In This Issue ...
Transition Planning: Setting Lifelong Goals
From High School To College: Steps to Success for Students with Disabilities
Myths About IEPs, 504s, College Admissions and Accommodations
ISSN: 1538-320
February 13, 2020
April 2: Nashua, NH
April 19: Denver, CO
April 23: Park City, UT
2020 Full Schedule
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 Happy Valentine's Day, folks!
As we enter the second half of the school year, many parents hear the clock ticking louder and louder as graduation nears.
This is the first of two issues about Transition. And we have a surprise today!
We hope you've been working closely with your child's IEP team through high school to ensure appropriate transition goals were established and your child's progress toward these goals has been measured and documented.
In today's issue, we share articles about transition planning and goal setting and an article about common myths about IEPs, 504s, college admissions, and accommodations. In the next issue, we'll answer questions about transition, including the role of IEPs and 504 Plans in college.
Surprise!
Today, you'll find an excellent new book about transition, From High School to College: Steps to Success for Students with Disabilities by Elizabeth Hamblet in the Wrightslaw Store. This book is an essential resource for college-bound students, their families, and the educators and counselors who work with them. (quantities are limited) Take a look!
Be sure to check out the special deals on the Combos and Wrightslaw Bundles.
We hope you will tell a friend about The Special Ed Advocate from Wrightslaw.
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Transition Planning: Setting Lifelong Goals
Transition plans may include academic and non-academic courses, employment, training, and other services to prepare your child for life after school.
When your child graduates from high school, you and your graduate should celebrate accomplishments -- and the transition to adulthood.
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Persistent Myths About IEPs, 504s, College Admissions and Accommodations
Elizabeth Hamblet, transition specialist says, "I often hear that IEP teams are moving students from one plan to another (typically from an IEP to a 504) or taking students off a plan for the senior year. These decisions appear to be based on misunderstandings about college admissions and accommodations.”
What are Persistent Myths About IEPs, 504s, College Admissions and Accommodations?"
* Students moved from an IEP to a 504 plan for their senior year because it "looks better" when applying to college.
* Students stay on their IEPs because talking about their disability will give their applications a boost.
* Students moved from an IEP to a 504 plan because 504 plans are valid in college.
* Students taken off all plans for their senior year because appropriate accommodations aren't available at college.
Confused about what should change (if anything)?
Do yourself a favor. Read Persistent Myths About IEPs, 504s, College Admissions and Accommodations? by Elizabeth Hamblet.
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