Students outside Bookstore


High School to College Transition



Special Education teacher acts as liaison and buffer between the student and other teachers, administrators and sometimes parents

Student is responsible for his / her own self advocacy

Instruction is more experimental

Instruction is more often provided via lecture

Fewer social distractions

More social distractions

Most classes meet everyday

Classes meet less often

Tasks are more structured, step by step instructions given

Tasks are less structured and students are held responsible for developing a method to complete tasks

Grades can be based on a variety of activities

Grades could be based on fewer tasks or larger projects

Attendance is well monitored as well as progress

Attendance and progress may not be monitored. Time management skills and organizational skills are critical

Instructors more readily prepare students for exams

Exam questions may be more difficult to predict

Exams tend to be objective

Exams tend to require more writing

Help is readily available, students do not need to seek it out

Students must independently seek help using effective communication skills

Lesser work load and slower place, less stress

Increased work load and faster pace, more stress

Fewer responsibilities

More independent living skills (car, insurance, gas)

Career decisions are not expected

Students are expected to know what they want to do with their lives

Students are assisted with decisions or decisions are made for them

Increased number of decisions, students are expected to be able to make independent decisions

Evaluations are done by other people and student relies on external motivators

More self-evaluations and motivations must be internalized