Moving to a four-year university is a major milestone—it’s an exciting leap toward independence and personal growth! While the shift from high school or community college brings new responsibilities, it also offers a rewarding opportunity for students with disabilities to take the lead in their academic endeavors. Support is guided by different laws that ensure equal access without changing essential course requirements. Students must provide documentation, request accommodations, and engage with the disability services office, which helps determine appropriate supports. Preparing in advance and understanding these changes is key to a successful transition.

 

 

High School

  • I.D.E.A. (Individuals with Disabilities Education Act)
  • Section 504, Rehabilitation Act of 1973
  • I.D.E.A. is about SUCCESS

College

  • A.D.A. (Americans with Disabilities Act of 1990)
  • Section 504, Rehabilitation Act of 1973
  • A.D.A. is about ACCESS

High School

  • Student is identified by the school and is supported by parents and teachers.
  • Primary responsibility for arranging accommodations belongs to the school.
  • Teachers approach the student if they believe they need assistance.

College

  • Student must self-identify and share their disability status with the DSP office.
  • Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
  • Professors typically expect students to initiate contact if needing assistance.

High School

  • Parent does not have access to student records without the student’s written consent.
  • Parent advocates for the student.

College

  • Parent does not have access to student records without student’s written consent.
  • Student advocates for themself.

High School

  • I.E.P. (Individualized Education Plan and/or 504 Plan)
  • School provides evaluation at no cost to student.
  • Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A.

College

  • High School I.E.P. and 504 may not be sufficient; student documentation may need to be updated.
  • Documentation guidelines specify information needed for each category of disability.
  • Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.

High School

  • Teachers may modify curriculum and/or alter pace of assignments.
  • Students are expected to read short assignments that are then discussed, and often re-taught, in class.
  • Students may not need to read anything more than once, and sometimes listening in class is enough.
  • Teachers may provide on to one feedback on daily classroom performance.

College

  • Professors are not required to modify curriculum design or alter assignment deadlines.
  • Students are assigned substantial amounts of reading and writing which may not be directly addressed in class.
  • Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.
  • Professors expect students to meet syllabus requirements and are available for meetings with students during office hours.

High School

  • I.E.P. or 504 plan may include modifications to test format and/or grading.
  • Testing is frequent and covers small amounts of material.
  • Makeup tests are often available.
  • Teachers often take time to remind students of assignments and due dates.

College

  • 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 usually is infrequent and may be cumulative, covering large amounts of material.

  • Makeup tests are seldom an option; if they are, students will need to request them.

  • 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

  • Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan.
  • Student's time and assignments are structured by others.
  • Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.

College

  • Students with disabilities must seek out tutoring resources as they are available to all students.
  • Students manage their own time and complete assignments independently.
  • Students need to study at least 2 to 3 hours outside of class for each hour in class.