Differences between High School/College for Students with Disabilities
High School
- IDEA (Individuals with Disabilities Education Act)
- Section 504, Rehabilitation Act of 1973
- IDEA ensures success; students entitled to services
- IEP (Individual Education Plan) and/or 504 plan
- School provides evaluation at no cost to student
- School retests over time
- 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 assistance is needed
- Parent has access to student records and can participate in the accommodations process
- Parent advocates for student
- School seeks out students and reminds/creates/coordinates additional resources as needed
- Primary responsibility for accommodations belongs to the school
- Teachers may modify curriculum and/or alter curriculum pace of assignments
- Teachers prompt students about grades assignments, and due dates
- Student is expected to complete assignments that are then discussed and often re-taught in class
- Attendance is legally mandated
- IEP. or 504 plan may include modifications to test format and/or grading
- Teachers often take time to remind students of assignments and due dates
College
- ADA (Americans with Disabilities Act of 1990)
- Section 504, Rehabilitation Act of 1973
- ADA ensures equal access; protects from discrimination
- Documentation guidelines specify information needed for each category (IEP/504 Plan alone is insufficient)
- Student must obtain evaluation at own expense
- Additional accommodations and/or a change in the impact of the disability may warrant additional documentation
- Student must self-identify to the Support Services office
- Primary responsibility for self-advocacy and requesting accommodations belongs to the student
- Professors are usually open and helpful, but most expect students to initiate contact if assistance is needed
- Parent does not have access to student records without student’s written consent
- Student advocates for self
- Support Services determines eligibility for reasonable accommodations under the ADA and Section 504 upon request from student
- Support Services does not duplicate resources found elsewhere on campus; refers students to resources as students identify potential need
- Instructors are not required to modify design or alter assignment deadlines
- Student must monitor own progress and manage their time
- Student is responsible for substantial amounts of homework which may not be directly addressed in class
- Attendance is the student’s responsibility; student accepts consequences of non-attendance
- Grading and test format changes (i.e. multiple choice vs. essay) may not be available; accommodations on how tests are given (extended time, test proctors) are available when supported by disability documentation
- Instructors expect students to read, save, and consult the course syllabus, which spells out exactly what is expected, when things are due, and how the student will be graded