Making the transition to higher education: opportunities for student empowerment.

This article focuses on the transition process for high school students with learning disabilities as they move from secondary to postsecondary settings. The role of the student will be examined as it relates to the transition process, including participating in the transition planning team, selecting high school classes, searching for the best postsecondary option, and enrolling in either a 2- or 4-year college. By being actively involved in the transition process from the beginning, students can become informed consumers about their options and rights under law. Practical suggestions for high school service providers, teachers, and parents are included as they relate to supporting students in this process.

Promoting access, accommodations, and independence for college students with learning disabilities.

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.

Operationalizing a definition of learning disabilities.

Past, present, and future concerns regarding the definition of learning disabilities (LD) are documented. Research on efforts to clarify the LD label is discussed, with a focus on the questionable utility of the discrepancy model. Finally, an approach to operationalizing the NJCLD definition of LD is presented and applied.