Helping High School Students With Accommodations Plan for the Transition to College

As educators, we share a common goal: preparing students for meaningful, successful futures. For students with disabilities, that preparation often includes carefully designed accommodations that reduce barriers and support student learning. In K–12 settings, these supports are thoughtfully developed through the Individuals with Disabilities Education Act (IDEA) and are intended to provide structure, support, and opportunities for growth.

My perspective is shaped by experience on both sides of the postsecondary transition—first as a high school special education teacher and now as a director of disability services in higher education. This dual lens has deepened my appreciation for the critical work that K–12 educators do, while also highlighting an important reality: Accommodations that are effective and appropriate in secondary school do not always translate seamlessly into the college environment. A skill-focused approach helps ensure that students build the independence to support long-term success.

This approach does not mean removing IDEA-based supports prematurely. Rather, it involves the individualized education program (IEP) team (including parents and students) engaging in thoughtful planning that balances accommodation use with intentional skill-building. Gradual exposure to standard academic expectations, paired with instruction in self-advocacy, time management, and problem-solving, allows students to develop independence in a meaningful and supported way.

This article is written for the educators who support students with IEPs every day: special education teachers, case managers, related service providers, and general education teachers, as well as for parents and guardians who advocate alongside their child. Together, these partners can use transition planning to help students understand their accommodations, strengthen key learning skills, and prepare for the shift to postsecondary expectations.

the difference between high school and college

At the college level, accommodations are designed to provide access, not to modify essential requirements or replicate the individualized programming of K–12 education. When students understand this distinction, they are better prepared to engage in the process that defines postsecondary disability support.

In postsecondary educational settings, disability support is governed by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. These laws guarantee access, nondiscrimination, and reasonable accommodations coordinated between the student and the college’s Disability Services Office. Unlike IDEA, they do not require individualized education programming or skill remediation. Accommodations are intended to remove barriers, not to alter essential requirements or guarantee outcomes.

a transition lens for accommodations

K–12 educators play a critical role in shaping how students experience and understand accommodations. By approaching testing accommodations through a transition-focused lens, educators can help students build readiness for the next stage of their educational journey. Here are ways to rethink five typical accommodations.

1. Modified test formats. Accommodations such as word banks, reduced answer choices, simplified test questions, or heavily scaffolded assessments are often implemented with the best of intentions, to reduce cognitive load, anxiety, or processing demands. In K–12 settings, these supports can be effective when paired with direct instruction and skill development.

In college, however, assessments are designed to measure independent mastery of content, critical thinking, and the ability to analyze and synthesize information without modifications to rigor or format. When students have had limited exposure to standard testing conditions, they may struggle to adapt to these expectations.

From a transition-planning standpoint, the question becomes less about whether a student can succeed with a modified test and more about whether the student has been given opportunities to build the skills needed to succeed without one. Gradually, having the student’s teachers increase exposure to standard assessment formats, while simultaneously teaching effective study strategies, problem-solving approaches, and academic flexibility, can help students develop confidence and preparedness for postsecondary coursework.

2. Opportunity to retake failed exams. In many secondary settings, retaking exams serves as a valuable instructional tool. It reinforces learning, allows students to demonstrate growth, and supports mastery-based grading practices. Over time, however, consistent access to retakes can shape a student’s expectations around assessment and performance.

In college, opportunities to retake exams are limited and often nonexistent. Students are typically expected to demonstrate mastery on the first attempt, with grades reflecting that single performance. Students who have relied on retakes may experience increased anxiety or discouragement when this safety net is removed.

Supporting college readiness does not require eliminating retakes altogether, but it does involve intentional instruction around preparation, reflection, and accountability. Helping students analyze how they study, respond to feedback, and adjust strategies fosters resilience and self-awareness.

3. Open notes or books. Allowing students to use notes or textbooks during tests can reduce anxiety and support access to content, particularly when instruction is still focused on foundational learning. At the same time, this accommodation can also limit opportunities to develop independent recall, information synthesis, and efficient studying.

In postsecondary education, open-note exams are typically a course-wide instructional decision rather than an individualized accommodation. Many college assessments require students to retrieve information independently and apply concepts without external aids. Students who are accustomed to relying on notes during exams may find these expectations especially challenging.

Students should be explicitly taught how to study effectively, organize information, and engage in active learning—and if this is not happening consistently, it needs to start now. Building these routines and strategies before graduation not only supports exam performance, but also promotes deeper understanding and long-term retention.

4. Multiple testing sessions. Breaking exams into multiple testing sessions can be helpful for students who experience fatigue, attention difficulties, or heightened anxiety. In K–12 environments, this accommodation may allow students to demonstrate knowledge without becoming overwhelmed.

In college, however, exams are almost always completed in a single sitting. Students are expected to manage their time, sustain focus, and work through challenges within a defined testing period. Reliance on multiple sessions can delay the development of these essential skills and make the transition more abrupt.

Preparing students for postsecondary expectations involves teaching them how to pace themselves, prioritize questions, and persist through discomfort or uncertainty. These skills extend beyond testing and play a critical role in managing academic workloads, deadlines, and stress in college.

5. Unlimited time for exams. Extended time is one of the most common accommodations approved in higher education. However, unlimited time is rarely granted. Colleges typically establish clear parameters around testing duration, even when an “extended time on exams” accommodation is approved.

Students who have grown accustomed to unlimited testing time may find this adjustment difficult. Without experience working within defined time limits, they may struggle to plan, monitor progress, or complete exams efficiently.

K–12 educators can support a smoother transition by helping students practice working within reasonable time frames, explicitly teaching pacing strategies, and encouraging reflection on how time is used during assessments. These experiences build confidence and reduce the likelihood that time constraints will become a barrier later.

The transition from secondary to postsecondary education represents a significant shift for students with disabilities, particularly for those who have relied on highly individualized or school-driven supports. Successful transitions are defined by the presence of skills, confidence, and self-determination. By starting these conversations early and pairing accommodations with explicit skill instruction, IEP teams can help students enter college positioned to manage both support and independence.