Disability Service Differences Between High School and College

How Disability Services Differ Between High School and College

The transition from high school to college can be challenging, especially when trying to understand how adjustments or accommodations from high school are requested once you are in college. Much of the terminology, law, and what you are eligible for changes once you attend college, so we have broken down many differences in the table below. Please note: your IEP, 504, or other accommodations do not automatically apply once you are in college. You must self-identify and formally register with Accessibility Resources to receive accommodations.

Relevant Law

The ADA is a federal civil rights law designed to provide equal opportunity for people with disabilities.

While legislation for K-12 persons with disabilities is focused on student success, the ADA, as it applies to the college environment, is focused on making sure that students with disabilities have equal access to the various programs, services and activities of the university.

That is not to say that colleges are not interested in student success, and most provide a wide array of academic support services that are designed to help all students perform at their highest level. It does mean that the federal laws that may have required certain accommodations in K-12 are different than those for colleges and universities.

The ADA also protects persons with disabilities from discrimination. The ADA requires colleges to make reasonable accommodations to allow a student to fully demonstrate their level of learning and to fully participate in the college experience both in and outside of the classroom. The ADA does not require colleges to provide special educational services, therapies or curriculum modifications that fundamentally alter the nature of the academic course or the major program of study.

The ADAAA retains the ADAs definition of “disability” as an impairment that substantially limits one or more major life activities, having a record of such an impairment, or being regarded as having such an impairment. However, the ADAAA expands the definition of “major life activities” by including two non-exhaustive lists:

Activities that the Equal Employment Opportunity Commission (EEOC) has recognized (such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working) – plus other activities that include eating, sleeping, lifting, bending, reading, concentrating, thinking and communicating.
Major bodily functions, such as the immune system and normal growth, and digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive functions.

IDEA is a federal law that governs special education delivery for children ages 3-21 or until high school graduation. An Individualized Education Plan (IEP) is developed by the educational team for each child and indicates how a child’s education will be individualized to best serve them. The focus of IDEA is to ensure students are successful in the K-12 system.

Section 504 of the Rehabilitation Act of 1973 is a law that protects students from discrimination based on their disabilities.

Subpart D of the act applies to grades K-12, and Subpart E applies to postsecondary institutions. A 504 Plan is developed when a K-12 student needs certain accommodations and modifications to either the physical space in the school or the learning environment.

The Rehabilitation Act Amendments of 1998 covers access to federally funded programs and services.

The law strengthens Section 504 of the Rehabilitation Act and requires access to electronic and information technology provided by the federal government. Federal agencies must ensure that this technology is accessible to employees and members of the public with disabilities.

Differences Between High School and College

Applicable Law
High School	College
IDEA Section 504 (D) of the Rehabilitation Act	ADA ADAAA Section 504 (E) of the Rehabilitation Act

Documentation
High School	College
School districts are responsible for identifying and evaluating potential students with disabilities. When such a determination is made, the district plans educational services for classified students at no expense to the family. Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. Documentation is used to create an IEP and/or a 504 Plan.	Students are responsible for self-identification and for obtaining disability documentation from a professional who is qualified to assess their disability. Cost of the evaluation must be assumed by the student, not the post secondary institution. Current Documentation must provide information on specific nature of condition or disability, functional limitations, and demonstrate the need for specific accommodations Documentation is used to create an Accommodation Plan.

Advocacy
High School	College
The parent or guardian is the primary advocate. Students with disabilities from age 14 on must be invited to participate in the IEP process. If the student does not attend, the district must ensure that the student’s preferences and interests are considered. Primary responsibility for arranging accommodations belongs to the school. Teachers approach the student if they believe they need assistance.	Students must self-identify and discuss their disability and needs to work with the Accessibility Resources staff to implement reasonable accommodations. The Family Educational Rights Privacy Act (FERPA) provides for student privacy. Professors are usually open and helpful, but most expect the student to initiate contact if they need assistance.

Delivery of Services
High School	College
School districts are responsible for identifying students with disabilities and providing special education programs and services, including related services, and transition services as delineated in an Individualized Education Program.	Students are responsible for notifying the Accessibility Resources staff of their disability and of their need for reasonable accommodations. Accommodations (not special education) are provided on a case-by-case, as-needed basis for students with disabilities to have equal access to the institution’s programs, services and activities.

Parental Role
High School	College
Parent has access to student records and can participate in the accommodation process. Parent advocates for student.	Parent does not have access to student records. Student advocates for them self.

Instruction
High School	College
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 seldom need to read anything more than once, and sometimes listening in class is enough.	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	College
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 you of assignments and due dates.	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 the 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	College
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.	Tutoring does not fall under Accessibility Resources and is not considered an academic adjustment or 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.