How do I move my IEP or 504 accommodations to college?

Unlike K-12, college students must self-advocate. You must contact the college's Office of Disability Services and provide a recent evaluation (typically within the last 3 years) to request accommodations under the Americans with Disabilities Act (ADA).

What is the 'Executive Function Gap' in young adults?

The Executive Function Gap occurs when the 'external scaffolding' of high school (parents and teachers) is removed, revealing a deficit in planning, task initiation, and time management. We focus on building internal scaffolding to bridge this gap.

Can a student still get support after they turn 18 in Pennsylvania?

Yes. While legal decision-making shifts to the student at 18, they can still access services through the secondary system until age 21 or through ADA accommodations in post-secondary and workplace environments.

How can I help my neurodivergent child who is 'stuck' after graduation?

We address 'Failure to Launch' by decoupling self-worth from academic performance and focusing on the 10-Minute Launch technique to overcome task paralysis, helping young adults build momentum toward independent living.

Neurodiversity Transition Support | Bill Reichle, LPC & ADHD Expert — Bill Reichle Counseling

Portrait of a young man with short dark hair, a beard, wearing a black hat, smiling and showing teeth, against a dark background.

Many young adults experience a "crash" in college or their first job, even if they were top students in high school. This is often due to the removal of "external scaffolding" (parents and teachers) that compensated for executive functioning delays.
We focus on building internal scaffolding. Instead of just "trying harder," we develop systems for task initiation, time-blindness management, and energy mapping that work with a neurodivergent brain's reward system.
In the K-12 system, the school is responsible for finding and supporting the student. In college, the legal framework shifts to the Americans with Disabilities Act (ADA), where the student must self-identify and request support.
Your high school 504 or IEP does not automatically follow you. We help young adults compile their documentation and practice "The Pitch"—learning how to explain their needs to a college's Office of Disability Services confidently and effectively.
For neurodivergent young adults, the hardest part of any task isn't the work itself—it's the "activation energy" required to start. We teach the 10-Minute Launch to break the cycle of procrastination and shame.
By committing to only 10 minutes, you lower the brain's "threat response" to a daunting task. Once the timer goes off, the dopamine hit of starting usually provides the momentum to continue, but the "permission to stop" stays in place to reduce anxiety.
Graduation is often treated as a finish line, but for many, it's the start of an identity crisis. The transition from "Student-Athlete" to "Young Professional" can feel like losing your map in the middle of a forest.
We help young adults find their "Silver Lining" by decoupling their self-worth from their GPA or jersey number. We focus on values-based goal setting to ensure the next chapter is built on what truly matters to them, not just what they think they should be doing.