Let Them Lead: Preparing Your Blind Teen to Request College Accommodations
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To prepare your child for post-secondary education options, such as university, community college, trade school, or online courses, it’s essential to start preparing them for a key shift: in higher education, students—not parents—are responsible for requesting and managing their accommodations. For students who are blind or have low vision, developing self-advocacy skills in high school is essential for future success.
If you’ve been closely involved in securing IEP or 504 Plan supports throughout your child’s K–12 education, this transition can feel unfamiliar. But by gradually stepping back and encouraging your child to take the lead now, you’ll help them build the independence and confidence they’ll need to choose a program of study, attend college, and manage life on their own terms. Your new role is to guide, support, and empower your teen, giving them room to grow.
Discovering the Right Path
Not every learner needs a four-year degree. Community colleges, trade schools, and certificate programs—such as nursing, computer support, or HVAC technician courses—can be excellent, accessible options. These paths often require less time and money and may lead directly to in-demand careers.
As your child evaluates programs, they will need to connect with the Office of Services for Students with Disabilities (or the program’s equivalent). While your child should lead these conversations, you—and your child’s IEP team—can help them prepare by having conversations about what they may want to ask and look for, such as:
- Accessibility of the Campus or Platform: Are buildings equipped with braille signage and free of obstacles? Are online platforms compatible with screen readers and inclusive of alternative text or audio descriptions?
- Supportive Technology: Does the school offer loaner devices, software, or technical support that aligns with your child’s current tools?
- Experienced Staff: Are disability service professionals familiar with blindness and the process of providing accommodations?
- Community and Peer Networks: Are there student organizations, mentorship programs, or online communities for students with visual impairments?
- Student Feedback: Has your child connected with current or former students to understand the real-world accessibility and outcomes of the program?
Encouraging Proactive Communication with Instructors
Once enrolled, your child will be responsible for identifying themselves as a person who is blind or low vision and initiating conversations with instructors about their needs and accommodations. While this can feel daunting, it’s an essential part of building independence, and the process should begin in high school.
Encourage your child to start practicing now by:
- Sending a Clear Introduction Email: Teach them how to briefly explain their visual needs, the assistive technologies they use, and their preferred formats (e.g., digital text over scanned PDFs) to new teachers.
- Scheduling a Quick Meeting: Help them practice requesting a short meeting—whether in person or virtually—to review course expectations and confirm accommodation details, such as extended time for exams or access to tactile graphics.
The goal is for your child to gradually take more ownership of their IEP meetings, introductions to new teachers and staff, and conversations about accommodations. These real-life practice opportunities will translate directly to success in post-secondary settings.
Five Tips to Share with Your Child
Self-advocacy is a skill that takes time and practice to develop. You can gently reinforce these five core tips as your child begins taking the lead. Teach them to:
- Be Clear and Concise: Name the accommodation they need and why (e.g., “I need image descriptions or alt text for visual content.”)
- Offer Solutions: Share what formats or tools work best for them (e.g., “I use VoiceOver and prefer Word documents.”)
- Check In Regularly: Students should plan short, periodic check-ins with instructors to make sure everything is working as expected.
- Explain When Needed: Give examples of what has helped—or hindered—them in the past to provide instructors with context.
- Say Thank You: A short thank-you message fosters goodwill and builds professional communication habits.
When Things Don’t Go as Planned
Even with laws protecting accommodations in place, challenges may arise in college. In these moments, your child needs to know how to respond with professionalism and persistence. These are skills they should begin developing during high school. Help them understand how to:
- Document Everything: Save important emails, formal accommodation letters, and notes from meetings.
- Seek Peer Support: Join student groups, online communities, or connect with mentors who understand their experiences.
- Use Formal Channels: Learn how to file a grievance or appeal if an accommodation request is denied or delayed.
- Stay Calm: Encourage respectful, fact-based communication—especially during moments of frustration or misunderstanding.
- Escalate When Needed: Know when and how to involve a disability services coordinator, the Dean of Students, or legal services.
A Final Note to Parents
Your child’s high school years aren’t just for increasing the academic load—they’re an opportunity to rehearse independence, self-determination, and decision-making. As your role shifts from advocate to ally, trust that your guidance still matters. By listening, encouraging, and stepping back at the right moments, you’re helping your child build the skills and self-confidence they need to thrive. With knowledge, support, and community, they’re more than ready to speak up and move forward.
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