Transitioning from High School Special Education to College: Aligning Programs with Policies and Expectations

Students with disabilities receiving special education in high school are required by law under the Individuals with Disabilities Education Act (IDEA, 2004) to engage in transition planning as part of their individualized education programs (IEPs) by age sixteen. High school transition services are commonly delivered through college readiness programs, vocational training, and community-integrated experiences. Through transition assessment, special educators employ holistic, person-centered approaches to identify student strengths and needs, informing individualized planning aimed at postsecondary education, employment, and independent living outcomes. As a result, high school special education transition programs serve as critical pathways intended to prepare students with disabilities for adult life, including participation in postsecondary education.

However, the expectations and requirements of college admission and enrollment continue to evolve, raising questions regarding the extent to which high school transition programs align with the realities of higher education. College readiness extends beyond academic proficiency and requires student to Sutton demonstrate competencies related to social functioning, independence, and self-advocacy (Capriola-Hall et al., 2021). Unlike the structured supports available in high school, college environments require students to navigate academic, social, and logistical demands with significantly greater autonomy.