Moundros High School
January 2023
College and Financial Aid Process
Newsletter to Parents
Welcome to the start
of new beginnings!
Transition Planning
Contents
Transition into the adult world can
Upcoming Events presents challenge for all young people.
The process of transition may be more
Transition Planning
difficult for some youth with
Parent Letter disabilities and will require unique
The Laws strategies to enable each student to
achieve the maximum possible
Financial Aid
independence in working, living, and
Disability Specific Financial Aid participating in the community as
College Application Process adults.
Worksheets It's important for students with
Success Stories disabilities to plan and prepare for the
college transition well in advance. This
may involve researching different
Upcoming
Events
Dear Parents
 College Information
Night
As your child with a disability prepares to
transition from high school to college, you
 Campus Visit Day
may have many questions about the college
and financial aid process. It can be a
 Financial Aid Night daunting experience, but with the right
information and resources, it's possible to
navigate this process successfully.
In this newsletter, we've compiled some
essential information about the college and
financial aid process for students with
disabilities. We'll cover topics such as the
college application process, disability
services, financial aid, disability-specific
Ms,Moundros
School Counselor
colleges and universities, visiting
campuses, and learning about the
disability services and support that
each college offers.
While high school classes have a
more structured format, college
classes are more flexible, and
students are expected to take more
responsibility for their own
learning. For students with
disabilities, this transition can be
especially challenging, but by
understanding these differences
and taking advantage of the
resources available to them, they
can successfully navigate this new
academic environment and thrive.
financial aid, additional resources, and
success stories of students with
disabilities who have successfully
navigated this process.
We hope this newsletter will provide you
with the information and resources you
need to support your child in their journey
to college. Please do not hesitate to reach
out to us if you have any questions or
concerns.
-Ms. Moundros
School Counselor
 Page 2
“Education is a social process.
Education is growth.
Education is not a preparation
for life; education is life
itself.”- John Dewey
To ensure a successful transition
to college, it's important to get
in touch with the disability
services office of your
prospective institution before
you visit. This can provide you
with crucial information about
the process of getting
accommodations and assistive
technologies. Additionally, the
personnel can inform you of the
necessary documentation
required and connect you with
people who can help you
succeed in college. Once you've
scheduled your visit with the
admissions office and
coordinated with the disability
services office, there are other
important factors to consider as
well.
At the college level, Section 504 of the Americans with Disabilities Act (ADA)
replaces IDEA and is the law under which students with learning disabilities receive
Access Bigger Opportunities! Parent Newsletter
The Laws:
As your student makes the transition from secondary to post-secondary education, it's
important to understand that the laws regarding disability and education also change. While
in high school, the types of services and accommodations you receive are typically dictated
by an Individualized Education Plan (IEP) or a 504 plan, which are based on the federal law
IDEA. However, IDEA only applies to elementary and secondary education and once a
student graduates or ages out, they are no longer entitled to special education, an IEP, or a
504 plan.
This can leave many students and parents wondering what happens once they get to
college, and whether they will still be able to receive disability-related services. The good
news is that in most cases, colleges and universities are required to provide
accommodations under Section 504 of the Rehabilitation Act and the Americans with
Disabilities Act (ADA). This means that students with disabilities can still receive necessary
accommodations and support services in college, but the process for obtaining them may be
different from what they experienced in high school.
Types of Institutions
Students with or without disabilities must take several factors into consideration
when deciding on an institution of higher education.
 Community colleges: These are state institutions that typically offer
associate degrees and certificate programs, and often have a nonresidential
setting. Community colleges usually have a rolling admission deadline,
meaning that applications are accepted year-round.
 4-year public universities or colleges: These are state institutions that offer
a range of degrees, including associates, bachelors, masters, and doctoral
degrees. Most public 4-year institutions in New York State are residential,
meaning that students can live on campus. There is no uniform admissions
policy for state institutions, so admission standards and deadlines vary by
school.
 4-year private universities or colleges: These are privately funded
institutions that may offer associates, bachelors, masters, and doctoral
degrees. Most private universities are residential, and each institution sets
its own admissions standards and deadlines. Private universities may offer
a different range of programs and services compared to public
universities.
It's important to research and consider all of these options when planning for
higher education, and to consider factors such as cost, location, and available
programs. Encourage your student to reach out to college counselors, attend
college fairs and information sessions, and explore the resources available to help
protection.
Page 3 Choosing an Institutions

It is important to invest a significant amount of time in researching programs. Most

postsecondary institutions will accept an IEP, 504 plan or private evaluation from a

student’s high school, as long as it is within the last three years and offers sufficient

evidence of the need for additional learning supports. However, postsecondary

institutions are allowed to set their own limits on how old that testing can be, and, if a

student’s documentation does not fit a college’s requirements (because it is outdated or

missing a diagnostic tool), it is incumbent upon the student to seek out and provide the

missing information. High schools will not simply re-test a student with an IEP to

provide additional documentation to a postsecondary institution, as they are not required

The Emotional Component

The college search process can feel overwhelming to students and their families and,
as with any life transition, produce anxiety for all involved. In particular, students with
disabilities tend to feel this anxiety to a greater degree (Connor, 2012; Uretsy &
Andrews, 2012). This affective state does not seem to diminish once students with
disabilities have been accepted to college; in fact, researchers found that
undergraduate students who reported having a learning disability experienced low
self- esteem, sadness and anxiety as compared to their peers (Davis et al., 2009).
During the search process, it is normative for students who’ve been receiving
accommodations through their high school years to experience uncertainty about the
prospect of entering college with an entirely different system of accommodations.
Hamblet (2009) identifies that parents are often shocked at how different the services
for students with disabilities are at the postsecondary level. This is where it is
important for school counselors to step in as both the empathic, supportive listener and
the professional educator who is ready to walk college applicants and their parents
 Acces-
Vr
Students with Disabilities
Eligibility for ACCES-VR services may include:

 students with disabilities who have an individualized education program (IEP),

 students with a 504 plan under Section 504 of the Rehabilitation Act, or
 students who would be considered individuals with disabilities under the Rehabilitation
Act.

Applications are submitted as early in the school year as possible.

o The ACCES-VR application is signed by the student and, when the student is under 18
or has an appointed legal guardian, their parent/legal guardian.

o All release of information forms is signed by the student and, when the student is
under 18 or has an appointed legal guardian, their parent/legal guardian. These forms
need to be included with the application.

o Documentation relevant to the student’s disability (e.g., IEP, psychological

assessment, 504 Plan, medical documentation) is included with the application so that an
eligibility determination can be made. Note: Completion of eligibility determination
may take up to 60 days from receipt of the ACCES-VR application.

Note: ACCES-VR is not a financial aid service or program. Financial support for
college is not guaranteed. ACCES-VR financial support for college may only be
considered when:

 The student and the ACCES-VR counselor have agreed upon an employment
goal that requires a college degree, and
 The student meets ACCES-VR’s financial need threshold.
 School Newsletter Financial Aid Page 5

The determination of a student's eligibility for financial aid is based on an

assessment of the information submitted through the Free Application for
Federal Student Aid (FAFSA) and the New York State Tuition Assistance
Program (TAP) Application (for NY residents).

Acces-VR
"Adult Career and Continuing Education Services-Vocational
Rehabilitation" program. It is a program designed to assist individuals
with disabilities in preparing for, obtaining, and maintaining
employment. The program provides a wide range of services to eligible
individuals, including vocational counseling, job training, job placement
assistance, and financial support for education and training. Access VR's
goal is to help individuals with disabilities achieve their employment
goals and become independent, contributing members of their
communities.

Access VR can also provide services to college students with disabilities

who are seeking employment. As part of its Vocational Rehabilitation
program, Access VR can assist eligible college students with disabilities
with a variety of services, including career counseling, job coaching,
internships, and job placement assistance. Access VR may also provide
financial assistance for education and training related to the individual's
employment goals. College students with disabilities who are interested
in Access VR services should contact their local Access VR office to
determine eligibility and discuss available services.

ADA- TAP
ADA-TAP stands for "Americans with Disabilities Act Tuition Assistance Program." It is a program in New
York State that provides financial assistance to eligible students with disabilities who are attending
college. The program is designed to help cover the cost of tuition and other expenses associated with
attending college, such as textbooks, supplies, and transportation.
To be eligible for ADA-TAP, a student must meet certain criteria, including being a New York State
resident, having a qualifying disability, and meeting certain income and academic requirements. The
program is open to students attending both public and private colleges in New York State.

For more information on Acces VR:

http://www.acces.nysed.gov/vr
Page 5 Accommodations Parent Newsletter

College Accommodations for Students with Disabilities

QUESTION TO ASK YOUR CHILD
o Accommodations can be crucial for the success of many students with Self-Advocacy
disabilities. In college, it's up to the students to decide if they want to 1. Do you know your legal rights
use accommodations or not, and they need to make this choice for as a student with a
each semester and every course. Accessing accommodations is a disability?
personal process, and the procedures to do so differ from one college 2. When you run into difficulty
to another. No one else can make the decision for you, and you need who do you ask for help?
to follow the proper procedures to receive the accommodations you 3. If a college refused to
provide you with an
need.
appropriate accommodation,
o All students with disabilities are eligible to receive accommodations in
would you contest the
college. In order to receive them, a student must register with the decision?
college’s Office of Accommodations and complete the application
process.

Obtaining accommodations in college is different than in high school, such as:

 It is the student’s responsibility to obtain and maintain accommodations.

 Depending on the college, the student may have to reapply for accommodations every
semester or year.
 Students will have to submit accommodation requests for each exam to their college’s
accessibility office in order to receive certain testing accommodations.
 Students should discuss the accommodations available at their specific college with an
accessibility counselor during the application process.

Common Accommodations Accommodations That May Be More Difficult

 Extended time on assessments, e.g. to Get
quizzes, midterms, and final exams  Extensions for specific assignments
 Testing in an alternative location  Alternate test format (e.g. multiple
 Breaks during exams choice, true/false, essay)
 Calculator or laptop access  Tests and directions read out loud or
 A note-taker, reader, and/or scribe read and repeated.
 Access to audiobooks  Reduced course load and extended
 Accessible specific classroom time to complete degree
seating/layout requirements.
 Accessible specific housing/dorming 
 American Sign Language interpreters
Page 6 Admission Tips Parent Newsletter

1. Decide Whether to Disclose the Disability

I. Critical question: “Should we disclose this disability?”. Students do not have to
share this information with the school, and the federal government prohibits
schools from asking. Experts, however, strongly suggest disclosing this
information.
II. The disability explains why a child may have a strong grade point average, but
test scores are low.
III. A good place to reveal a learning difference is on the section of an application
that asks for any additional and relevant information. Some students also
choose to write their personal essay about their disability.
IV. Disclosing a learning differences should not help or hurt the chances for
admission.

2. Book an Appointment with the Disability Office

I. It is crucial that you visit each college’ disability office to get an idea of what
services are available.
II. Any school that accepts federal funding must provide support services for children
with disabilities.

3. Ask the Right Questions

Students must be strong advocates for their needs.

I. What accommodations do you offer?

II. What do you need to qualify for them?
III. What assistive technology devices do you offer?
IV. What do you consider the most difficult majors or class for SWD on this campus?
V. If a professor is not in compliance regarding the student’s needs, how is the situation
resolved?
VI. What is the four-year graduation rate for students with this type of disability?
VII. Are there support groups for students with disabilities?

Parents can ask their student to waive their rights to privacy through
the FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA). By signing
a waiver, a school can share information about the student with their
parents.

MOUNDROS
HIGH SCHOOL
Moundros High School
Ms. Sevastia Moundros
School Counselor
Phone:
(555) 555-0125
Fax:
(555) 555-0145
E-mail:
smoundros@mercy.edu
"Disability is not a
brave struggle or
'courage in the face
of adversity.'
Disability is an art.
It's an ingenious way
to live." - Neil
Marcus
Student Success Stories:
Haben Girma - Haben is a deafblind woman who graduated from
Harvard Law School. She was the first deafblind person to graduate
from this prestigious institution. During her time in college, she
advocated for disability rights and accessibility, and she continues to do
so as a public speaker and disability rights lawyer.
Marca Bristo - Marca is a wheelchair user who graduated from the
University of Illinois at Urbana-Champaign. She is a disability rights
activist and founder of Access Living, a non-profit organization that
advocates for accessibility and independent living for people with
disabilities.
Scott Sonnon - Scott is a martial artist, coach, and fitness expert who
was diagnosed with dyslexia and ADHD. He graduated from Penn
State University and went on to become an international speaker and
author and has helped thousands of people improve their physical and
mental health.
Rachel Simon - Rachel is a writer and activist who was diagnosed with
a nonverbal learning disability. She graduated from Bryn Mawr
College and went on to write several successful books, including "The
Story of Beautiful Girl," which was a New York Times bestseller.

Holly Robinson Peete - Holly is an actress, author, and advocate for

people with disabilities. She was diagnosed with dyslexia and
graduated from Sarah Lawrence College. She went on to have a
successful career in entertainment and has used her platform to raise
awareness about disability issues.

To Conclude this Month’s Newsletter:

Transitioning from high school to college can be a challenging time for all students, and particularly for
students with disabilities. It is essential to ensure that students have the necessary tools, support, and
accommodations to help them succeed academically, socially, and emotionally.

Colleges and universities are required by law to provide reasonable accommodations to students with
disabilities. These accommodations may include assistive technology, note-taking services, extended time
on exams, and accessible course materials. It is important for students to work with their college's disability
services office to identify their needs and ensure that they receive the necessary accommodations.

By working together, college professionals and students with disabilities can create a supportive and
inclusive environment that promotes success, growth, and full participation in college life.
Please reach out to your school counselor if you need any additional information.
 Scholarship Opportunities for SWD
Buckfire and Buckfire Disability Scholarship Program
The disability scholarship will be awarded to a student who is currently attending an
accredited college or university and is open to students with any type of disability,
including but not limited to physical disabilities, medical conditions, mental and
psychiatric conditions, speech and language, learning disabilities, behavioral conditions,
and all other conditions.
http://www.buckfirelaw.com/library/disability-scholarship.cfm
The Ralph G. Norman Scholarship
This fund was established to provide assistance to young adults with learning disabilities
so they may pursue higher education. This scholarship is available to current residents of
Arkansas only. This scholarship is for students who are ineligible for SSI or SSD
funding.
http://ldarkansas.org/services/norman-scholarship/
The Learning Disabilities Association of Iowa
Awards three $1,000 scholarships to Iowa high school seniors with learning disabilities.
http://www.ldaiowa.org/?s=scholarship
Anne Ford and Allegra Ford Scholarship
The Anne Ford and Allegra Ford Thomas Scholarships offer financial assistance to two
graduating seniors with documented learning disabilities (LD) who are pursuing
postsecondary education.
https://www.ncld.org/scholarships-and-awards
Anne & Matt Harbison Scholarship P. Buckley Moss Society
Nominations for the Anne and Matt Harbison Scholarship (students with learning
disabilities) can be made only by members of the P. Buckley Moss Society.
http://mossfoundation.org/current_scholarships.html
Marion Huber Learning Through Listening Awards
Each year, Learning Ally offers two endowed scholarship awards for outstanding
students with print and learning disabilities.
https://learningally.org/NAA/Application-LTL
RiSE Scholarship Foundation, Inc
The RiSE Scholarship Foundation, Inc. is a non-profit resource and scholarship
opportunity for high school students who learn differently.
risescholarshipfoundation.org
 References

Hamblet, E. C. (2009). Helping your students with disabilities during their college

search. Journal of College Admission, Fall, 6 –15.

Holzberg, D. G., Test, D. W., & Rusher, D. E. (2019). Self-advocacy instruction to teach

high school seniors with mild disabilities to access accommodations in college.

Remedial and Special Education, 40(3), 166-176.

Madaus, J. W., & Shaw, S. F. (2004). Section 504: Differences in the regulations for

secondary and postsecondary education. Intervention in School and Clinic, 40(2),

81-87.

Novakovic, A., & Ross, D. E. (2015). College Student for a Day: A Transition Program

for High School Students with Disabilities. Journal of Postsecondary Education

and Disability, 28(2), 229-234.

Timmerman, L. C. (2014). Self-determination in transitioning first-year college students

with and without disabilities: using MAP-Works for assessment. Ball State

University.

Uretsky, M., & Andrews, D. (2013). Finding the right fit: using the college search
process to reduce anxiety for students with
learning disabilities and ADHD. Journal of College Admission, Fall, 47–

52.
 Resources for Parents

Affordable Colleges for Students with Disabilities

A complete guide to college financing for students with disabilities. Find expert advice
on loans, grants and scholarships specifically for students with disabilities, as well as
resources to help with the job search after graduation.
https://www.affordablecollegesonline.org/college-resource-center/affordablecolleges-
for-students-with-disabilities/
College Academic Support
This website is designed to be a resource for high school students and college students
with learning disabilities, ADHD and other learning challenges. It is also intended to
provide resources to help students prepare for the transition from high school to college.
collegeacademicsupport.com
LD Online
The world’s leading Web site on learning disabilities and ADHD.
http://www.ldonline.org/indepth/college
The National Center for Learning Disabilities
The National Center for Learning Disabilities improves the lives of all people with
learning difficulties and disabilities by empowering parents, enabling young adults,
transforming schools, and creating policy and advocacy impact.
ncld.org

Grossberg, B. (2012). Applying to college for students with ADD or LD: A guide to keep
you (and your parents) sane, satisfied, and organized through the admission
process. Magination Press: Washington, DC.
Kravets, M., & Wax, I. (2014). The K&W guide to colleges for students with learning
differences, 12th edition: 350 schools with programs or services for students with
ADHD or learning disabilities. The Princeton Review: Framingham, MA.
Mangrum, C. T. II, & Strichart, S. S. (2007). Peterson’s colleges for students with
learning disabilities or ADHD. University of Michigan.
Nadeau, K. (2006). Survival guide for college students with ADHD or LD, 2nd edition.
Magination Press: Washington, DC. Quinn, P. O., & Maitland, T. L. (2011). On your
own: A college readiness guide for teens with ADHD/LD. Magination Press:
Washington, DC.