11th Grade Checklist

Things to consider for 11th grade students with a disability and their parents when preparing for a post-secondary education

    Students should...

    • Research college disability service office web sites to learn about...
      • eligibility for services
      • documentation guidelines
      • services offered
    • Tour post-secondary school campuses:
      • Contact the disability services office for a face-to-face meeting with a disability service provider.
        • Learn more about the academic adjustments offered
        • Services and academic adjustments you received in high school may not be appropriate or realistic for college.
      • Meet with a representative from the admissions office to find out admissions criteria.
        • What will be needed in addition to filling out an application?
      • Meet with a representative from the financial aid office.
        • What scholarships are available?
        • How much is tuition, fees, living expenses, etc.?
        • What financial aid programs and scholarships does the school offer?
      • Meet with advisors from the college to determine if you meet the entrance requirements for the college and major that you have chosen.
    • Begin to wean off of unrealistic academic adjustments that would most likely not be provided in a post-secondary school or college, such as:
      • unlimited time
      • open book tests
      • clarification of test questions
      • word banks
      • shorter tests
      • modified tests
      • limited choices
    • Begin using academic adjustment letters for most courses, and self-advocate for academic adjustments in courses.  For example, if extended time is needed for exams, the student should...
      • Present a letter from the Special Education Department for extended time (50% or 100%) to the teacher
      • Discuss the logistics related to the academic adjustment (i.e., date, location of exam)
    • Register and take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), if not taken in the tenth grade.
    • Attend college fairs.
    • Narrow career choices and goals.
    • Discuss plans for college with parents.
    • Continue to research colleges of interest for...
      • application procedures
      • course requirements
      • entrance requirements
    • Identify tests required for admission at the college or colleges chosen (e.g., SAT I, ACT Assessment, or SAT II Subject Tests).
    • Submit application for accommodations for the SAT or ACT, if applicable.
    • Take the SAT or ACT.
      • Discuss results with guidance counselor and parents.
    • Contact the Office for Vocational Rehabilitation (OVR) for information about services for high school and college.
    • Complete an assistive technology assessment for college, if you plan to use assistive technology in college.
    • The summer prior to senior year, at schools and colleges of interest, visit...
      • the disability office
      • learning centers
      • computer labs
      • assistive technology labs

    Parents should...

    • Continue involvement in IEP process.  Allow their child to advocate for themselves during the meetings.
    • Continue discussing and narrowing down career goals and plans.
      • Determine if college is a goal.
    • Attend campus visits and tours with their child.
    • Research disability services office web sites for information regarding...
      • eligibility for services
      • documentation guidelines
      • services available
    • Accompany their child to intake appointment (first time appointment) to the disability services office.
      • The child should do most of the talking and questioning with regard to their condition, and services requested during this meeting.
      • Parents may fill in the gaps when necessary.
    • Research the web sites of the colleges’ their child is considering.
      • Parents should pay particular attention to...
        • admissions criteria
        • admissions deadlines
        • financial aid information
        • scholarship information
        • programs
        • cost
        • housing and food services
    • Give written permission for their child to have contact with the Office for Vocational Rehabilitation (OVR), if appropriate.
    • Schedule their child for an assistive technology assessment through OVR or the high school, if applicable.