Oakwood and Beyond

No, but if you need student support services, you will also want to talk with the accessibility services department. Support access for placement testing or application would be something to consider.  

Colleges and universities suggest students apply for accommodation and services prior to school starting. During your scheduling/campus meetings, bring documentation that qualifies you for support, as well as notes and papers from qualified individuals. (Suggestions would be current 504, IEP, ETR, physician letters)

Most educational institutions do not require documents for apparent disabilities or universal supports (available to all students). However, the more specific the service or support needed, the more information you will want to provide. 

The student is responsible if over 18 years of age. Of course, the student can invite or bring the parent with them. Registration materials and applications for support are online, and students can use any assistance from family as needed to complete. 

Accommodations and services can usually be applied to all programming. Before scheduling or attending, be sure to check with the specific school and certificate department, as there is a possibility the state mandates evaluations and requirements. Therefore, certain accommodations may not be allowed due to the need to display a specific skill independently. This also applies to College Credit Plus and Career Tech programs. 

Like in high school, there is a transfer of rights at the age of 18. Parents can be part of conversations with invitation by the student.  Since the world sees them as an adult, there are additional legal requirements to consider. There are general guidelines, but there is very specific language that families will need to consider.  A Power of Attorney can be drafted for anyone over 18 years and can be included in families' basic estate planning.  Even with mental health or medical crises, when a student is 18 years old or older, there is no mandate for a parent to be contacted. Please seek advice for your specific situations and have discussions regarding Medical Power of Attorney and Financial Power of Attorney. 

Family conversations around the Health Insurance Portability and Accountability Act (HIPPA) and Family Educational Rights and Privacy Act (FERPA) are suggested. HIPAA vs. FERPA

Kim Estes shared information about a Young Adults Basics kit that contains needed documents.  

Colleges and universities do not provide goal-specific support like those provided in high school but do offer tutoring and accommodations. Many tutoring supports are available to all students, including options like writing centers, study tables, and learning centers. 

Contact the department for specific information regarding available support.

Accommodations and services available to all students are handled on a case-by-case basis. Tartan Tops (Sinclair) shared the availability of specific programming for students with intellectual impairments. Most of the panelists explained that the decision to provide accommodations and services is a two-pronged approach: Is it a fundamental alteration and is it reasonable? 

Accessibility Information Management system is a place to begin seeking support. Panelists discussed having conversations as a family about the needs and supports required. Students will be expected to have independent skills in self-advocacy to be successful. 

If a family has determined that the student is not ready to advocate for themselves, consideration should be given to seeing what other resources are available to seek employment or college success. Several of the panelists described programming that may provide support for students who are not quite ready to do it on their own.  

• Wright State has RAISE (Raiders on the Autism Spectrum)

• The University of Dayton has ACES, a step-down program primarily for autism and neurodiverse differences.  

• Opportunity for Ohioans with Disabilities can begin at age 14 with discussions on employment-ready skills. To qualify, there will need to be a presence of a disability that is substantially related to work. Students will work with community employers. Services and supports are not retroactive but can be applied for at any time.

While still in high school, families and educational staff should have conversations regarding independence and the connection to life after high school. The transition plan on the IEP (beginning at age 14) will discuss short-term services/supports needed to succeed in post-secondary settings. Teams should look at study skills, advocacy skills, levels of independence in completing tasks, and communication skills.