major life area for the expressed outcome of determining appropriate and reasonable accommodations. Students wishing to use their IEP or 504 Plan from high school may submit these documents for consideration as part of their application. An IEP or 504 Plan may provide useful history when Disability Services reviews the student's application.
How Support Begins	The school identifies, evaluates, and plans services for students. Teachers and school teams monitor implementation.	The student contacts the Disability Services Office, completes an application for accommodation, and provides disability documentation.
Modifications and Accommodations	An IEP may include special education, related services, accommodations, and, when appropriate, modifications to instruction or curriculum.	Colleges provide reasonable accommodations and auxiliary aids that address access barriers. They are not required to fundamentally alter essential course or program requirements.
Modified Curriculum and/or Self-Contained Classroom	IEP team determines students are able to participate in general education curriculum and if not, the curriculum is modified or a different curriculum is used	Modifications are not allowed because it fundamentally changes the course and the competencies; students must use the same textbooks, materials, and must complete the same requirements as all students
Para-Professional (1:1 Aide)	The IEP team will determine if this is necessary.	Students are responsible for providing a personal care attendant within the classroom and testing setting. See the Disability Services Office for further discussion.
Parent/ Guardian Role	Parents/guardians are generally active members of the educational planning process and may communicate directly with the school.	The student controls access to education records. Colleges generally communicate directly with the student unless the student provides written permission. See FERPA.
Collaboration	Parents, teachers, and students work together to ensure that the student is progressing, needs are being met, and accommodations are provided.	Students work with their instructors and the Disability Services Office to implement accommodations.
Academic Expectations	Supports may be built into the school day, and progress may be monitored by the school team.	Students must meet admission requirements, essential academic and technical standards, course requirements, and conduct expectations.
Test Reader	The student may have someone read the test and define words or re-word the question so they can better understand.	The test will be read word for word; a test reader may not define words or assist in any other way. Text-to-Speech technology is generally used.
Textbooks	If needed, alternate reading materials are used based on the student's grade level.	Textbooks are written for the college level. Students are required to purchase their textbooks.
Assistive Technology	A student's IEP may identify needed assistive technology.	Assistive technology will be determined on a case-by-case basis. The student is responsible for providing personal devices or equipment.
Retake Exams as a Modification	Some students may have this available to them as part of their IEP or 504 Plan.	Retaking exams is not a standard process in a college setting and may be considered a fundamental alteration of the course or program. The student is allowed to take an exam the same number of times as all other students in the class.
Transportation	Transportation is provided and paid for by the school district.	Students are responsible for arranging their own transportation as well as paying for the service.
Success	Many professionals collaborate with students and parents to ensure that students are successful.	The ADA ensures that students with disabilities have equal access in college and that they are provided with the same opportunities as all students.
Contact Person	Students typically have one person at the school as a main contact for parents.	Students may have several individuals they work with including Disability Services staff, Academic Advisors, Counselors, and Faculty.

Key takeaway: College accommodations focus on equal access. The student takes the lead in requesting, arranging, and using approved accommodations while meeting essential academic and program requirements.

Sources: U.S. Department of Education, Office for Civil Rights, “Students with Disabilities Preparing for Postsecondary Education”; DMACC internal guidance regarding high school students enrolled in DMACC coursework.