1.1.1 Universities
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	7/8/99

I. WHY IS THIS IMPORTANT?

When considering all of the options available for post-secondary education, it is important that young adults, families, and service providers have adequate and sufficient information in order to make informed decisions. The requirements of post-secondary education, both academic and personal, are very different from those in high school. Before making the decision to attend a university, young adults should consider carefully whether or not this is the right choice for them.

II. KEY POINTS

Purpose of a University: Universities offer programs through which students can earn Bachelor's degrees. A Bachelor's degree means that the student has studied many different general subjects (usually during the freshman and sophomore years), as well as a particular subject or major in more detail (usually during the junior and senior years). Universities also offer graduate degrees that entail more advanced study following the completion of the Bachelor's degree.

Entrance Requirements: Most universities require a high school diploma for students enrolling directly after exiting high school. Most also require potential students to take standardized college entrance exams, such as the ACT Assessment (ACT) or the Scholastic Aptitude Test (SAT).

Skills Needed to Attend a University: In order to succeed at a university, young adults not only need adequate academic skills, as well as social and personal skills. Teachers and family members can help young adults determine if they meet the academic requirements (reading, writing, mathematics, etc.) needed to attend a university. However, academic skills alone do not guarantee success. When attending a university, young adults are responsible for requesting assistance and/or accommodations when needed. They also must independently manage their time in order to complete assignments. They must also be prepared to commit much more time to out-of-class studies and assignments. Young adults also must adapt to university teaching styles that may be very different from those experienced in high school. Finally, university students spend considerably less time in class than do high school students; therefore, professors usually do not know the young adults as well. All of these factors will influence the success of the university student.

Fees and Financial Aid: When inquiring about various universities, potential students should get information about tuition costs and fees. Generally, state-sponsored schools have lower tuition costs than private schools. When applying for admission, potential university students should also apply for financial aid. Sources of financial aid include grants, scholarships, loans, and work-study programs. All potential university students can and should apply for federal financial assistance by completing and submitting the Free Application for Federal Student Aid (FAFSA). Application forms are available at university admissions offices, as well as through high school guidance counselors. When applying for assistance, it is important to inform the financial aid office of any expenses that are disability-related. Disability-related expenses may have an impact on the amount of financial aid offered. Louisiana high school graduates may be eligible for partial or full tuition exemption through a program called Tuition Opportunity Program for Students (T.O.P.S.), if they choose to pursue higher education in this state. There are eligibility requirements for this program including a 2.5 G.P.A., an A.C.T. score that is at or above the state average, and successful completion of a prescribed core curriculum while in high school. For more details about the core curriculum requirements, as well as other requirements, contact the Louisiana Office of Student Financial Assistance (contact information included in the "Resources/Contacts" section of this fact sheet). There may also be additional financial assistance available through Louisiana Rehabilitation Services (LRS), or through sources identified by the disability services office of the university.

Disclosing Information about a Disability and Requesting Accommodations: Most universities provide services that assist students with disabilities with supports and/or accommodations relating to their disability. These offices can assist university students in academic planning, remediation, and tutoring services. They can also provide assistance with counseling, modifications, academic accommodations, and career planning and referral. In order to receive these services, young adults must inform the office of their disability, as well as provide documentation to support that claim.

III. ROLES/NEXT STEPS

Students/Young Adults:

Young adults should make sure that teachers, family members, and others involved in their transition planning are aware of their desire to pursue a degree from a university. While in high school, young adults should become aware of individual academic strengths and needs.

Young adults should learn about their disability, finding out how it may impact them if they attend a university. They should practice requesting the services and/or supports needed in order to succeed academically. They may also need to learn about their rights under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. This information will better enable young adults to advocate for themselves when requesting services and supports, such as accommodations.

Young adults should develop a more independent personal life, including learning how to do things like laundry and cooking. Planning how to get around and determining transportation options are also important tasks when preparing to attend a university.

Young adults should increase their social activities. They should practice interpersonal skills and making new friends, as these skills will be especially important when entering a university where they may not know many people.

Young adults should keep copies of important documents such as educational and psychological assessments, and make sure that they understand what they say. These documents will be needed when requesting services at the university.

Families:

Families should assist young adults in the decision making process, helping them evaluate all options and make an informed choice. This process should begin very early in high school, or even earlier. By helping young adults articulate this wish early to those involved in the transition planning process, families can greatly increase the chance that this goal will be attained.

Families should encourage self-advocacy. Families are traditionally not as involved in post-secondary education as they were in K-12, therefore it is important to help young adults develop skills that will enable them to make things happen.

Families must provide assistance with financial aid applications. It is very important to provide accurate, up-to-date documents for this process.

Agencies:

Local Education Agencies (LEAs) must ensure that they explore young adults' desires to attend a university early enough for appropriate action to be taken. Waiting to identify this as a goal until later in the high school years greatly diminishes the chance young adults wishing to pursue a university degree will reach this goal. By discussing this as an option before entering high school, time barriers may be avoided.

Rehabilitation counselors at LRS should ensure that young adults are aware of all agency requirements for obtaining and retaining assistance through their office.

Universities should make potential students aware of resources available to all students, not just those specifically for students with disabilities.

Universities should offer the opportunity for students with disabilities to meet other students with similar service/support needs who have successfully navigated the system. These informal supports can make the difference between success and failure.

Universities should empower young adults to take action for themselves. Encouraging young adults to seek their own supports fosters independence.

When requested, all adult agency personnel should attend Individualized Education Program (IEP) meetings at which transition to a university is discussed. LRS counselors and university personnel have valuable information that must be shared with teachers, families, and those young adults planning to attend a university.

IV. RESOURCES/CONTACTS

Association on Higher Education and Disability

PO Box 21191

Columbus, OH 43221

1-614-488-7972

HEATH Resource Center

One Dupont Circle, Suite 800

Washington DC 20036-1192

1-800-544-3264

Louisiana Office of Student Financial Assistance

Tuition Opportunity Program for Students (T.O.P.S.)

225-925-7727

National Information Center for Children and Youth with Handicaps (NICHCY)

PO Box 1492

Washington DC 20013

1-800-999-5599

Louisiana Rehabilitation Services:

925-4131 in Baton Rouge, or 800-737-2958

(Call to get the number of the LRS office nearest you.)

V. REFERENCES

MacKillop, J. (1996). Ladders to success: A student's guide to school after high school. Puget Sound Educational Service District.

Tarr, E. (1997). How about college? The New Jersey Partnership for Transition from School to Adult Life for Youth with Disabilities.