Life After High School

 by Susan Yellin and Christina Cacioppo Bertsch

Life After High School is a book aimed at making the process of accessing further education open to anyone with a disability, by providing all the information needed. It is targeted at parents, disabled students, teachers and everyone involved in preparing students for adulthood. Both authors are well placed to write this book. Yellin is an attorney and the mother of a child of difference and was inspired by her own experiences to create a centre for learning differences. Bertsch has worked as Director of Disabilities at a university and as a counsellor. She also set up and runs a centre to help find supportive colleges for students with different needs. Both authors are American and as a result much of the content is more relevant to the US market. The book is business-like and serious in its approach with no patronising banter; the reader is treated at all times with intelligence and respect. 

It is apparent from the introduction that the authors understand that disabilities are varied and complex and that each person has their own assets and needs. 

Chapter one is pivotal as it covers the law and disabilities and takes the reader through ‘The Individuals with Disabilities Act’ (IDEA) clearly explaining why and how it came into being and who it is targeted at and over what time frame. To start a book with the law is a brave move because most parents find the laws on disability confusing, frustrating and hard to grasp but the chapter is accessible and easy to read. It was also comforting to see an attorney recognise that such laws sound incredibly positive, inclusive and progressive but that the reality behind them, is, for many, not matched by the rhetoric. The reader is introduced to Section 504 which is a civil rights law prohibiting discrimination against physical and mental disabilities. The most relevant law for those wanting to pursue education beyond High School is The Americans with Disabilities Act which is clearly explained. Other laws and terms are covered and although it takes effort, this chapter is worth the time. I was surprised that I found this section interesting and only wish that the book covered British law regarding disabilities and in particular autism. I have never understood what my child is entitled to and how to interpret the law and access it without employing a solicitor. Many of the parents who write to us at asteens are similarly confused and mystified. Clearly a law is of no use if the people it is supposed to protect do not understand it or know how to access it. It is in danger of only serving the educated and wealthy which rather misses the point of such laws. At the end of each sub-section the authors have summarised the text with a few bullet points which I found very useful as it helped me to check that I had understood the text and could easily recall and later find areas of particular relevance to me. Much of the material in this chapter is referred to throughout the book, inextricably interwoven into every aspect of preparing for and getting appropriate provision. 


In Chapter two the all too common problem of children choosing to ignore their disabilities, allowing parents and others to manage and implement their package of care, is raised as a potential problem. Whilst it is understandable that many young people with disabilities just want to get on with life and not draw attention to their differences, the reality is, that in adulthood they will need to take over advocating for themselves and should not be happy for others to make decisions about their needs without their own input. Once again knowing the law is important because provisions made in childhood may not be covered by the law later in life and what each person needs may change with time and according to the environment they are in. This chapter begins to guide families on what they need to plan for and what to expect and encourages young people to get involved in the decisions made about them and in thinking forward as far as they are able. It is vital that families understand the education system and different diplomas because the entitlements vary according to the education achieved. 

Chapter three discusses the complex area of when an impairment is classified as a disability and once again this is viewed in the context of the law because not every impairment has a right to access help/accommodations. Chapter four discusses the importance of accumulating documentation of testing and assessments etc. because without it, families cannot access any help they may be entitled to. Each college will have their own guidelines on what evidence they require. They also discuss who is responsible for the funding of assessments which is an issue I have recently faced with my own son (UK based). When assessments are required in order to access help in further education, parents often find that the assessments are no longer paid for by school services. In practice, this then means that the systems which are allegedly in place to equalise the playing field are clearly failing. There are ample examples in the book of cases and how they dealt with their situations. The over-riding impression I always come away with in books discussing securing help, is how complicated, time consuming, relentless and intimidating the whole process is. I am always left feeling that if society really wanted to give every citizen a fair chance, then the processes involved would not be so complex because many of us are severely disabled by the process. 

Chapter five deals with college admissions tests and how to select and opt for the most appropriate. They advise applying early for accommodations. 

Chapter six is about all the criteria to consider when choosing a college and course. The authors help the student to break what can be an overwhelming task into a process that narrows the multitude of options down to a functional level so that the student can choose from a small, select list. 

Chapter seven and eight consider how best to adapt applications and what to focus on, how much to disclose etc. The importance of visiting potential colleges is highlighted with useful ideas about what to look for and ask and how to spot areas of concern. Advice is given about organisational skills such as keeping a separate folder for each application with copies of information submitted, keeping track of deadlines etc. 

Chapter nine considers employment before or after college and reminds the student to consider all options, including vocational training and other routes to work. 

Chapter 10 and 11 are concerned with managing and coping with aspects of living independently which relate to all young people, but may be more complex for those with disabilities. 

Chapter 12 and 13 is about the final stages of following up all aspects of going to college. Students are given a list of things to check such as ensuring appropriate accommodation is arranged, that the help required is in place, all personnel are cognisant with the young person’s needs, finances are covered and that all documentation required is arranged and available. Parents need to encourage the young person to be as involved in every detail as much as possible so that they are taking charge and understanding the processes involved thereby gaining confidence in how to self advocate. Finally they should know where to go if things are not working out as expected. 

I would highly recommend this book for the US audience as it appears to cover all aspects of attaining an appropriate education for one’s child. There are many bits of advice that apply equally to those in Europe but because the laws and services differ across countries some of the information does not translate well. It is clearly written and ordered and for a book focusing, of necessity, so much on the law, it was surprisingly readable. We now need an equivalent book for the UK. 

Anna van der Post

October, 2010