This is part four of a five-part series about how to accommodate middle-schoolers, high-schoolers and adults with dyslexia. Part one details how to identify individuals with dyslexia; part two outlines tools and strategies for support; and part three lays out steps for preparing these students for the ACT.
A bottom-line commitment of every school should be to continue moving high schoolers along an educational path that gets them to at least grade-level reading and writing skills. Some states don’t require districts to identify and support students with dyslexia, many educators have been able to take matters into their own hands.
Older students with dyslexia may have coping strategies and habits that they have developed over time in order to manage the academic demands that come with high school and eventually college. These habits may have been useful in getting assignments completed, but they may also be barriers to getting proper help. With the appropriate support, students with dyslexia can reach their college goals. There are a few key things that educators should help their students prepare for when they’re getting ready to go from high school to college.
Losing their 504s or IEPs
Colleges do not fall under the Individuals with Disabilities Education Act and do not need to provide the same level of support and services as public schools. There are no 504s or IEPs in college, and no obligation to provide specialized instruction or tutoring. However, colleges are obligated to follow federal civil rights laws, which include Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act. The intent here is to provide equal access to a college education and not discriminate based on disability.
Looking for financial assistance early
Some states offer financial and other assistance to individuals with dyslexia for work and college. In order to find out if a student can qualify for Vocational Rehabilitation services, contact your local Vocational Rehabilitation Office. There tend to be long waiting lists, so look into this as early as possible. Middle school is not too early to be investigating this service.
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Watch for Part Five of this series later this month, where Pons will share how adults with dyslexia can find the accommodation and support they need.
Donell Pons is a reading and dyslexia specialist in Salt Lake City, Utah. She started her career in education when her youngest son was diagnosed with dyslexia. She has a master’s degree in education and teaching from Westminster College, along with a certification in special education. Connect with her at dbpons@gmail.com.
To learn how to identify young students with dyslexia, read Pons’ four-part series about supporting and accommodating students with dyslexia.