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A Change in Legal Status: An Overlooked Dimension in the Transition to Higher Education

Sally S. Scott is a doctoral student in special education at the University of Virginia. She received her MEd in special education from Peabody College, Vanderbilt University. Address: Sally S. Scott, Department of Curriculum, Instruction, and Special Education, Ruffner Hall, 405 Emmet St., University of Virginia, Charlottesville, VA 22903.

The transition from high school to college entails a change in legal status for individuals with learning disabilities. As students leave high school and the dominion of P.L. 94-142, they enter a setting structured by Section 504 of the Rehabilitation Act of 1973. How does this change in legal status affect student rights and responsibilities? Do students with learning disabilities need specific skills to facilitate their legal transition into higher education? Is current transition programming addressing this need? To investigate these questions, basic provisions of P.L. 94-142 and Section 504 were reviewed. Implications of the change in legal status were discussed, and existing transition programs were examined. Guidelines are proposed for incorporating legal transition skills in future transition programming.

Journal of Learning Disabilities, Vol. 24, No. 8, 459-466 (1991)
DOI: 10.1177/002221949102400803


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