Differences between High School and College Accommodations for Students with Disabilities
The transition from high school or community college to a four-year public institution can be difficult for any student, especially for students with disabilities. Once transitioning over from high school to a university, students will be treated as adults and expected to assume responsibility in advocating for their needs. Additionally, some of the accommodations students received in high school or at a community college may not be available or appropriate in a university setting.
As students begin their academic careers, it is important to keep in mind that the education and the accommodations received will be affected by a different set of laws, policies, and procedures. These laws guarantee equal access and opportunity to an education without fundamentally altering the essential requirements and expectations of a class or program. These laws require that the student assume responsibility for providing documentation of their disability, identify needed accommodations, and make timely requests for support and services.
The disability services office is responsible for assisting students with disabilities to determine and provide reasonable and appropriate academic accommodations and services to promote retention and graduation. Students with disabilities are encouraged to register with their appropriate office to assist in achieving equal access to University programs and facilities.
Prior to attending the University, students should familiarize themselves with the changes that occur in the transition from high school to the university setting.
| High School | College |
|---|---|
| I.D.E.A. (Individuals with Disabilities Education Act) | A.D.A. (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| I.D.E.A. is about SUCCESS | A.D.A. is about ACCESS |
| High School | College |
|---|---|
| Student is identified by the school and is supported by parents and teachers. | Student must self-identify to the Bob Murphy Access Center. |
| Primary responsibility for arranging accommodations belongs to the school. | Primary responsibility for self-advocacy and arranging accommodations belongs to the student. |
| Teachers approach the student if they believe he/she needs assistance. | Professors are usually open and helpful, but most expect students to initiate contact if needing assistance. |
| High School | College |
|---|---|
| Parent has access to student records and can participate in the accommodation process. | Parent does not have access to student records without student’s written consent. |
| Parent advocates for student. | Student advocates for self. |
| Parents and teachers may closely monitor student's study habits. | Students are responsible for developing study habits that lead to their own success. |
| High School | College |
|---|---|
| I.E.P. (Individualized Education Plan and/or 504 Plan) | High School I.E.P. and 504 are not sufficient; student documentation may need to be updated. Documentation guidelines specify information needed for each category of disability. |
| School provides evaluation at no cost to student. | Student must get evaluation at own expense. |
| Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. | Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations. |
| High School | College |
|---|---|
| Teachers may modify curriculum and/or alter pace of assignments. | Professors are not required to modify curriculum design or alter assignment deadlines. |
| Students are expected to read short assignments that are then discussed, and often re-taught, in class. | Students are assigned substantial amounts of reading and writing which may not be directly addressed in class. |
| Students may not need to read anything more than once, and sometimes listening in class is enough. | Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations. |
| Teachers may provide on to one feedback on daily classroom performance. | Professors expect students to meet syllabus requirements and are available for meetings with students during office hours. |
| Attendance is taken and reported. | Student is responsible for attending class. |
| High School | College |
|---|---|
| I.E.P. or 504 plan may include modifications to test format and/or grading. | Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability documentation. |
| Testing is frequent and covers small amounts of material. | Testing usually is infrequent and may be cumulative, covering large amounts of material. |
| Makeup tests are often available. | Makeup tests are seldom an option; if they are, students will need to request them. |
| Teachers often take time to remind students of assignments and due dates. | Professors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of students, when it is due, and how students will be graded. |
| High School | College |
|---|---|
| Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan. | Students with disabilities must seek out tutoring resources as they are available to all students. |
| Student's time and assignments are structured by others. | Students manage their own time and complete assignments independently. |
| Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation. | Students need to study at least 2 to 3 hours outside of class for each hour in class. |
Adapted from ADHEAD guidelines 2010
