Transitioning from high school to college can be a significant change for students
with disabilities. One of the main differences is that in high school, students are
automatically provided with services and accommodations, whereas in college, students
need to advocate for themselves.
Adapted from AHEAD guidelines 2010
APPLICABLE LAWS
High School
l.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 1900)
Section 504, Rehabilitation Act of 1973
A.D.A. is about ACCESS
REQUIRED DOCUMENTATION
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 plans are not sufficient. Documentation guidelines specify information needed for each category of disability.
Student may get evaluation at own expense.
Current Documentation must provide information on specific nature of condition or disability, functional
limitations, and demonstrate the need for specific accommodations.
SELF-ADVOCACY
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 you if they believe you need assistance.
College
Student must seIf-identify to the Office of Disability Services.
Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
Professors are usually open and helpful, but most expect you to initiate contact if
you need assistance.
PARENTAL ROLE
High School
Parent has access to student records and can participate in the accommodation process.
Parent advocates for student.
College
Parent does not have access to student records without students written consent.
Student advocates for self.
INSTRUCTION
High School
Teachers may modify curriculum and/or aIter pace of assignments.
Students are expected to read short assignments that are then discussed, and often
re-taught, in class.
Students seldom need to read anything more than once, and sometimes listening in class
is enough.
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.
Students need to review class notes and text material regularly.
GRADES AND TESTS
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.
eachers often take time to remind you of assignments and due dates.
College
Grading and test format changes (i.e. multiple choice vs. essay) are generally not
available. How tests are given (extended time, test proctors) are appropriate academic adjustments
when supported by disability documentation.
Testing is usually infrequent and may be cumulative, covering large amounts of material.
Makeup tests are rarely an option, without permission from professor.
Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells
out exactly what is expected of you, when it is due, and how you will be graded.
STUDY RESPONSIBILITIES
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
Tutoring DOES NOT fall under Disability Services and is not considered an academic adjustment on accommodation. Students with disabilities must seek out tutoring resources as they
are available to all students.
Students manage your own time and complete assignments independently.
Students need to study at least 2 to 3 hours outside of class for each hour in class.
