E115: Does an IEP Transfer to College? With Dan Jordan of Accessing College
Of course people with disabilities get degrees all the time? But does the IEP just translate into the college environment? As Dan from Accessing College discusses, it's best to start telling your child about their disability, building self advocacy skills, and trial-and-error process of accommodations as soon as possible!
Of course people with disabilities get degrees all the time? But does the IEP just translate into the college environment? As Dan from Accessing College discusses, it’s best to start telling your child about their disability, building self advocacy skills, and trial-and-error process of accommodations as soon as possible!
In this episode we cover:
1) If an IEP translates into the college environment
2) If a 504 translates into the college environment
3) What to shop around for when looking for colleges with a disability
4) A story about Dan’s own child with a disability and how they approached this transition
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Dan Jordan of Accessing College website
E115: Do IEPs Transfer to College? With Dan Jordan of Accessing College
[00:00:00] In my very humble opinion. I do not think that there is a too early to think about what’s going to happen after school services end. And lately we’ve had some parents in the ultimate parent IEP prep course that have been ready to think about this transition to possibly college for their kids. And so I have Dan Jordan from accessing college on the show today, so that we can actually talk about and finally understand if an IEP actually translates into the college environment.
And if a 5 0 4 translates into the college environment. Also what to look for as far as colleges and their services, because I learned a lot about how they’re different. And so I really want to invite you to listen to this episode. I’m so excited to introduce to you Dan Jordan of accessing college. Stick with me.
You are listening to the parent IEP lab, the podcast that helps you get an effective IEP plan for your child so that you can get them supported and learning in school. I’m Beth Leeson, felled occupational [00:01:00] therapist, who started to notice trends in parents who got effective IEP for their kids without having to fight the school.
My mission is to help you learn the pillars of knowledge that I saw these effective parents using their advocacy, and also to provide insider knowledge from the school side, so that you have context to turn that into informed, intelligent questions that actually get you somewhere with the school IEP team.
So let’s dive into today’s topic and think about what we can change and tweak to get the right formula for success for your child to learn and grow at school. Welcome to the lab.
I am so excited to bring you a couple of bonus episodes this month.
In preparation for opening up the doors to the ultimate parent IEP prep course again, I’m so excited to give you the option of either the self study version or the supported version, which includes group coaching as well.
So watch out for those bonus episodes coming out in the next couple of weeks. And let me know if you have any questions about the prep course, you will, of course have more information coming into your emails. So make sure that you download the free IEP process step-by-step guide so [00:02:00] that you can get on my mailing list and get all the information about when the prep course doors open and all of the details that you want to know. Don’t forget to download your freebie and I will see you in the bonus episodes in the next couple of weeks. Let’s get into the interview today with Dean Jordan of accessing college.
Beth: I’m so excited to have Dan here. We’re talking about transitions and I, I’m just so thrilled to have you here. I think you’re the perfect link between what I know and what you know to help parents with this huge transition.
So I would love to just start by having you introduce yourself and what you do, and then we’ll jump into our topic about transit.
Dan: Sure. I’m a licensed professional counselor. Uh, I’ve been in mental health for about 25 years. 14 of that has been on a college campus, and for at least 10 and a half of those years, I was also the accessibility coordinator, so I took care of students with disabilities, all kinds of disabilities.
I would take care of their accommodations, make sure they had access, make sure they had exactly what they needed, um, so they could [00:03:00] be here in school. So, um, that’s kind of my background, so I’m also a dad of a kid who has, dyslexia, dysgraphia, and dyscalculia. Which I can’t pronounce the last one. I always mess that up just like I did before. Um, I will always mess that last one up. Um, but I do have a, business that deals with, students with hidden disabilities, um, and transitioning to school and giving tools they need, so they can be successful. And that’s called, uh, accessing College. And you can follow [email protected] or accessing college Instagram.
Beth: Fantastic. Yes. So. I know we had kind of chatted a little bit about what you wanted to share, and so I know that you aren’t a lawyer, so we aren’t, we aren’t going to get into like the legal aspects too much, but you kind of mentioned something in our conversation about like, well, I D E A doesn’t transfer into college, and I was like, I have no idea what you’re talking about.
So I D E A is like the federal law that outlined special education for kindergarten through 12. [00:04:00] Right. Um, but can you kind of. talk to us about is that the same law that protects them in college or like, what is that about? Give us the, the quick overview of that.
Dan: No, it’s not, it’s not the same at all.
Um, there are some overlaps, but the IDA ends, uh, as soon as you graduate. So that’s over with. Um, the other laws that, that kind of apply to K through 12 that also apply to college, um, are section 5 0 4, the Rehab Act. And well, of course the ada, um, ADA pretty much covers everybody. Mm-hmm. , um, that never expires.
I D E A definitely expires. 5 0 4 expires. with one caveat. Um, 5 0 4 is under subsection D for K12 so essentially when you graduate that subsection ends, so it’s like the I D E A and that section of 5 0 4 ends. Okay. But college is under subsection E for 5 0 [00:05:00] 4, so you can get accommodations in college.
So if you had a, a student that’s on a 5 0 4 plan, you can, it’s just nothing that you’ve had in high school transfers through. So it essentially just ends. . So, um, there are mechanisms in place to get accommodations, in college. Um, but those are basically the laws.
I mean, FERPA applies fear in the dorm. Uh, the Fair Housing Act applies, but that’s sort of, you know, offshoots of that. But it’s basically the ADA 8 5 0 4, but it’s subsection E. Okay.
Beth: Thank you for explaining that and I would love to just, if you would take the reins and take us through the top three or five things that you saw in your office.
Tell us a little bit about some stories about some kids coming in and not knowing what they needed. Like kind of tell us what you want kids to be able to know when they come into your office.
Dan: Yeah, sure. There’s, there’s a lot to know, but it’s not complicated to know. And most of the information is sort of right in front of them.
It’s [00:06:00] just nobody’s really pointed out to them just yet. Um, so all of that information is there. And I think I’m a pretty good therapist. I think I can tease out information if I need to, but it’s a lot easier for students to self-advocate if they have the information themselves. Mm-hmm. . So some of the things that are really across the board that I’ve seen, and this is almost.
Every student that I’ve seen, and I may have done a couple hundred different interviews and I could probably count the ones in my hand that didn’t really kind of need very much help with stuff. They just came in and just said it and that was it. Um, we were done pretty quick, but most of the time students with learning disabilities have the hardest time to explain what’s going on with them and why they need certain things.
Ok. Um, they don’t know the name of their disability , um, they don’t know, uh, what the assessment is actually called. Um, they know they’ve had an i e p that they know, they know that, but they don’t know why they’re on it. Um, they can’t explain sort of what, uh, the connection is between what the disability is and why they have [00:07:00] certain things on their I e P.
Um, those definitions just go across the. . Um, and it’s hard because they’re transitioning into being their own advocate. The parents are transitioning out and it’s really difficult to go ahead and explain what’s going on with you if you don’t really kind of have background by which to go ahead and say that , um, and the awareness just isn’t there.
The information is there. I get to tease it out, but being able to self-advocate is being able to be. And being self-aware of what’s going on. And so you can explain it a little bit better, um, yeah, and explain it really well if you kind of are very aware of what’s going on with you. Um, but unfortunately that’s not the case with most students with learning disabilities.
So, um, I think the Learning dis or National Center for Learning Disabilities put out a statistic and I don’t know how far. Old, this is, so I’m not sure, I don’t know if it’s recent or not, but, [00:08:00] um, the statistic goes something like this, 70% of students with learning disabilities when they graduate from high school, they no longer think they have a disability at all.
So that’s a hard statistic and it kind of explains the difficulties that I see. Nobody’s explained some of this stuff to them. Yeah. Um, and so the information is always there. It’s just explaining it to them in a way that they can walk through it very easily and gain it and have it, and have it on hand.
I think that statistic, that statistic can be much. Really. Um, and I think, you know, there’s another subset that other 30% is broken down with 10%. They really kinda know they have a disability, but they don’t care about getting accommodations. And the other 20% pursue it. But again, that 20% really can’t explain really what’s going on.
So it’s hard to self-advocate. It’s hard to get what you need if you’re not aware of what you need or even why you need it. Um, so across the board, if you can [00:09:00] go ahead and at least have this done, you can transition to college really well without being stressed about this process at all. Um, and.
Every student I’ve seen has come in with their parent and been like, my mom wants me to be here, . And so was like, I get it, I get it. And even if the mom is there, the mom’s like, nah, you go do the interview. Um, and I’m like, Okay, that’s fine. Um, and part of that advocacy, if they came in with a parent is be, I’d be like, okay, I’m gonna talk to the student first and if we have any problems, then I’ll, I’ll bring you in if we do.
And inevitably there’s some kind of issue that we have to bring the parent in to explain stuff, and parents can go ahead and rattle this stuff off. Yeah, like they’re doing a grocery list. It’s, it’s right there on the tip of their tongue. Um, it’s hard to sort of not have it on the tip of your tongue if you’ve been doing that for pretty much the greater part of a decade.
So if that’s really the case, kids probably, we had a deficit with [00:10:00] having that. They don’t have the same background, but it’s easy to have the same background. I mean, it’s one of the reasons why I wrote the book that I have so, Self advocacy for higher education takes care of all those particular deficits.
So the original question was, what? What are the laws? Laws are right there. Mm-hmm. , um, and people just dunno what that is and it’s hard to figure it out. So I give the basics there and then walk them through how do you correct all those other things in order to go ahead and advocate for yourself so you know exactly what’s going on with you.
And so you can. and you don’t have to explain it to anyone else in school, you’d just have to explain it to the disability staff.
Beth: So let’s kind of break down the process a little bit because Yeah. You know, we talked a little bit about the law, but we didn’t, um, talk about, okay, so I D E A provides, and that i e p part provides like special education services and that’s the part that really ends. So the 5 0 4 part under Section E that colleges can provide, you get [00:11:00] accommodations with that, but not services.
Is that correct? That’s correct.
Dan: Okay, cool. And then, and services are really general.
Beth: Okay. Well, tell us more about that. What do you mean by services are really general? General?
Dan: Like, um, you’re not getting language and speech therapy. Let’s say you’re not getting ot, um, you’re not getting those types of things.
What you are getting are services that are available to everybody else, um, such as, and you may wanna have this as part of your college. So this is also about going to the college that you kind of need to go to versus the one that you want to go to. So that’s kind of always a struggle sometimes, but college you may need to go to may have more services than a larger campus, and vice versa, sometimes larger campuses have more, but sometimes those services are just tutoring, uh, and counseling services that kind of.
Um, and possibly you may have academic coaching. That’s an up and coming service. Mm-hmm. . Um, but not every campus has that. Not [00:12:00] every campus has the ability to have that. Um, larger campuses may not have that. Um, you may be only restricted to a certain amount of meetings with, uh, with a tutor. You may be restricted.
It’s not individual tutoring. It may be in a. . Um, so the services are there, um, but it’s something that the students have to pursue themselves. It’s not given to them. You don’t have an appointment. It’s nobody’s reminding you of this stuff. You have to go out and seek that stuff yourself. .
Beth: Okay. And it’s also not like laid out in a, a really formalized plan that you can kind of reference.
It’s just like, Hey, these are the services available. Okay.
Dan: Correct. It’s, they’re available. And if you do a college tour, that would really be my suggestion as to when you, when you’re touring a campus for you, it’s different than somebody who’s neurotypical very much. Um, so students with, uh, learning disabilities or a D H D for that matter, um, those kinds of things, you look at a campus much differently and you’re [00:13:00] looking at services much differently.
And ha they have to be very specific to what you need. So you can’t go to a college, um, that only gives you like five different, you know, sessions with a tutor that might not work for you. Mm-hmm. . Um, you may need writing support, but they don’t have. . Um, so you’re kind of looking for academic resources and other services that are more health related services cuz we can’t just get rid of wellness.
We just can’t get rid of it. Um, cuz that plays a part too, cuz we know people with learning disabilities. They have comorbidities with anxiety, depression, adhd, that kind of stuff. So you can’t just get rid of wellness either. So you have to look very holistically at the entire service base. Um, but you are obligated if you want those services, you are obligated to go ahead and seek them.
They’re not gonna seek you out, but they are there. But you have to know that there are limits to how much it can access sometimes. Um, and it might not be exactly sort of what you want or what you’ve been used to in [00:14:00] k12.
Beth: Yeah, and I was gonna talk about that too, because I remember either my freshman or or sophomore year at Kent State University, I remember them just making an announcement at the beginning of class, like, Hey, this class, somebody needs a note taker.
And so I ended up being a note taker for somebody, which just meant that after class I would go into the office and I would make copies of my handwritten notes and turn ’em in. And I never knew who it was. Yep. Um, so that’s obviously very different. We do not do that in high school. We do not have peers.
Copy their notes to give to other people. That’s really teacher provided. But if you can give us a couple of examples of maybe some accommodations that are different in the college setting versus the high school setting.
Dan: Yeah, there’s a lot. Just when you go ahead and ask for accommodations, really the student is the one that has to send that email. They’re the ones that have to go ahead and make the initial step to do so. It’s called, they have the right of self-disclosure. You considered an adult, you can ask for it yourself, and that’s what you really kind of have to go for.
So [00:15:00] I would get emails from parents and they would say, Hey, my kid needs this, and blah, blah, blah. And I’d say, great. That’s fantastic, but I need to hear from your. They’re the ones that have to send me this information. They’re the ones that have to send, you know, the attachments. They’re the ones that have to request it.
And so that’s really the first piece that kicks off that whole thing. And that’s called the interactive process. And as long as you’re kind of going back and forth, guess what? It’s interactive. So it’s really the process to figure out what you need. Um, and what you need is very specific to the individual.
So the basics are extended, time on tests and distraction reduction. Those two by far are the most common. Um, and so outside of that it can get very specific. And you can always kind of go back, you may think that the plan that you come up with originally worked and you’re like, when it’s mid-semester and something just is not right.
And so you can always go back to the accessibility. And say, Hey, [00:16:00] something’s not right here. Something’s not working. Uh, help me figure this out. Sometimes, in fact, I’ve found this sort of at least 35% of the time, let’s say just arbitrarily kind of number. It’s like a third of the time. I could probably do more than what was done in high school.
And that’s now, that’s not for everybody. You get what you need. You don’t get what you want, you get what you need. Mm-hmm. . So that’s also a significant difference. Like you just can’t ask for something and like expect to be done. That’s not what this does. So you get what you need. And so that’s really different person to person.
So it’s all about discovering what that individual needs and. That might be awesome if you just need extended time and distraction reduction. Let’s say you do have dyslexia and you need something a little bit more, uh, but you also have a d d. Okay, cool. Now we can give you a reader. We can give you text to speech and speech to text.
We can do that kind of stuff. We can give you books in PDF [00:17:00] format. We can do note-takers, those kinds of things. The outliers are kind of where it gets very specific, cuz not everybody’s symptoms for everything is, remains the same. . So we can do things like priority. Which, let’s say you work better at certain times of the day.
Yeah. So that’s awesome. For somebody who’s, you know, got a d d and they have dyslexia and they’re like, you know what? The latter parts of the day really are not that great for me. Okay. Well then we can go ahead and tailor a schedule for you that kind of just. Concentrates on warning classes now, not all the time.
And then there are some restrictions with that. So if you need a lab and the only lab that’s available is one that starts at four o’clock in the afternoon, guess what? You’re taking that lab. But that’s okay. The other classes just may be able to compensate for that. Um, the other one is breaks. You can take breaks for class.
Um, so if you have sensory issues and just get overloaded with a very dynamic class, uh, or you just feel the need to just [00:18:00] take a break and you kind of have to do that for mental health reasons or for other kind of reasons, you just need to kind of walk out and do what you gotta do. Cool. You can do that.
Um, that’s very specific, but you can also take breaks for. So extended time is one thing. Now, if you can take a break within that extended time, that’s okay. That’s maybe subject specific. Maybe because you’re really good at math and you don’t really kind of need all that much time, but you can take breaks for, uh, during testing and it doesn’t.
It doesn’t hinder the amount of time that you have. It doesn’t take anything away from it. It just means, Hey, I got five, 10 minutes just to kind of collect myself halfway through, you know, like a two hour test. ? Mm-hmm. like, okay. Or an hour and a half. It’s a long time for somebody with any kind of issue to sit there and go ahead and bang stuff outta your head.
Yeah. It’s so true. I’m neurotypical as much as I think I’m neurotypical, but let’s just assume that I am. , but if you’re not, that’s a hard thing for anyone with a disability to do. And [00:19:00] so, . If that kind of impacts on that, then we can take a break at that kind of 45 minute mark or whatever. Um, and take like a 10 minute break, come back, recharge.
Great for people with a d d, you recharge, you come back, you do what you gotta do. Mm-hmm. . Um, the other one is you can probably restrict tests on certain days. So what I mean by that is you can say, Hey, I work best in the morning. So on my days off, I can schedule tests in the morning. Okay, that’s fine too. That’s extreme cases by the way.
That’s not for everybody. That’s okay. So don’t just assume, hey, I can just make a laundry list of stuff and like it’s awesome. That’s not really how it goes. It’s very collaborative and it’s very individualized. Mm-hmm. . So as much as the IEP is individualized and it should be, this is very individualized.
Mm-hmm. . Um, so you can come in with a laundry list and really get like two things. Cause that’s all you. Yeah. So with that, you can sort of ask for like, um, tests, like to be separated. [00:20:00] If I have two tests on the same day, I’ll take them on the same day, but they’re separated by like an hour, so I can go recharge, have, mm-hmm.
have some food, do what I gotta do. Come back, take the next test, instead of it being back to back. Like I could have a test at nine o’clock in the morning, but I also have a te have an exam at like 11 in the next class. And that’d be fine for neurotypicals, for other people, not so much. So those are kind of some outliers, um, that people just don’t generally talk about.
They talk about like extended test time and note takers and stuff like that. Yeah. But these are some outliers.
Beth: I, I love that. And I, I love examples, as you can tell. I’m like, give me a story. Give me an example, cuz that helps me learn. . Now, the interesting thing in my OT brain is like totally firing because I love that you’re talking about it being a dynamic process because that’s why my business is called the i e P lab, because it is like, you don’t, you don’t have to wait a full year, even in the high school years or middle school years to change stuff in the I iep.
If it’s not [00:21:00] working, then throw it out and let’s try something different. There’s so many things to try. , but I’m just thinking in my OT brain, oh my gosh, there’s such another layer of demands and distractions and social life that gets layered on top of these kids. That’s when they get into college. So, I think this is what you’re trying to do with your business too, is like back it up and how can we get a really good, solid foundation in that i e p in 5 0 4 where we have that kid kind of learn what’s happening and what’s working for them and what’s not.
So that when we get to college we don’t have to do this huge trial and error process with you. We already have a really good basis of what actually works for them and now we just have to tweak it for the environment. So can we look at, you know, if parents are kind of looking. Transition in the next couple years, or maybe if it, it’s like five or six years ahead of time.
Yeah. Yeah. What should they, what kind of skills should they be looking at and what should they do to prepare for this pretty big transition?
Dan: [00:22:00] Well, I don’t think you should be scared by the transition. If we get back up just a sec. You don’t have to be scared by the transition. . you can be very anxious about it, but there’s very simple skill sets that are probably difficult to implement, but they’re simple to do.
Right. Okay. And there’s not a lot of them, to be quite honest, to be a successful college student is not really difficult at all, but it’s hard to implement. So, it’s something you haven’t done before. So obviously something you haven’t done before is gonna come with a little bit of trial and error.
There’s gonna be some squeaky spots. It’s not gonna go as well as you think. So probably the first thing is just get rid of all the expectations that are these kind of high and mighty kind of, I’m gonna be great and it’s gonna be awesome. Like, no, no, no, it’s really. So it’s the difference between riding a bicycle and getting on a motorcycle.
Like just cuz you ride a bicycle doesn’t mean you can ride a motorcycle even though they look the same. They’re two drastically different things. Mm-hmm. . And so that’s a difference between high school and college. Just cuz you’ve done it [00:23:00] once doesn’t mean you can do the same things in the next setting and in really most of the same stuff doesn’t really apply.
You have a completely different schedule. Um, , it’s not organized really. It looks like crap on a piece of paper, and it’s not, it really does seven 30 to two 30, like you’re structured and there’s no structured time. Mm-hmm. , so you have to structure that yourself. That’s a skillset that I would say it’s difficult to implement, but it’s not a hard skill.
Does that make sense? Mm-hmm. . So if you put stuff down and you get yourself on a schedule, which is one thing that I would probably say, develop. Develop your own schedule. So if you’re doing an I E P, I would be asking questions like, what do you do during study hall? How do you organize your downtime when you’re at home?
Mm-hmm. . The answer is I don’t. Okay. Well then that’s an opportunity to go ahead and start structuring things either in the i E P to bring the I E P into the home. So you can go ahead and start doing some stuff to help structure some of [00:24:00] that time so you can go ahead and come into college and be like, I know how to structure unstructured time.
That’s probably one thing. I would also say, go ahead and say their name of the disability out loud and do it often. Like there’s no reason not to, basically don’t stigmatize your own kid in your own home. Like, don’t do that. Like there’s no reason not to, you know, if you say you have strep throat or you say you have covid, say that you have like reading disorder.
why not? Like normalize it, take the stigma way out of it. And so they don’t have to be afraid of what that is. It’s called a psychoeducational evaluation. Tell them where to get it. Like that’s a really good thing to do. Who do I call if I need to go ahead and get an extra copy of this? Mm-hmm. , who do I need to do that?
So those kinds of things. I think when we’re talking about transition to college, it starts right off the bat. As soon as you get the first evaluation and you get that first I e P. Mm. Yeah. That’s where it starts. Yeah. For me, we said that to our son. We said dyslexia, and [00:25:00] I think I told you this when we talked, we got the eval before dyslexia was even kind of a popular thing before the DOJ said it was a great thing to put in there.
And Department of Ed was like, yeah, put it in your stuff. It’s great. You can say it out loud. And nobody wanted to say it out loud. Mm-hmm. , we were like, yeah, say it out loud. We got, dyslexia is real. We got T-shirts that say that like specifically, so. We had that and we kind of knew that it was gonna be something that we needed to say out loud, but we didn’t want our son to feel any different.
or that it was a deficit or that it meant that he wasn’t intelligent because that has absolutely nothing to do with it. Yeah. That’s not it at all. It just means you need to learn in a different way, and that’s really kind of what college accommodations are all about. You just need to learn in a different way.
We need to figure that out for college. Yeah. What do you need to do so you can do stuff independently and so all along in your I E P process, you can look at different things in middle school. What are they more capable of doing than they could have done? , should they be at an I E P meeting? Yes. Yes, they should.
[00:26:00] Absolutely. They’re able to talk about themselves. They’re able to tell you what’s good and what’s not, and I think that’s kind of where it starts. And then you build up from there. If you’re 14 and you’re able to go and you sh you are invited to go to the the I E P meeting, by law, you should be there.
Mm-hmm. , it should not be the first time that you’ve seen people talk about. .
Beth: Yeah. Ever. Yeah. Yeah. That’s true. And I remember, you know, especially this particular population in middle school, I just loved having these kids because I’d pull out, you know, assistive technology tools that I know that they had.
Looked at before. I knew in their file that they had looked at it and they just look at me and they’re like, ah, I don’t use that. I don’t really like it. Cool. What are you using instead? They’re incredibly crafty and if they’re empowered to like look at, they’re like, oh yeah, I don’t use co-writer.
Oh yeah. I use this google Reading, right. Works better for me. And I’m like, sweet. Cool. We’ll change it in the iep. Like I don’t care. . Yeah.
Dan: Yep. Easy thing to do. Easy thing to do. And we can customize that. And that’s part of what, no, it’s part of the exploration that I have go through in the [00:27:00] book.
It’s like, okay, what works for you, but also what doesn’t? Mm-hmm. , what do you have written on your IP that you’re like, and I never used that. Yeah. Okay. And we don’t have to reinvent the wheel here. Yeah. We don’t have to do that, but we can if we have. . If there’s something that we can do, we’re kind of ethically obligated to tell you about it.
you know? Yeah, yeah. But it’s also one of those things where if you are used to using one reader, there’s sort of like an equivalency thing. So you may kind of, some people may encounter this where I’m only obligated, or college is only obligated to do things that are sort of like equivalent access.
Mm-hmm. , right? May not be exactly the same program that you’ve had, but it does the same thing. So there might be a learning curve there, and people sometimes get a little freaked out about that, but there’s no reason to. You know, upset about it. There’s really no reason for that. It does the same thing. All it’s is an adjustment period.
Yep. But again, if you’re adjusting well to college, this is just another adjustment. It’s just another thing. And that’s, that’s pretty much it. And the accessibility staff is gonna walk you through what that is [00:28:00] and how to use it. So,
Beth: I love it. I love it. So you’ve referenced your, your book several times, so I’d just love to kind of wrap up and, and conclude by if parents are like, yes, like I want that book.
Like, tell me more about how to prep my kid for this transition. I would love to have you, you know, kind of tell us where to find you online and where to find your book and. And I’ll link those up in the show notes too.
Dan: Sure. Most of the information I’m talking about is available on my site. I write about it on my blog.
Um, it’s, it’s on my Instagram is two two. Um, accessing college.com is, is probably the primary source of, of the information. Um, the whole book turned into a whole online program. Um, so that’s available on my site as well. Um, And the book’s available on Amazon, it’s the easiest way of getting the information.
It’s not complicated information. I boiled down some really complicated stuff in some very simple ways, um, and it’s pretty much everything you need to know in order to get. [00:29:00] What you need and all those deficits we talked about with information, where do I get it and what are the laws and all this. I break it down for you in terms of what you need to know for the task that you’re gonna be able to do, um, and it prepares you for that task so you can go in and talk about what you need.
In the best way possible. So you’re confident about what you need and you can say everything about yourself out loud. And pretty much my goal is to get that 70% to be zero.
Beth: Yeah. I love that goal pretty much. So. So thank you so much for coming on the show and sharing your expertise. I have not seen anybody else kind of bridging this gap, and I think it’s so important.
So thank you so much for your time and sharing your knowledge with us.
Dan: I appreciate it, Beth. Thanks for having me. I appreciate it. Of course. .
Thank you for joining me in my interview with Dan today, I was so excited to finally understand the process. I love that he could speak to the legal aspect, even though he’s not a lawyer, but he knows this stuff. And it’s so good to have such a, a content expert [00:30:00] on the show so that we can finally understand what is going to happen.
In that college transition. And also I did not know what things to look for as far as what they supply and, you know, the tutoring can be limited and all those things. So he’s just a wealth of knowledge. And I love that. He’s also like an insider of the college process. So I could bring that to you through the podcast.
Cause that’s kind of my thing. Isn’t it.
I also just wanted to add here that we talked a lot about learning disabilities and dyslexia and dysgraphia and things like that. But also there’s a really amazing program in Northern Colorado, the gold program that is through a university. And it’s a specific program that’s designed for people with intellectual disability.
So there is a checklist of skills that they have to have before they get into this program it is so amazing. So even if you’re like, oh, my child, needs more support or, you know, needs a different program. Or I don’t know what they would study, then just know that there’s some really creative, amazing options out there. [00:31:00] So don’t wait to kind of dig into that and see what’s out there in your area because there’s some pretty cool stuff happening.
And hopefully you have a program that’s really cool. That might fit the needs of your child in your area. Would that be awesome?
So thank you so much for listening and don’t forget to download your IEP process. Step-by-step guide. The link to download that is right below this podcast in your podcast player, or you can go to the IEP lab.com/iep. I’m so excited to see you in the couple of bonus episodes that I have coming at ya.
So make sure to check those out and make sure that you’re on my email list as well, so that we get so excited and you don’t miss any of the bonuses coming out for the ultimate parent iEP prep course leader this month. So have a great week and I’ll talk to you soon. Bye.