Transition to College
Going from high school to college is an exciting and important time for all students. For students with disabilities, it may come with some unique challenges and considerations. The information on this page should help you as you navigate this journey, but never hesitate to reach out to our office if you need any assistance or guidance.
How are accommodations different in college?
Students with disabilities have the right to receive support and adjustments that ensure equal access to education from preschool through every level of post-secondary education, including undergraduate and graduate school. While the right to access is the same throughout, there are important differences between K-12/high school accommodations and support and those available in college, due to the different educational environments and legal frameworks.
Legal Framework
Elementary and high schools also fall under the Individuals with Disabilities Education Act (IDEA) for students with disabilities, which drives most of the support that students receive. IDEA does not apply to colleges. The ADA and Section 504 still apply, prohibiting discrimination based on disabilities and requiring that schools provide reasonable accommodations upon request, to ensure equal access.
This translates into some notable differences for students with disabilities between high school and college:
| Consideration | K-12 | College |
|---|---|---|
| Responsibility to initiate services | must identify students with disabilities and the responsibility for providing accommodations falls largely on the school. | must self-disclose their disability and request accommodations. The student individually notifies their faculty each semester if they plan to use their accommodations. |
| Types of accommodations available | offer accommodations and individualized education plans (IEPs) that promote student success and might modify assignments or activities. For example, a student might receive an accommodation to have fewer multiple choice options for tests, or the ability to complete assignments over long periods of time with the help of an intervention specialist. | are focused on access and will not lower the academic standards or fundamentally alter any aspect of the curriculum. Rather, they make minor adjustments to policies, processes or course plans to remove disability related barriers. For example, a student will take the same test as the rest of their class, but they may be provided additional time to complete it and the option to take the test in a smaller group setting. |
| Parent and family involvment | students are considered adults, and the accommodation process is directly between the student and the accessibility resource staff. The parent or guardian role is one of support, encouragement, guidance, and education for the student. | parents or guardians play a significant role in the accommodation process, participate in IEP meetings and make decisions |
| Ongoing evaluation | students and families regularly assess IEPs and accommodations, adjusting as needed throughout the school year. | accommodations are generally maintained once approved, and are not changed or altered unless the student requests them to be |
| Intervention and support | students have access to intervention specialists and other learning specialists that provide support, skill building, and assistance in the academic environment. Students may also receive one on one support from a dedicated specialist or aide. | students do not receive assigned support from intervention or learning specialists. Their Access Coordinator will be a resource for exploring accommodations and practicing self-advocacy skills. Students who need additional academic support will utilize campus resources available for all students, like the Learning Commons, peer tutoring, and working directly with their faculty if course material is challenging. |
Transition Tips
We consider students to be the experts on their own disability, but maybe you have never been given much information about your disability and have not had a chance to practice talking about how it impacts them in school. We recommend that you:
- Review your documentation, like your IEP and 504 plans from high school, and ask your parents, teachers, and other school staff if you have any questions.
- Review the list of accommodations you have used and how they helped or did not help.
- Reflect on your strengths and what has best helped you succeed in school.
As early as your junior year, you can request a meeting with your high school team to create a transition plan that outlines your goals and the support you'll need in college. A transition plan should include:
- Identifying which accommodations or supports you currently receive that you will not be able to get in college
- Discussing skill building and alternatives to those accommodations that can be put in place in high school
- Information on when and how to request all your disability and intervention related paperwork and documentation
- Outreach to potential colleges to understand what is needed to request accommodations
- A list of accommodations you plan to request when you go to college