Creating Inclusive Environments For Transitioning Students

When we talk about accommodations, there’s a critical gap we often overlook: the transition from high school to college. In high school, students with disabilities often have IEPs or 504 Plans, along with a team of teachers and counselors helping them navigate and advocate for accommodations. However, once they reach college, many find themselves in an environment that shifts the responsibility almost entirely onto them—with far fewer resources and support to back them up. Most college disability offices across the country are well-intentioned, but many aren’t fully equipped to bridge this transition effectively. Too often, students with disabilities are expected to know what accommodations they need, how to request them, and how to navigate complex systems—all without the guidance they once had in primary school. This expectation places an enormous burden on young adults who are already adjusting to new academic and social pressures. Instead of pointing the finger at students to have all the answers, college disability offices should be proactive allies. Imagine if colleges prioritized: • Proactive Orientation Programs for students with disabilities, covering available accommodations, self-advocacy strategies, and campus resources. • Staff Training on inclusive support that doesn’t assume students know what to request, but instead helps them explore their options. • Clear, Accessible Information on accommodations, eliminating the need for students to dig for resources they may not even know exist. As a disability advocate, and someone who has gone through the system to a professional program and now a career- I see firsthand the challenges students face in navigating this transition. We need a cultural shift in higher education where supporting students with disabilities isn’t about minimum compliance but about empowering them to succeed. #DisabilityAdvocacy #HigherEducation #Inclusion #Accessibility #Accommodations #StudentSuccess

If our students are going to thrive, they all need to feel safe, accepted, and loved while under our care. This week, we're focusing on what that looks like when it comes to gender-expansive students — kids whose gender expression or identity is different from what they were assigned at birth. For these students, creating a school that feels safe and accepting isn't simply a matter of being nice to them; there are some specific do's and don'ts that can make a huge difference in how they experience school. My guest is Dave Edwards, an educator who teaches these principles through Gender Inclusive Schools and his brand-new book of the same name. As the parent of a transgender daughter who has experienced discrimination, Dave's mission is a personal one. In this week's podcast episode, he shares specific things schools can do to proactively create safe learning environments for these students.

👩🎓 👨🎓 At Top College Consultants, we LOVE helping twice-exceptional (gifted/talented and #neurodivergent) students successfully apply and transition to college! Thanks to #UConn instructors Joseph Madaus, Nicholas Gelbar and Sally Reis for their insights: About 1 out of every 100 students in American public schools has #autism. A subset of these students also have academic gifts and talents in a broad range of areas, including math, science, technology, the humanities and the arts. These students are often referred to as “twice exceptional.” To learn more about this population, we conducted research with three groups: twice-exceptional #autistic college students, their parents and college staff who work with them. The students were all enrolled in or recent graduates of competitive and very competitive #colleges, including Ivy League institutions. We identified several strategies that can help these students transition to and succeed in college. 1. Identify both autism and giftedness Identifying twice-exceptional students can be difficult because their gifts may mask their #disabilities. Conversely, their disabilities may mask their gifts. 2. Take challenging courses Nearly every student and parent stated that college attendance was an expectation from an early age. To prepare for this goal, students took challenging courses focused on their strengths. 3. Pursue extracurricular activities Almost every student participated in at least one extracurricular activity, and some in multiple activities. Many of the students assumed leadership roles. About half of the students participated in residential camp or program experiences while in high school. 4. Be aware of factors in choosing a college The students reported that they were active participants in selecting their college. Finding a school with a program or major of interest was their biggest consideration. 5. Understand differences in laws and supports Different laws exist at the high school and college level regarding disability supports. For example, special education services will not be provided in college. Students will not receive modified instruction or assessments and instead may be eligible for reasonable accommodations, such as extended test time. 6. Find supportive professionals Having a go-to contact person – an adviser, #counselor, teacher or faculty member – was essential, the parents and students told us. Such professionals may recognize the student’s talents, support their interests and nurture opportunities for their growth. 7. Teach students to take initiative It is important to teach students how to advocate for themselves while in high school. The students we spoke with learned how to take care of their emotional and physical health through diet, exercise, meditation, music or finding time alone to recharge and deal with stress. #TwiceExceptional #GiftedEducation #neurodiversity KD Harris, M.A. #DisabilityServices

💙CREATING BELONGING IN NURSING EDUCATION💙 Something's been weighing on my heart lately about nursing students. In my 30 years in healthcare, I've watched incredible future nurses face unnecessary barriers during their education. I'm seeing brilliant students get pushed toward "easier" placements instead of receiving proper support, denied reasonable accommodations, and even told they "don't fit" in healthcare. This has to stop. 🛑 What if we flipped the script? ❓Instead of asking: "How do we make students fit our rigid systems?" ❓What if we asked: "How do we create educational environments where all students can thrive?" Here's what I'm seeing across the country: ✅ Students with disabilities being pushed away from their chosen specialties ✅ Universities fighting accommodations instead of fostering inclusion ✅ Talented individuals being silenced when they advocate for themselves ✅ Programs that preach patient advocacy while failing to advocate for their own students The irony? Healthcare NEEDS diverse perspectives. The nurse who understands chronic illness brings invaluable insight to patient care. The student who navigates mental health challenges can connect with patients in ways others cannot. The future nurse who requires accommodations will become the advocate patients desperately need. Some solutions I'm seeing work: 🌟 Flexible clinical placement matching student strengths AND learning needs 🌟 Peer mentorship programs connecting students with similar experiences 🌟 Faculty training on inclusive education practices 🌟 Clear accommodation processes that support rather than gatekeep 🌟 Student support networks that celebrate diverse pathways to nursing To nursing students facing this battle: 🔥 Document everything 🔥 Know your rights under disability laws 🔥 Connect with other students, you're not alone 🔥 Don't let anyone convince you that you don't belong Your unique perspective will make you a better nurse, not despite your challenges, but because of how they've shaped your understanding of human experience. 💡To nursing programs: Stop fighting your students and start fighting FOR them. The barriers you create today become the gaps in tomorrow's healthcare. 💡To educators: Let's share what's working. How are you creating inclusive learning environments? 💡To practicing nurses: Remember your student days. How can we better support the next generation? Healthcare needs nurses who understand struggle, resilience, and advocacy from personal experience. Let's make sure our educational systems reflect that value. Belonging isn't just for patients, it starts with how we treat each other🩺💓 What solutions have you seen that create belonging in nursing education? Let's learn from each other and stand up for ALL students. They deserve better, they are our future 💙 Liisa Rowell IRIA MARK NAYOKI Megala Ram #NursingEducation #InclusiveLearning #StudentSupport #BelongingInNursing #DisabilityRights #StudentAdvocacy