Transitioning to College

High School

College

Services and supports for students with disabilities are governed by the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973

Services and supports for students with disabilities are governed by the Americans With Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 

Laws and regulations are designed to ensure student success.

Laws and regulations are designed to ensure equal access to programs and services. Success is the student’s responsibility.

Individualized Education Plan (IEP) and/or 504 Plan

Accommodations plan set up by the student and the disability office. IEPs and 504s cease to exist after K-12, and accommodations do not automatically transfer to college

School provides evaluation/assessment at no cost to students.

Students must seek an evaluation, assessment, or diagnosis at their own expense.

Documentation focuses on determining whether a student is eligible for services based on specific disability categories under the IDEA.

Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations. A 504 or IEP alone may or may not be sufficient, and schools vary in their recency requirements.

Tutoring, executive function coaching, counseling, and/or study skills support may be a service provided as part of I.E.P or 504 plans.

These services are not provided by disability services. Tutoring, counseling, or executive function coaching may be available to all students, but these are not provided on every campus.

IEP or 504 plan may include modifications to assignments, grading, rubrics, test format, etc.

Professors are not required to alter their curriculum.

Large assignments may be broken down into smaller chunks.

Professors are not required to break down large assignments.

Expectations around assignment deadlines and class attendance are often flexible.

Assignment deadlines and class attendance policies may be much more strict.

Aides and paraprofessional support, when needed, are provided by the school.

Classroom aides, when needed, are provided by the school, but the student is responsible for finding, hiring, and paying for personal care attendants (PCAs).

Assistive technology or equipment, when needed, is provided by the school.

Devices or equipment of a personal nature are not provided by the school. Assistive technology that is used in classes or during testing is provided by the school when approved as an accommodation.

Students may be assigned a case manager for their IEP/504 with whom they meet regularly, and who keeps track of their progress.

Students are not assigned a case manager. Students are responsible for keeping track of their own progress. Disability office staff do not monitor student’s grades or progress.

Teachers or case managers may remind students of assignments and test dates.

Students are responsible for keeping track of their syllabi, managing their time, and knowing assignments and test dates.

General education teachers know their students’ disability and participate in the accommodations process.

Faculty do not have access to students’ diagnosis or disability information. Approved accommodations are shared with faculty only with student consent.

Makeup tests or test retakes may be available.

Makeup tests or test retakes are determined by individual professor’s policies.

Students with disabilities are sought out, evaluated, and identified by the school.

Students must self-identify to the disability office as a student with a disability.

The primary responsibility for arranging accommodations belongs to the school. After initial parent/guardian consent, accommodations and services are provided automatically and are reviewed and updated annually.

The primary responsibility for seeking and arranging accommodations belongs to the student. Students must provide their consent to communicate accommodations to faculty, and typically must choose whether or not to activate their accommodations each semester.

Parents/guardians have access to student records and can participate in the accommodations process.

Parents/guardians do not have access to student records without the student’s written consent. Parents/guardians cannot set up accommodations on behalf of the student.

Parent/guardian advocates for the student, with increasing involvement from the student over time.

Student advocates for themself.

High School

College

Class schedules are arranged by school personnel with student input

Students create their own schedules based on their major requirements, general education requirements, and interests. Academic Advising is available for guidance. Advisor/instructor approval may be required to register for certain classes.

General education classes are dictated by district and state requirements.

General education requirements vary widely based on institutional policies.

Instructors are addressed as Mr./Miss/Ms./Mrs. [Last Name].

Instructors are faculty who have earned an advanced degree, such as a doctorate. They may prefer to be addressed as Dr. [Last Name] or by their first name.

Attendance is usually mandatory and monitored by the instructor.

Attendance policies vary and are set by individual faculty.

Textbooks are typically provided at no cost.

Textbooks must be purchased by the student.

Teachers and school personnel monitor students closely, offering guidance and correction as necessary.

Students are expected to take responsibility for their education as well as for the consequences of their decisions.

Teachers often provide a daily overview of what will be covered in class.

Professors provide a syllabus at the start of the semester, with an overview of course objectives, assignments and test dates. They may or may not provide a daily overview.

Students are expected to complete assignments or readings 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.

Teachers may remind students of incomplete assignments.

Students are responsible for keeping track of assignments and due dates. Faculty may or may not remind students of incomplete assignments.

Teachers may know students’ needs and approach students when they need assistance.

Professors are usually open and helpful, but expect students to initiate contact when assistance is needed.

Teachers are often easily accessible and available before, during, or after class.

Professors have scheduled availability (usually called office hours). Outside of these times, students should request appointments with their faculty.

Teachers often provide students with information missed during absences.

Faculty are not obligated to provide information missed during absences. Students should get information from classmates or teaching assistants (TAs) when they miss a class.

Students may be provided with a structured format for taking notes, or teachers may write information on the board or show slides to be copied for notes.

The professor may lecture nonstop, and may or may not provide visual supports. Students are expected to take their own notes in any format they choose.

Study/independent work time is often built into classes, including structured study halls.

Students manage their own time and complete assignments independently. Class time is typically reserved for lecture, discussion, or hands-on activities, and independent work time for assignments is not built in.

The amount of independent study time required varies from student to student.

In college, the general rule is that students should expect to study for 2-3 hours outside of class for each credit hour.

Testing may be frequent and cover small amounts of material.

Testing frequency can vary. Some tests are cumulative, covering large amounts of material from over the course of the entire term.