Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study.

Stephens et al. (2018) asked college students with disabilities what they think about getting ready for college, using campus help, and having family support.

The team used interviews and surveys to collect student stories and suggestions.

Students said high schools did not prepare them well for college work or college life.

They wanted clearer information about disability services and wished staff would invite families to help plan supports.

Gonzalo et al. (2024) looked at 21 studies and found most colleges still offer separate, small services instead of the inclusive, rights-based model students want. Stephens et al. (2018) gives the student voice that explains why this gap feels frustrating.

Chandroo et al. (2020) heard the same complaint from Australian high-schoolers with autism: transition planning talks about them, not with them. The two studies form a timeline showing the silence starts early and continues into college.

Jackson et al. (2025) surveyed Saudi students and found plenty of assistive tech on campus, yet many still do not use it. This echoes L et al.'s point that simply having services is not enough; students need clear guidance and encouragement to opt in.

If you write transition IEPs or support college clients, treat readiness as a class, not a meeting. Add practice assignments that mirror college syllabi and invite families to every planning session with a clear role. These small shifts can close the student-noticed gap between what campuses promise and what they deliver.