Postsecondary Education Transition and Planning Services: Barriers and Recommendations
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| Title: | Postsecondary Education Transition and Planning Services: Barriers and Recommendations |
|---|---|
| Language: | English |
| Authors: | State Council of Higher Education for Virginia (SCHEV) |
| Source: | State Council of Higher Education for Virginia. 2025. |
| Availability: | State Council of Higher Education for Virginia. 101 North 14th Street, James Monroe Building, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu |
| Peer Reviewed: | N |
| Page Count: | 50 |
| Publication Date: | 2025 |
| Document Type: | Reports - Evaluative Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Students with Disabilities, Individualized Education Programs, State Legislation, School Transition, Equal Education, Access to Education, Barriers, Educational Legislation, Federal Legislation, Educational Opportunities, Disabilities, Civil Rights Legislation |
| Geographic Terms: | Virginia |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, Americans with Disabilities Act 1990 |
| Abstract: | In 2025, the Virginia General Assembly enacted HB1805, directing the State Council of Higher Education for Virginia (SCHEV) to examine the quality and consistency of transition Individualized Education Programs (IEPs) for students with disabilities, with the goal of improving standardization and ensuring the timely provision of transition services and accommodations in higher education. This charge builds on the foundation established by HB509/SB21 (2024), which emphasized the acceptance of recent IEPs as sufficient proof of disability but underscored the need for stronger support to families and clearer distinctions between secondary and postsecondary processes. The HB1805 workgroup confirms that inconsistencies in relevant IEP content, limited student preparation and unclear processes between secondary and postsecondary education impede students' timely access to accommodations in higher education. This, in turn, impacts access, affordability and success for students with disabilities who are already the population in Virginia with the lowest college-going rate. By enhancing documentation, expanding inclusive programming, strengthening collaboration, and equipping students and families with knowledge and tools, Virginia can significantly improve the transition experience for students with disabilities. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | ED679896 |
| Database: | ERIC |
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