For students with physical disabilities or chronic health conditions, the transition to college involves much more than choosing a major, visiting campuses, or completing applications. It requires careful planning, self-advocacy, and understanding how disability support changes once a student enters higher education.
In our recent Estrela webinar, we were joined by Annie Tulkin, Founder and CEO of Accessible College, an expert in college transition planning for students with physical disabilities and health conditions. Drawing on her experience as the former Associate Director of Georgetown University's Academic Resource Center, Annie shared practical advice for families preparing for this important transition.
One of the most encouraging takeaways from the webinar was that students with disabilities are attending college in greater numbers than ever before.
Annie shared that approximately 21% of undergraduate students report having a disability and receive accommodations through their college's disability support office. These students represent one of the largest marginalized populations on college campuses today.
Perhaps the most important concept Annie discussed is that the rules change significantly after high school graduation.
In K-12 education, students are typically supported through the Individuals with Disabilities Education Act (IDEA), which may provide accommodations, services, and supports through an IEP or 504 Plan.
In college, however, accommodations fall under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. Colleges are required to provide reasonable accommodations, but the process looks very different.
As Annie explained:
"Part of this preparation for students is really being ready to talk about what their disability is, how it impacts them, and what their needs are."
This means students—not parents—must increasingly take the lead.
One theme surfaced repeatedly throughout the webinar: self-advocacy.
Students entering college need to be prepared to communicate with disability services offices, professors, healthcare providers, housing staff, and others on campus.
Annie emphasized:
"It's a really big process, and it takes a lot of time and effort and self-advocacy skills. So the earlier students get started on it, the better off they will be."
For many families, this represents one of the biggest transitions of all. Students who have relied on parents to coordinate accommodations and communicate with schools must gradually learn to manage those responsibilities themselves.
Many students assume they will receive the exact same accommodations they had in high school. Annie cautioned families against making that assumption. For example, a student who received notes from a peer note-taker in high school might instead receive access to note-taking technology or software in college.
The goal remains the same—equal access—but the method may change.
One of Annie's strongest recommendations was not to wait.
Many students arrive on campus believing they won't need accommodations, only to discover after several weeks that they are struggling. Unfortunately, accommodations are not retroactive. This means students should be requesting them before they realize they are struggling.
Annie provided a memorable analogy that showcases this well:
"I always tell students that accommodations are like insurance. You want to make sure they're in place, in case you get into an accident. Nobody makes you use them, but it's better that you have them than you don't have them."
Students who anticipate needing support should begin the accommodations process as early as possible—ideally before arriving on campus.
Accommodations aren't limited to academics.
Annie encouraged families to think holistically about the college experience, including:
For students who use mobility devices or require personal care attendants, these considerations become especially important during the college search process.
When visiting colleges, Annie encourages students to request accommodations for tours if needed.
Whether that involves a wheelchair-accessible route, a sign language interpreter, captioning, or assistive listening technology, colleges should be prepared to support prospective students.
A college's responsiveness and willingness to provide accommodations during the admissions process can offer valuable insight into how it may support students after enrollment.
The transition to college can feel overwhelming for any family. For students with disabilities and health conditions, there are additional layers to navigate—but there are also more resources and supports available than ever before.
The key is preparation.
Students who understand their needs, build self-advocacy skills, ask questions, and begin planning early are often best positioned for success.
As Annie's presentation made clear, the goal is not simply getting into college—it's creating a foundation that allows students to thrive once they get there.