College/University Information and Disability Support Services


10 Things That Students and Faculty Need to Know about DSS

The George Washington Disability Support Services site compares what students and faculty need to know to improve their teaching/learning relationships in class. Topics covered include: Interaction, Guidance, Confidentiality, Eligibility, Accommodation, Exams, Note taking, Rights, Grievances, and Advocacy. Services for Students with Disabilities

The College Board is committed to ensuring that students with disabilities receive appropriate accommodations on its tests. The site explains in question/answer format information needed to determine eligibility for accommodations for College Board Tests.

College: Continuing and Higher Education

A variety of content collected on this website provides information for families and students investigating college, seeking the "perfect" college fit, navigating financial aid, or who are just curious as to what's out there and when to start planning. Added links at the end of each of the articles, guides and resource booklets provide information.

College Readiness for All

College Readiness for All is a toolbox for increasing postsecondary preparation and access for all students. The Toolbox contains sections of Tools, Lessons Learned, and Resources & Links, all designed to support the collaborative efforts of educators, counselors, outreach professionals, and policymakers.

Disability Support Services for Students at University of North Carolina Charlotte

This site provides information for transitioning students including links to information pertinent to the high school student with disabilities planning for college. Topics include legal information, student responsibilities, accommodations, and student rights.

Food Allergy Research & Education Partners (FARE) with the Association on Higher Education and Disability (AHEAD)

The Food Allergy Research & Education (FARE) has partnered with the Association on Higher Education and Disability (AHEAD) to bring food allergy awareness to disability resource and service providers in higher education institutions. As more students with food allergies transition into postsecondary education settings, an awareness about food allergies presents a need for coordinated efforts between the Office of the Disability Support & Services, dining services, residential life, and health services at each institution of higher education.  To learn more about FARE’s College Food Allergy Program and resources for college students, go to:  To learn more about AHEAD, please go to: http:/  AHEAD transition resources for students and parents, go to:

Lehigh University—Support Services for Students with Disabilities

LeHigh University’s Support Services provides information to parents regarding the transition planning from high school to college. The website lists the responsibilities of the high school, post-secondary institutions, and students, as well as what post-secondary institutions are not required to do at the post-secondary level. This site also offers information on the self-determination model and the roles of both the students and the parents in the self-determination process.

Montgomery College Disability Support Services

Provided in on this site are disability support services to students to determine appropriate accommodations and act as a liaison for students. Services are based on eligibility. Montgomery College also has a College Access Program (CAP) offered on the Rockville campus, for students with specific learning disabilities who have the potential and motivation to succeed in college level classes, but require a developmental program in reading, composition and study skills.

New Students and Transition: University of Montana

UM provides a wealth of information that is applicable for many prospective college students as well as those admitted to UM. Included is a transition guide for parents, students, and high school counselors.

Northern Virginia Community College

NOVA’s Workforce Development Department/Continuing Education Offices are able to assist businesses with specific training needs. There are Workforce Development offices located on each of the campuses that offer many types of credit and non-credit programs to meet the specific needs of your professional organization. The topics vary from job skills to personal enrichment interests.

On-Campus Outreach (OCO)

This site provides articles, fact sheets, on-line training modules, contacts for programs in Maryland, and related websites on serving students with intellectual disabilities in postsecondary settings who still receive special education services in public schools. Of special interest are "Resources" and "Training and Support" on this site.

Resources for Future Students-Montana State University-Billings

The University site provides information applicable to transitioning students. Topics cover relevant information needed for high school or college transfer students, students who have been out of school for more than three years, international students, graduate students and distance/online students.

San Diego Mesa College Disability Support Services Transition Guide: Catching the Wave                                 

This publication is designed to help students with disabilities transition from high school to college. It will guide students, parents, teachers and administrators as they begin planning for college.

Seattle University

Administrators Guide

This is a PDF reference guide from Seattle University that provides a transition flow chart as well as a transition timeline. The timeline starts in grade 8 and continues through the high school years to age 18-21. While the timeline is transition specific, it also notes when criterion such as course study, and graduation requirements should be focused on and updated. This document provides a very concrete and time-based look at the processes involved in forming a comprehensive transition plan for students as well as when talking about the IEP.

Seattle University Center for Change in Transition Services

The Seattle University Center collects post-school outcome data from all school districts in the State of Washington, conducts transition WorkDays for teachers and other professionals, and provides assistance to school personnel and families pertaining to transition and post-school outcomes. Many publications are available for families to use for transitional planning in the state of Washington.

Think College National Coordinating Center Annual Reports 

Annual Report on the Transition and Postsecondary Programs for Students with Intellectual Disabilities

Think College (ICI) recently released a manual entitled, “Annual Report on the Transition and Postsecondary Programs for Students with Intellectual Disabilities”. The report focuses on the 27 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID). The report provides descriptive data, trend analysis, and focus group data. The content of the report includes the following topics: overview of student characteristics, academic access, career development and employment, self-determination, campus membership, summary of student exit outcomes, and more! The report can be a resource to parents, support coordinators, educators, and people with disabilities. To download a copy of the manual, please go to:

University of Illinois Urbana-Champaign (DRES Online)

This is the Disability Resources and Education Services at the University of Illinois Urbanna-Champaign. This great branch of the U of I provides accommodations to all students with disabilities.  Although an IEP will end upon graduation, students with identified disabilities may receive accommodations under the ADA and Section 504 of the Rehab Act.

Virginia VIEW at Virginia Tech

Virginia Career VIEW (Vital Information for Education and Work), located at Virginia Tech, informs and supports the education and career development of the people of Virginia.  This site includes tools and resources for students–with and without disabilities–in grades K-8, ages 18+, their parents, and professionals, including brochures, checklists, and skill inventories.

We Connect Now

The website was developed in an effort to connect and integrate college students with disabilities as a virtual community with a voice on important issues. The We Connect Now website has been up and serving college students with disabilities since April of 2008. The We Connect Now website has been used as a resource by institutions of higher learning and has been linked to by colleges and universities and groups serving people with disabilities in 50 states and at least 9 foreign countries.

Virginia Commonwealth University RRTC on Workplace Supports

The purpose of the Virginia Commonwealth University RRTC on Workplace Supports and Job Retention is to study those supports that are most effective for assisting individuals with disabilities maintain employment and advance their careers. The primary stakeholders for this project are persons with disabilities, with an emphasis on those who are unemployed, underemployed or at risk of losing employment. This site specifically targets those individuals from traditionally underrepresented populations with diverse racial and ethnic backgrounds, since this group is most at risk in America. The secondary stakeholders include rehabilitation professionals, families, and persons working in business and industry.

WDY Collegiate Consortium of Disability Advocates

The consortium, better known as CCDA, is comprised of a group of postsecondary and secondary education professionals, and community and government agency representatives who are directly involved in working with students with disabilities. The group was originally formed to address the needs of students with disabilities on WNY college campuses, and has expanded its focus to include the preparation of students with disabilities for the transition from high school to college.

Wisconsin Technical Colleges--The Autism Spectrum Disorders (ASD) Guide

The purpose of the guide is to provide university faculty and staff the tools and strategies for the increasing number of students on the autism spectrum on our campuses.  The guide was developed and composed through a two-year effort by a workgroup consisting of disability representatives from technical colleges, the Autism Society of Wisconsin, and the WTCS office. The staff from the Wisconsin Department of Public Instruction provided expertise and assistance towards the development of the guide.  The document is a guide, not state policy or procedures. The individual postsecondary institutions are responsible for establishing and implementing their disability services, accommodations, and instructional strategies for persons with Autism Spectrum Disorders (ASD).  WTCS staff has given permission for individuals to share, make copies, and utilize all or part of the guide to assist serving students with ASD.  The Autism Spectrum Disorders (ASD) Guide for WTCS Staff (2009) has the following sections: Introduction on ASD, Transition Planning and Admissions, Accommodations and Strategies for Students with ASD, and Transition to Employment and Community.

Wisconsin Technical Colleges--Postsecondary Disability Documentation Guide

The purpose of the guide is to provide information regarding disability documentation to transition personnel as well as university faculty and staff.  The guide was presented at the 2010 Wisconsin Statewide Transition Initiative (WSTI) Conference, the WI Rehabilitation/Transition Conference, as well as 7 spring and fall 2010 Transition Regional Workshops.  This past year the members of the workgroup updated the guide.  WTCS staff and workgroup has given permission for individuals to share, make copies, and utilize all or part of the guide. The Wisconsin Postsecondary Disability Documentation Guide (2011) includes the following sections: Disability Documentation, Summary of Applicable Laws, Obtaining and Providing Disability Documentation, Elements of Documentation by Disability, and Resource Websites.

Wisconsin Technical College System (WTCS) Accommodations for Students with Disabilities Guidelines (2013)

The guide is a revised version from the 1996 and 2006 Guidelines and developed by an excellent WTCS Workgroup of Disability Services Coordinators and Staff. The guide provides information to faculty and instructors on instructional accommodations for classroom activities and student learning in the postsecondary setting. The 2013 WTCS Accommodations for Students with Disabilities Guidelines include the following sections:

  1. Introduction
  2. Legislation and Definitions
  3. Policies and Procedures for Disabilitly-related Accommodations
  4. Strategies and Accommodations for Instructors and Faculty, including Universal Design of Instruction (UDI), Instructional Strategies, Possible Accommodations, Examples of Assistive Technology, and Possible Accommodations for the Admissions Process.
  5. FAQ About Accommodations
  6. Resources/Websites
  7. Appendices

To download a copy of the guide, please go to:


This document was published in part under a grant from The HSC Foundation with The George Washington University. No official endorsement by The HSC Foundation or of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. 

Permission to use, copy, and distribute this document for non-commercial use and without fee, is hereby granted provided that appropriate credit to the HEATH Resource Center is included in all copies. April 2015.

Last Updated (Monday, 06 April 2015)