If you have a child who has received academic support and accommodations during high school, you may think these resources will automatically transfer into their college courses. Unfortunately, most colleges require students to apply for their continued services. The good news is that this process is typically easier than the numerous meetings, reviews, and tests necessary for students to receive academic accommodations in primary and secondary education settings. Each college and university sets its own parameters, but in most cases, the only requirement for students to continue receiving academic accommodations at the college level is that the student needs to meet with a staff member in the disability service office and explain their need and discuss potential resources. Additionally, documentation is typically required. The results of psychoeducational assessments meet this requirement and provide information to guide the student’s accommodations meeting. Keep reading to learn a little more about what to expect from this process and how you can help your child prepare to discuss college-level accommodations.
Preparing for Your Disability Service Office Meeting
The requirements to receive accommodations will vary at each university, but most colleges require students to set up a meeting with an employee in the disability service office (DSO). These meetings need to be conducted between the student and the DSO personnel. In the past, parents and school representatives were able to attend these meetings in place of the students, but most universities now require the students to complete these meetings. Parents may be allowed to attend as support for their child, but the student should be prepared to answer any questions and provide the necessary information. The important thing to keep in mind is that the DSO team members want to provide the best help for students, so they aren’t there to interrogate or intimidate students. They also don’t expect students to know everything about available accommodations or be able to fully explain their needs. Instead, the purpose of this meeting is simply to give the DSO team the necessary information to start creating a plan for academic accommodations.
It may be beneficial to practice with your child before the meeting. To prepare for the DSO meeting, help students feel confident talking about the following:
- Why they need accommodations – diagnoses as well as specific struggles in the classroom
- Their academic strengths – this may seem counterintuitive but knowing where students excel is just as important in planning accommodations
- Past academic accommodations that were beneficial – what primary and secondary educational resources helped the most
- Past academic accommodations that weren’t beneficial – what primary and secondary educational resources provided the least help
- Specific academic areas that are challenging – listening to lectures, test taking, completing writing tasks, note taking, etc.
The Importance of Psychoeducational Assessment
The DSO usually asks for some proof or documentation of the student’s accommodation needs, and the results of a psychoeducational assessment are often the best option. The report provided after psychoeducational assessment can be used as documentation for these meetings. Additionally, the information provided by the assessment psychologist can be used to guide the student, so they can explain their areas of academic strength and weakness clearly during their DSO meeting. If you’re ready to learn more, reach out to the Northern Colorado Assessment Center to schedule a consultation.
