Abstract
A growing number of high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, 2- and 4-year colleges, and universities (U.S. Department of Education, Office for Civil Rights, 2011). The transition from secondary settings to postsecondary settings presents unique challenges for students with language impairments and the faculty and staff serving them. To contribute to a deeper understanding of key issues in the complex postsecondary context, this article summarizes current thinking about developmental/linguistic, legal, situational, and pedagogical considerations for students with language impairments.