Aki is a high school senior with learning disabilities in reading and written expression. He will be attending a university in the fall and plans to request academic and testing accommodations. Which of the following is the most appropriate action that his IEP team can take to help Aki transition successfully?

While it's important for Aki to understand that accommodations can be provided, simply telling him this does not equip him with the knowledge or skills needed to advocate for himself at the university level. Accommodations in postsecondary settings may differ from those in high school, so he needs to learn how to request and negotiate these supports himself.

Although having access to his educational documents is helpful, this option does not actively support Aki in his transition process. Merely providing documents does not empower him with the necessary understanding of his rights or how to utilize the resources available to him at the university.

While notifying the university could be beneficial, it is primarily the responsibility of the IEP team rather than Aki. This action does not encourage Aki to engage with his new learning environment or understand how to utilize available resources effectively for his success.