High School Students
Table of Contents
- Next-Generation ACCUPLACER® Testing
- Preparatory and Student Development Courses
- Transitioning to College
- Links to Important Transition Information
- How is College Different from High School?
- Differences Between Services in High School vs. College
1. Do you provide accommodations for the Next-Generation ACCUPLACER test?
The Next-Generation ACCUPLACER test is untimed and used to assist with course selection and schedule planning; therefore, accommodations are typically provided for assistive technology requests only. Contact the Disability Services Coordinator at 515-964-6850 for questions about accommodations for the Next-Generation ACCUPLACER test.
2. What other information should students know about the Next-Generation ACCUPLACER test?
If a student scores below college ready, he/she is still accepted to DMACC and may take courses. Students have unlimited time to complete the Next-Generation ACCUPLACER test and may break the test into separate days, if needed. To learn more information about the Next-Generation ACCUPLACER test, visit the Testing Center website.
|Course Number||Title||Credit Hours||Description|
|ENG060||College Preparatory Writing I||3||Introduces students to writing at the basic sentence and paragraph levels including grammar, punctuation, spelling, and editing techniques. Students then compose 3-4 essays. Preparation for ENG061 and 105.|
|ENG061||College Preparatory Writing II||3||Prepares students for college-level writing while reviewing sentence and paragraph patterns, mechanics, and essay development. Explores writing purposes, audience, and editing based on assignment criteria. Students write 4-6 essays. For students who have taken ENG060 or met course's objectives. Preparation for ENG 105.|
|RDG038||College Preparatory Reading I||3||The first in a series of two courses designed to help students succeed with college-level reading assignments. Emphasis will be placed on vocabulary development and basic comprehension skills, particularly the skills of recognizing the main idea and supporting details.|
|RDG039||College Preparatory Reading II||3||The second in a series of courses designed to help students succeed with college-level reading assignments. Emphasis is on strengthening vocabulary and comprehension skills including annotating, summarizing, making inferences, and reading critically.|
|SDV108||The College Experience||1||This course is designed to introduce students to college resources, services, and expectations and to assist them in gaining maximum benefit from their college experience.|
|SDV115||Study Strategies||2||Provides students with study/reading strategies for independent learning and academic success.|
|MATH||Many courses are available for students in the subject area of math||
Students should review the following link to determine the appropriate Math course: Math Placement
1. Know about your disability.
Once you enter the post-secondary education environment, it will be up to you to talk to colleges about your disability. You should know your diagnosis, and be comfortable talking about your disability.
2. Attend your annual IEP meetings.
You should attend the meetings and, if possible, be an active participant. You should know the contents of your IEP and be familiar with your annual goals. Many times, students fail to attend or attend and stay quiet throughout the meeting and miss the opportunity to be an active participant in the decision-making process.
3. Advocate for yourself.
K-12 education is much different than post-secondary education. When you enroll at the college level, you will not have a case manager, a special education teacher, a resource classroom, etc. You will be responsible for discussing your needs based on your disability, approaching staff and faculty, and seeking assistance when necessary.
4. Work on gaining independence.
Family Educational Rights and Privacy Act (FERPA) ensures that college students' records are confidential and prevents the release of any personal information. Staff and faculty are not allowed to release information about grades and attendance unless you have a signed consent to release information, which is completely optional to you. You may increase your independence by beginning to make your own decisions, writing down your own dues dates and appointments in a planner, and starting conversations with your teachers in regards to your progress.
5. Make sure your IEP's and other documents are current and address your needs.
At the post-secondary level of education, you are required to submit documentation that you are an individual with a disability under the Americans with Disabilities Act (ADA). Documentation refers to written, professional evaluation, which identifies a mental health, medical, physical, or learning disability. This documentation is used to determine appropriate auxiliary aids and services to promote success in college by limiting, as much as possible, the effects of the disability related to academic performance. Current documentation is important because it allows the College to identify the disability in order to recommend strategies to promote learning, to determine reasonable accommodations, and grant reasonable accommodations. Examples of documentation may include the most recent copy of the IEP or 504 plan, a Support for Accommodation Request (SAR) form, a statement from a treating physician, a psychological evaluation, or paperwork from Iowa Vocational Rehabilitation Service (IVRS).
6. Take college tours early.
Many colleges give group tours or individual tours. Set up appointments to meet with those individuals on campus that can offer support. Make sure the college and you are a good fit!
7. Complete all of your applications early.
If you are planning to begin college in the fall semester, then you should be applying for admission and services during your senior year. At DMACC, applications for admission are available online at www.dmacc.edu. Schedule an appointment to meet with the Disability Services Coordinator to ensure that accommodations are coordinated before the semester begins.
8. Be realistic about expectations and what you can handle.
Evaluate how best to schedule your first semester. Decide whether part-time or full-time status will work best for you the first semester. Some students begin part-time and, once they are more familiar with the demands and the expectations, slowly increase their course load. If one skill area is a weakness, then only schedule one course each semester within that skill or subject area. It is a good idea to meet with an Advisor to learn more information about specific courses, as well as degree requirements.
9. If needed, enroll in preparatory courses before you begin your degree requirements.
If you have skill deficits in reading, writing, and/or math, there are preparatory courses available. DMACC offers preparatory courses in reading, writing, and math. "Study Strategies" and "The College Experience" are extremely beneficial introductory courses.
10. Focus on your abilities, not your disability.
Be positive! In the word "disability", the word "ability" exists; and although you may have specific limitations, you can attend college and be successful. DMACC has many success stories to share about students who overcame barriers and went on to be successful.
DO-IT serves to increase the participation of individuals with disabilities in challenging academic programs and careers. It promotes the use of computer and networking technologies to increase independence, productivity, and participation in education and employment. DMACC has a partnership with DO-IT at the University of Washington and the following links provide excellent articles for students with disabilities preparing for college:
- Preparing for College: An Online Tutorial
- College Survival Skills
- College: You Can Do It!
- Obtaining Accommodations in Higher Education
Guidelines from the U.S. Department of Education about responsibilities for students with disabilities in post-secondary education: