Differences Between High School & College Accommodations for Students with Disabilities

In high school, services were implemented by a team of educators and parents with an aim toward promoting student success. When students enter college, the responsibility shifts. Students must seek out assistance by contacting the Disability and Accessibility Resource Center (DARC) to arrange access. This is a fundamental change in the way that students relate to instructors and advisers; college students initiate all services and accommodations.

Applicable Laws

Required Documentation

Self-Advocacy

Parental Role

Instruction

Grades and Tests

High School	College
IEP or 504 plan may include modifications to test format and/or grading.	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 is frequent and covers small amounts of material.	Testing is usually infrequent and may be cumulative, covering large amounts of material.
Makeup tests are often available.	Makeup tests are seldom an option.
Teachers often take time to remind students of assignments and due dates.	Instructors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected, when it is due, and how students will be graded.

Study Responsibilities

Tips to Support Your Student

Encourage Self-Advocacy: Advocating for oneself is a learned skill that many college students are just beginning to learn. Fostering this skill can help promote a positive future.
Promote Independence: There is a lot to learn inside and outside of the classroom as students start their college career.
Check-In Regularly: Remind your students of their support network.
Encourage Time Management Strategies: Time management is another learned skill that many young students have not yet mastered. Encouraging this will help them in balancing schoolwork and other activities.
Celebrate Achievements: Don’t forget to recognize hard work and milestones reached throughout their academic journey.
Learn About Campus Resources: Familiarize with the resources available to students on- and off-campus. Remind your student to utilize these resources for additional support.

High School	College
Individuals with Disabilities Education Act (IDEA)	Americans with Disabilities Act of 1990 (ADA) and its amendments
Section 504, Rehabilitation Act of 1973	Section 504, Rehabilitation Act of 1973
Focus is on SUCCESS	Focus is on ACCESS

High School	College
IEP (Individualized Education Plan) and/or 504 Plan	High school IEP and 504 plan may not be sufficient.
School provides evaluation at no cost to student.	Student must get evaluation at own expense.
Documentation focuses on determining whether student is eligible for services based on specific disability categories in IDEA.	Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.

High School	College
Student is identified by the school and is supported by parents and teachers.	Student must self-identify to the Disability and Accessibility Resource Center (DARC).
Primary responsibility for arranging accommodations belongs to the school.	Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
Teachers approach you if they believe you need assistance.	Instructors are usually open and helpful, but most expect you to initiate contact if you need assistance.

High School	College
Parent has access to student records and can participate in the accommodation process.	Parent does not have access to student records without student’s written consent.
Parent advocates for student.	Student advocates for self.

High School	College
Teachers may modify curriculum and/or alter pace of assignments	Instructors are not required to modify curriculum design or alter assignment deadlines.
Students are expected to read short assignments that are then discussed, and often re-taught, in class.	Students are assigned substantial amounts of reading and writing which may not be directly addressed in class.
Students seldom need to read anything more than once, and sometimes listening in class is enough.	Students need to review class notes and text material regularly.

High School	College
Tutoring and study support may be a service provided as part of an IEP or 504 plan.	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.
Student's time and assignments are structured by others.	Students manage own time and complete assignments independently.
Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.	Students need to study at least 2 to 3 hours outside of class for each hour in class.

Differences Between High School & College Accommodations for Students with Disabilities

Tips to Support Your Student

Contact

Disability and Accessibility Resource Center