THE RESULTS ARE IN!!!!!

My guess is that you may know this document like the back of your hand, but does your child? 🤔

 I know this all too well as a special education teacher. Can you believe that it comes as a surprise to some of my students that they may learn differently than other students? In high school, the IEP follows your child. Teachers know it, services are built in, and adults are responsible for making sure supports happen.

 In college, that all changes.

 Sitting down together to review the IEP helps your child:

• Understand their disability or learning difference in clear, real-world terms

• Recognize which supports actually help them learn (and which don’t). This is probably a good time to start thinking about which of these supports likely won't be available in college ( and unfortunately, that will be a majority of them).

• Build the language they’ll need to self-advocate with professors and disability services

• Gain confidence instead of fear when supports are no longer handed to them.

  For parents, this review is a chance to shift roles. You’re moving from “fixing” to “coaching,” which is exactly what college requires. This is something you will hear a lot from me.

 💡When students head to college without understanding their IEP, they often wait too long to ask for help—or don’t ask at all. And that is scary to think about it!

In high school, students don't have enough opportunities to practice this important skill. Parents step in, teachers check in, and reminders happen automatically. In college, email becomes the primary way students communicate with professors, advisors, and disability services—and the expectation is that students handle this independently.

Practicing now helps students:

• Learn how to ask questions clearly and respectfully

• Communicate about absences, extensions, or confusion before problems grow

• Understand appropriate tone, subject lines, and professional language. You would not believe some of the emails I have received.

  (I should probably put some of the highlights together and write a book. 😂)

• Build confidence reaching out instead of avoiding communication

   For many students, especially those with learning differences or anxiety, sending an email can feel overwhelming. Practicing short, structured messages removes that barrier. It teaches them that emailing a professor doesn’t have to be perfect—it just needs to be clear, polite, and timely.

 For parents, this is another opportunity to step back while still providing support. Reviewing drafts together or role-playing common scenarios helps your student build a skill they’ll use constantly in college and beyond.

 💡Students who are comfortable emailing tend to get help sooner, build stronger relationships with instructors, and avoid small issues turning into major setbacks. This is what we want isn't it?

 ✅ Encourage use of planners or digital tools

As a college transition coach, I often encourage parents to coach through challenges instead of fixing them—especially in the months leading up to college. ( I told you I talk about this a lot !)

 In high school, it’s natural for parents to step in and solve problems quickly. In college, that safety net disappears. Students are expected to handle setbacks, communicate with instructors, and make decisions on their own. When challenges are always fixed for them, they miss the chance to build those skills.

 Coaching instead of fixing helps students:

• Learn how to think through problems and possible solutions

• Build confidence in handling setbacks independently

• Practice decision-making and follow-through

• Develop resilience when things don’t go as planned

   Coaching can look like asking guiding questions, brainstorming options together, or role-playing next steps—rather than taking over. This approach allows students to struggle safely while still feeling supported.

💡When students enter college having practiced working through challenges, they’re better prepared to manage academic and personal obstacles on their own.