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MCB students, counselors and AT staff lay out college transition: advocacy, technology and campus supports
Summary
Students and Massachusetts Commission for the Blind staff told high‑school seniors that successful college transitions hinge on self‑advocacy, early contact with disability services, orientation & mobility planning, and proactive assistive‑technology preparation.
Justine Mure, deputy commissioner of the Massachusetts Commission for the Blind, opened the agency’s 2025 college information session and introduced a panel of current and recent college students and MCB staff who walked attendees through the practical steps of moving from an IEP to college accommodations.
Panelists including Alan Quan (UMass Amherst sophomore), a student who identified herself as Maddie (Fairfield University), and Joyce Gardio (recent graduate, Suffolk University) said the biggest shift from high school is responsibility for securing and managing accommodations. "In high school... they administer accommodations; in college that's on you," a student said, urging peers to connect early with their school’s disability office.
Students and staff recommended several concrete preparations. Develop basic computer skills and familiarity with assistive tools (screen readers, Microsoft Office, and common mobile accessibility settings) before arriving on campus; practice problem‑solving for device or access failures while supports are still available at home. "If you can, learn how to use your screen reader and the different devices," one panelist advised.
Orientation and mobility (O&M) specialists and guide dogs were singled out as high‑value resources for campus navigation and social integration. Michaela, MCB’s certified O&M specialist for Region 2, urged students to contact O&M staff as soon as they commit to a school so routes, transit, and campus landmarks can be mapped before move‑in day.
Students described how disability services can mediate conflicts with instructors and convert materials for access; one student said disability services intervened to make a math course workable and converted textbooks to accessible formats. Panelists also recommended talking to current students at a school and, when possible, meeting disability services during campus visits to verify supports and staffing.
Speakers emphasized realistic expectations for campus life and technology: many colleges use Windows‑based campus systems and online platforms rather than Chromebooks, and AI tools (for example, Be My AI) can help but may produce errors. The combined advice was practical and process‑oriented: reach out early, learn the tools you will rely on, and keep your MCB vocational rehabilitation counselor informed of changes.
The session closed with staff reminders that MCB staff—including vocational rehabilitation counselors, O&M specialists and AT specialists—are available to support transitions and that attendees should use the chat or contact MCB with follow‑up questions.
