Requesting Accommodations After High School
The support system changes at graduation. Rehearse the disclosure and request that replaces the IEP.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Get the documentation card done, not just discussed. A copy of the current evaluation, obtained before graduation, is the single most practical outcome available from this board, and it becomes much harder to obtain afterwards. Draft the email for real rather than in the abstract. The not-required-to-disclose question is worth its own conversation, since students often over-disclose out of a habit formed in school. Twenty minutes covers half the board properly.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentPresent the item and wait 5 seconds of quiet before helping.Log as correct
- PromptAsk 'What's your first step?' or 'What would you say here?'Log as cued
- Two choicesOffer two responses and talk through which one fits the situation better.Log as cued
- ModelRole-play it yourself first, then the student tries it.Log as cued
Adjust it
Give the student a written script to read from during the role-play.
Drop the script, and play a less helpful partner who asks a follow-up question.
Matching IEP goal
Given a real-life scenario, Student will give a clear, appropriate response in 4 of 5 opportunities across 3 consecutive sessions, given no more than one prompt.
Send it home through the parent portal →About this activity
Eight questions about the support system that replaces school services: who do you contact at a college for accommodations and what is that office called; what documentation do you need and where do you get a copy before you graduate; an IEP does not follow you to college, what replaces it; draft the first email to a disability services office; what are you not required to disclose to an employer. Most students learn all of this after they needed it.
What to listen for
Watch whether the student can explain what changed. School services are provided; post-secondary accommodations are requested, and a student who does not know that will wait for something that never arrives. Notice how they explain their needs in the thirty-second card — over-explaining a diagnosis is the common pattern, and the effective version names the barrier and the accommodation.
Carrying it home
Families can help with the documentation. Obtaining and keeping a copy of the current evaluation before graduation is an administrative task with a deadline, and it is easy to miss.
What's in this activity
- Who do you contact at a college for accommodations, and what is that office called?
- What documentation do you need, and where do you get a copy before you graduate?
- An IEP does not follow you to college. What replaces it?
- Draft the first email to a disability services office.
- Explain your needs to a professor in thirty seconds at office hours.
- What accommodations exist at a workplace, and who do you tell?
- What are you not required to disclose to an employer?
- Ask for an accommodation without over-explaining your diagnosis.
Questions
- What grades is this for?
- Eleventh and twelfth, in the window where documentation can still be obtained through school.
- Do I need an account?
- No, all eight tasks are free to use.
- Does an IEP transfer to college?
- No. Post-secondary institutions provide accommodations on request under different law, and the student has to initiate it and supply documentation — which is why getting a copy before graduation matters.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.